State budgetary children's educational institution
kindergarten No. 26 of a combined type, Kirovsky district, St. Petersburg
SELF-EDUCATION PLAN
Educator: Del Natalya Vasilievna
2016 – 2017
Self-education plan for teacher Del Natalya Vasilievna
Topic: “Preparation for teaching literacy to children in the preparatory group”
Target : Promote the development of the phonetic side of children's speech, auditory
Attention and phonemic hearing, in order to prepare children for learning sound
Word analysis.
Objectives of educational activities:
1.Teach children to highlight a given sound in pronunciation, compare (distinguish,
differentiate) sounds that are close in articulatory or acoustic terms
(hard and soft consonants, voiceless and voiced consonants, hissing and whistling,
sonorant).
2. Identify by ear the sound that occurs in a series of 4–5 words. Notice words with
a given sound in a nursery rhyme, a tongue twister, select words with a given sound,
form an idea of a word, sound, syllable, sentence;
3. Conduct a sound analysis, working with a word (short, long) and using various games; activate the idea of a word, sound, syllable, sentence.
4. Pay attention to preparing your hand for writing, developing basic graphic skills and preparing for writing techniques.
5.Develop writing skills: read individual words and phrases, write
Printed letters.
Planned results (in the form of targets)
Have a good grasp of the concepts: “word”, “sound”, “syllable”, “letter”, “sentence”.
Differentiate the concepts of “sound” and “letter”;
Distinguish between vowels and consonants;
Carry out sound and syllabic analysis of words;
Identify the difference in the sound (syllable) composition of two words, know the letters.
- by syllabic and continuous reading methods
Work plan for the 2016 – 2017 academic year
September | 1Selection of methodological literature and GCD notes for joint activities with children. Studying. 2 Selection and production of a card index of didactic games for teaching literacy |
October | 1Selection of visual material with pictures for different sounds 2. Registration of a consultation for parents “Where to start learning to read” 3 Production of didactic material “Sound houses”, “Find the place of the sound in the word”, “Word diagrams”. |
November | 1Replenish the card index with articulatory gymnastics. 2Selection of material for the formation of graphic skills. 3Designing a card index with finger games. 4 Production of individual material for each child “Cashier letters" |
December | 1 Registration of a consultation for parents “Development of fine motor skills in children” 2 Replenishment of the collection of strokes and hatches. |
January | 1 Registration of a consultation for parents “Games with letters for preschool children” 2 Making didactic games: “Syllabic tables”, “Make a word” |
February | 1 Replenishment of the card index with pure tongue twisters and tongue twisters 2 Update strokes and hatches. |
March | 1 Making educational games 2 Updating visual material for sounds |
April | 1 Design of a memo for parents “Land of Letters” 2 Selection of material for the final event: Leisure “In the Land of Sounds” |
May | 1 Final event– leisure. 2 Job analysis. 3 Monitoring. |
Methodological literature
- Bondarenko T. M. Complex classes V preparatory group kindergarten. Voronezh 2009
- Shumaeva D. G. “How good it is to be able to read!” “Childhood – Press 2000
- Ushakova O. S. Speech development of children 5 – 7 years old. LLC “TC-Sfera” 2014
- VolchkovaV. N. Lesson notes in the preparatory group. Voronezh 2010
- Gavrina S. E. Development of speech. Preschool school. Moscow Rosmen 2014
- Kuritsyna E. M. Games for speech development. We speak correctly. Rosmen 2014
- Zhurova L. E, Varentsova “Teaching literacy. Notes.
- Kylasova L. E. Didactic material for classes with children 6 - 7 years old on speech development. Volgograd 2015
The problem of the concept of a child’s psychological readiness to study at school in the works of specialists
Psychological features of the development of a preschooler
General characteristics of the components of psychological readiness for schooling
Methods of psychological correction of the development of children who are not ready for schooling
Diagnosis of children's psychological readiness for school
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Self-education report by a teacher-psychologist
Development of psychological readiness for learning at school
older children up to school age
Introduction
- The problem of the concept of psychological readiness of a child
to school education in the works of specialists
- General characteristics of the components of psychological
school readiness
- Methods of psychological correction of children's development, not
ready for school
5. Diagnosis of children’s psychological readiness for school
Conclusion
Literature
Introduction
IN Lately The task of preparing preschoolers for school education occupies one of the important places in the development of psychology. The successful solution of the problems of developing a child’s personality and increasing the effectiveness of teaching are largely determined by how accurately the level of readiness of children for schooling is determined. In modern psychology, unfortunately, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.
A. Anastasi interprets the concept of school maturity as “mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of mastering the school curriculum.”
I. Shvantsara more succinctly defines school maturity as the achievement of such a degree in development when the child “becomes able to take part in school education.” I. Shvantsara identifies mental, social and emotional components as components of readiness to learn at school.
In psychological and pedagogical literature, the concept of “school maturity” is interpreted as the achieved level of morphological, functional and intellectual development of a child, which allows him to successfully overcome the loads associated with systematic learning and a new daily routine at school.
Currently, the very high demands of life on the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school becomes special meaning. Its decision is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.
Psychological readiness for schooling is understood as the necessary and sufficient level of psychological development of a child to master the school curriculum under certain learning conditions. A child’s psychological readiness for school is one of the most important results of psychological development during preschool childhood. The main goal of determining psychological readiness for schooling is to prevent school maladjustment.
To successfully implement this goal, various classes have recently been created, the task of which is to implement an individual approach to education in relation to children, both ready and not ready for school, in order to avoid school maladjustment.
At different times, psychologists dealt with the problem of readiness for school; many diagnostic methods and programs were developed (Gudkina N.N., Ovcharova R.V., Bezrukikh M.I., etc.) school readiness children and psychological assistance in the formation of components of school maturity.
But in practice, it is difficult for a psychologist to choose from this variety of methods and programs the one that will help to comprehensively determine the child’s readiness for learning and help prepare the child for school.
Identifying the level of readiness will make it possible to organize correctional work with children who have a low and medium level of readiness, which will allow the child to develop the necessary skills and abilities for successful learning educational material.
- The problem of the concept of a child’s psychological readiness to study at school in the works of specialists
Preparing children for school is a complex task, covering all areas of a child’s life. Psychological readiness for school is only one aspect of this task. But within this aspect there are different approaches:
- Research aimed at developing in preschool children certain changes and skills necessary for learning at school.
- Research on neoplasms and changes in the child’s psyche.
- Studies of the genesis of individual components educational activities and identifying ways of their formation.
- Studying the child's changes in consciously subordinating his actions to the given ones while consistently following the verbal instructions of an adult. This skill is associated with the ability to master the general way of following an adult’s verbal instructions.
- Readiness for school in modern conditions is considered, first of all, as readiness for schooling or educational activities. This approach is justified by looking at the problem from the perspective of the periodization of the child’s mental development and the change of leading types of activity. According to E.E. Kravtsova, the problem of psychological readiness for schooling is specified as a problem of changing the leading types of activity, i.e. this is a transition from role-playing games educational activities. This approach is relevant and significant, but readiness for educational activities does not fully cover the phenomenon of readiness for school.
L. I Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation, one’s cognitive activity and the social position of the student. Similar views were developed by A.V. Zaporozhets, noting that readiness for school is a holistic system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms.
Today, it is almost universally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.
Traditionally, there are three aspects of school maturity: intellectual, emotional and social.
Intellectual maturity refers to differentiated perception (perceptual maturity), including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; opportunity logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.
Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time.
Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.
Based on the selected parameters, tests for determining school maturity are created.
If foreign studies of school maturity are mainly aimed at creating tests and are much less focused on the theory of the issue, then the works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school, rooted in the works of L.S. Vygotsky.
Is not it. Bozhovich (1968) identifies several parameters of a child’s psychological development that most significantly influence the success of schooling. Among them is a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and intellectuality of the sphere. She considered the motivational plan to be the most important in a child’s psychological readiness for school. Two groups of teaching motives were identified:
- Broad social motives for learning, or motives associated “with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desires to occupy a certain place in the system of social relations available to him”;
- Motives related directly to educational activities, or “the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich). A child who is ready for school wants to study because he wants to know a certain position in human society that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called L.I. Bozovic "the inner position of a schoolchild." This neoplasm L.I. Bozovic gave a lot great importance, believing that the “internal position of the student” and the broad social motives of learning are purely historical phenomena.
The new formation “internal position of the schoolchild,” which arises at the turn of preschool and primary school age and represents a fusion of two needs - cognitive and the need to communicate with adults at a new level, allows the child to be involved in the educational process as a subject of activity, which is expressed in social formation and the fulfillment of intentions and goals, or, in other words, the voluntary behavior of the student.
Almost all authors studying psychological readiness for school give voluntariness a special place in the problem being studied. There is a point of view that poor development of volition is the main stumbling block to psychological readiness for school. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntary behavior interferes with the beginning of schooling.
D.B. Elkonin believed that voluntary behavior is born in role-playing game in a group of children, allowing the child to rise to a higher level of development than he can do in the game alone because The team in this case corrects the violation in imitation of the expected image, while it is still very difficult for the child to independently exercise such control.
In the works of E.E. Kravtsova, when characterizing the psychological readiness of children for school, focuses on the role of communication in the development of the child. Three areas are distinguished - attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components educational activities.
N.G. Sallina also highlighted the child’s intellectual development as indicators of psychological readiness.
It must be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also not an unimportant factor, but on the level of development of intellectual processes. “... a child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, draw conclusions” (L.I. Bozhovich). For successful learning, a child must be able to identify the subject of his knowledge.
In addition to the above-mentioned components of psychological readiness for school, we additionally highlight one more – speech development. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must have developed phonemic hearing.
To summarize all that has been said, we list the psychological spheres by the level of development of which psychological readiness for school is judged: affect-need, voluntary, intellectual and speech.
- Psychological features of the development of a preschooler
Senior preschool age is a stage of intensive mental development. It is at this age that progressive changes occur in all areas, from the improvement of psychophysiological functions to the emergence of complex personal new formations.
In the sphere of sensations, there is a significant decrease in the thresholds of all types of sensitivity. The differentiation of perception increases. A special role in the development of perception in older preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main types of each property.
By the age of 6, a clear selectivity of perception in relation to social objects develops.
In preschool age, attention is involuntary. The state of increased attention is associated with orientation in the external environment, with an emotional attitude towards it. At the same time, the content features of external impressions that provide this increase change with age. A significant increase in the stability of attention is noted in studies in which children are asked to look at pictures, describe their content, and listen to a story. The turning point in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form attention - voluntary attention - by the age of 6-7 years are already quite large.
This is largely facilitated by the improvement of the planning function of speech, which is a “universal means of organizing attention.” Speech makes it possible to verbally highlight in advance objects that are significant for a specific task, and to organize attention, taking into account the nature of the upcoming activity. Despite significant changes in the development of attention, involuntary attention remains predominant throughout the preschool period. Even older preschoolers still find it difficult to concentrate on something monotonous. But during a game that is interesting to them, attention can be quite stable.
Similar age-related patterns are observed in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him, gives best experience. Thus, the volume of fixed material is largely determined by the emotional attitude towards a given object or phenomenon. Compared with primary and middle preschool age, the relative role of involuntary memorization in children 6-7 years of age decreases somewhat, but at the same time, the strength of memorization increases. At older preschool age, the child is able to reproduce the impressions received after a sufficiently long period of time.
One of the main achievements of senior preschool age is the development of voluntary memorization. Some forms of this memorization can be noted in children aged 4-5 years, but it reaches significant development by 6-7 years. This is largely facilitated by gaming activities, in which the ability to remember and reproduce the necessary information in a timely manner is one of the conditions for achieving success. Important feature This age is due to the fact that a 6-7 year old child can be given a goal aimed at memorizing certain material. The presence of this possibility is due to the fact that the child begins to use various techniques specifically designed to increase the efficiency of memorization: behavior, semantic and associative linking of material.
Thus, by the age of 6-7 years, the structure of memory undergoes significant changes associated with the significant development of voluntary forms of memorization and recall. Involuntary memory, not associated with an active attitude to the current activity, turns out to be less productive, although in general it retains a dominant position.
A detailed relationship between voluntary and involuntary forms of memory is noted in relation to such a mental function as imagination.
A big leap in its development is provided by play, a necessary condition for which is the presence of substitute activities and substitute objects. In older preschool age, substitution becomes purely symbolic and the transition to actions with imaginary objects gradually begins. The formation of imagination is directly dependent on the development of a child’s speech. Imagination at this age expands the child’s capabilities in interacting with the external environment, promotes its assimilation, and, together with thinking, serves as a means of understanding reality.
The development of a child’s spatial concepts reaches a high level by the age of 6-7 years. Children of this age are characterized by attempts to analyze spatial situations. Although the results are not always good, analysis of children’s activities indicates a dismembered image of space, reflecting not only objects, but also their relative positions.
The development of ideas largely characterizes the process of formation of thinking, the formation of which at this age is largely associated with improving the ability to operate with ideas at an arbitrary level. This ability increases significantly by the age of six, due to the assimilation of new methods of mental action. The formation of new methods of mental action is largely based on the basis of certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of imaginative thinking.
At the age of 4-6 years there is an intensive formation and development of skills and abilities that contribute to children’s learning external environment, analysis of the properties of objects and influence on them for the purpose of change. This level of mental development, i.e. visual-effective thinking is, as it were, preparatory. It contributes to the accumulation of facts, information about the world around us, and the creation of a basis for the formation of ideas and concepts. In the process of visually effective thinking, the prerequisites for the formation of a more complex form of thinking - visually figurative thinking - appear. It is characterized by the fact that the expansion of the problem situation is carried out by the child in line with ideas, without the use of practical actions, by the end of the preschool period it prevails highest form visual-figurative thinking – visual-schematic thinking. A reflection of a child’s achievement of this level of mental development is the schematism of a child’s drawing, the ability to use schematic images when solving problems.
Visual-schematic thinking creates great opportunities for mastering the external environment, being a means for the child to create a generalized model of various objects and phenomena. An acquired feature of the generalized, this form of thinking remains figurative, based on real actions with objects and their substitutes. At the same time, this form of thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts. Thus, by the age of 6-7 years, a child can approach solving a problem situation in three ways: using visual-effective, visual-figurative and logical thinking. Senior preschool age should be considered only as a period when the intensive formation of logical thinking should begin, as if thereby determining the immediate prospects of mental development.
By the senior preschool age, the accumulation of extensive experience in practical actions, a sufficient level of development of perception, memory, imagination and thinking increase the child’s sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by volitional regulation of behavior. A child of 6-7 years old can strive for a distant (including imaginary) goal, while withstanding strong volitional tension for quite a long time.
When performing volitional actions, imitation continues to occupy a significant place, although it becomes voluntarily controlled. At the same time, verbal instructions from an adult are becoming increasingly important, encouraging the child to take certain actions. In older preschoolers, the stage of preliminary orientation is clearly visible. The game requires you to develop a certain line of action in advance. Therefore, it greatly stimulates the improvement of the ability to volitionally regulate behavior.
At this age, changes occur in the child’s motivational sphere: a system of subordinate motives is formed, giving a general direction to the behavior of the older preschooler. Acceptance of the most significant this moment motive is the basis that allows the child to go towards the intended goal, ignoring the situationally arising desire. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of actions by adults.
It should be noted that by the time the child reaches preschool age, intensive development of cognitive motivation occurs: the child’s immediate impressionability decreases, at the same time he becomes more active in searching new information. The motivation to establish a positive attitude towards others also undergoes significant changes. Compliance with certain rules even at a younger age served as a means for the child to gain adult approval. However, in older preschool age, this becomes conscious, and the motive that determines it becomes “inscribed” in the general hierarchy. Important role in this process belongs to a collective role-playing game, which is a scale of social norms, with the assimilation of which the child’s behavior is built on the basis of a certain emotional attitude towards others or depending on the nature of the expected reaction. The child considers the adult to be the bearer of norms and rules, but under certain conditions he can act in this role himself. At the same time, his activity in relation to compliance with accepted standards increases.
Gradually, the older preschooler learns moral assessments, begins to take into account, from this point of view, the sequence of his actions, and anticipates the result and assessment from an adult. E.V. Subbotsky believes that due to the interpretation of the rules of behavior, the child experiences violation of these rules even in the absence of an adult. Children of six years of age begin to become aware of the peculiarities of their behavior, and as they master generally accepted norms and rules, use them as standards for assessing themselves and the people around them.
The basis of initial self-esteem is the ability to compare oneself with other children. 6-year-olds are characterized mainly by undifferentiated inflated self-esteem. By the age of 7, it differentiates and decreases somewhat. A previously absent assessment of oneself with other peers appears.
Non-differentiation of self-esteem leads to the fact that a 6-7 year old child considers an adult’s assessment of the results of an individual action as an assessment of his personality as a whole, therefore the use of censure and comments when teaching children of this age should be limited. Otherwise, children develop low self-esteem, lack of confidence in their abilities, and a negative attitude towards learning.
Summarizing the most important achievements of the mental development of a 6-7 year old child, we can conclude that children at this age are quite different high level mental development, including dissected perception, generalized norms of thinking, semantic memorization. At this time, a certain amount of knowledge and skills is formed, an arbitrary form of memory, thinking, and imagination intensively develops, based on which one can encourage the child to listen, consider, remember, and analyze. An older preschooler knows how to coordinate his actions with social norms of behavior. His own behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, and the ability to fairly adequately assess the results of his own activities and his capabilities.
3. General characteristics of the components of psychological readiness for schooling
Entering school and the initial period of education cause a restructuring in the child’s lifestyle and activities. This period is equally difficult for children entering school at 6 and 7 years old.
Observations by physiologists, psychologists and teachers show that among first-graders there are children who, due to their individual psychophysiological characteristics, find it difficult to adapt to new conditions and cope only partially (not at all) with the work schedule and curriculum. These children cause concern to teachers, and under the traditional education system, groups of lagging behind and second-year students are subsequently formed.
At the same time, the traditional education system is not capable of ensuring the proper level of development of children who have the psychophysiological and intellectual capabilities for learning and development at a higher level of complexity.
By the time a child enters school, he must be mature not only physiologically and socially, but also have a certain level of mental, emotional and volitional development. Educational activities require the necessary stock of knowledge about the world around us and the formation of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, plan his activities and exercise self-control. A positive attitude towards learning, the ability to self-regulate behavior and demonstrate volitional efforts to complete assigned tasks are required.
Equally important are the skills of verbal communication, the development of fine motor skills of the hand and hand-eye coordination.
To determine the level of readiness of children for educational activities at school, it is advisable to identify the degree of school maturity.
School maturity refers to the level of morphological, functional and intellectual development of the child, which allows us to conclude that the requirements of systematic training, various types of workload, and a new lifestyle will not be overly tiring for him.
In the structure of psychological readiness, it is customary to distinguish the following components (according to L.A. Venger, A.L. Venger, V.V. Kholmovskaya, Ya.Ya. Kolominsky, E.A. Pashko):
1. Personal readiness. Includes the formation of a child’s readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere.
A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - briefcase, textbooks, notebooks), but by the opportunity to gain new knowledge, which involves the development of cognitive interests. The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with the formation of a hierarchical system of motives.
Thus, the child must have developed learning motivation. Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible.
Preparing a child for school is one of the main tasks of a preschool institution and family education. However, teachers and educators often focus only on special training. Meanwhile, weak moral and volitional readiness for educational work leads to the fact that children study poorly or do not want to study. Preparation for school should begin from the junior group of kindergarten or from the age of three, if the child does not attend a preschool institution, but will study at school.
One cannot limit oneself only to the child’s special preparation and readiness for learning, since when he goes to school, his lifestyle changes, his social position changes, which requires the ability to independently and responsibly carry out educational duties, to be organized and disciplined, to arbitrarily control one’s behavior and activities, and to know how to follow the rules behavior and relationships.
Underestimation of general preparation for school leads to formalization of the learning process and reduces attention to solving the main task - the formation versatile personality. There are cases where a child who knew how to read before school temporarily lost his reading skill due to the inability to establish contact with the teacher and students.
Thus, the concept of a child’s personal readiness for school includes two aspects: readiness to learn and readiness to accept a new way of life.
2. Intellectual readiness. This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically the child’s thinking remains figurative, based on real actions with objects and their substitutes.
Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. To summarize, we can say that the development of intellectual readiness for learning at school involves:
Differentiated perception;
Analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);
Rational approach to reality (weakening the role of fantasy);
Logical memorization;
Interest in knowledge and the process of obtaining it through additional efforts;
Mastery of spoken language by ear and the ability to understand and use symbols;
Development of fine hand movements and hand-eye coordination.
3. Social and psychological readiness. This component of readiness includes the formation of qualities thanks to which they could communicate with other children and the teacher. A child comes to school, a class in which children are busy common cause and he needs to have fairly flexible ways of establishing relationships with other children, he needs the ability to enter the children's society, act together with others, the ability to give in and defend himself.
Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.
At the same time, the concept of “readiness for schooling” also includes the formation of the basic prerequisites and foundations of educational activities.
G.G. Kravtsov and E.E. Kravtsova, speaking about readiness for schooling, emphasize its complex nature. However, the structuring of this readiness does not follow the path of differentiating the child’s general mental development into intellectual, emotional and other spheres, and therefore types of readiness.
The authors consider the system of relationships between the child and the outside world and highlight indicators of psychological readiness for school associated with the development of various types of relationships between the child and the outside world. In this case, the main aspects of children’s psychological readiness for school are three areas: relationships with adults, relationships with peers, and relationships with oneself.
In the sphere of communication between a child and an adult, the most important changes that characterize the onset of readiness for schooling are the development of voluntariness. The specific features of this type of communication are the subordination of the child’s behavior and actions to certain norms and rules, reliance not on the current situation, but on all the content that sets its context, understanding the position of the adult and the conventional meaning of his questions.
All these traits are necessary for a child to accept a learning task. In the studies of V.V. Davydov and D.B. Elkonin shows that the learning task is one of the most important components of educational activity. The basis of the educational task is the educational problem, which is a theoretical resolution of contradictions.
The educational task is solved with the help of educational actions - the next component of educational activity. Educational activities are aimed at finding and highlighting general methods for solving any class of problems.
One of the components of educational activity is the actions of self-control and self-assessment. In these actions the child is directed, as it were, at himself. Their result is changes in the cognizing subject itself.
Thus, voluntariness in communication with adults is necessary for children to successfully carry out educational activities (primarily for accepting a learning task).
The development of a certain level of communication with peers has at least important for further learning than the development of arbitrariness in communication with adults. Firstly, a certain level of development of a child’s communication with peers allows him to act adequately in conditions of collective learning activities. Secondly, communication with peers is closely related to the development of learning activities.
G.G. Kravtsov and E.E. Kravtsova emphasize that mastering educational actions gives the child the opportunity to learn a general way of solving a whole class of educational problems. Children who do not master the general method learn to solve only problems that are identical in content.
This connection between the development of communication with peers and the development of educational activities is due to the fact that children who have developed communication with peers have the ability to look at the task situation with “different eyes”, take the point of view of their partner (teacher), they are quite flexible and not so rigid tied to the situation.
This allows children to identify a general way to solve a problem, master appropriate learning actions, and solve direct and indirect problems. Children who can easily cope with both types of problems are able to identify a general solution scheme and have a fairly high level of communication with peers.
The third component of a child’s psychological readiness for school is his attitude towards himself. Educational activities require a high level of control, which should be based on an adequate assessment of one’s actions and capabilities. Inflated self-esteem, characteristic of preschoolers, is transformed due to the development of the ability to “see” others, the ability to move from one position to another when considering the same situation.
In connection with the identification of various types of relationships in the psychological readiness of children that influence the development of educational activities, it makes sense to diagnose children entering school through indicators of mental development that are most important for successful learning at school.
The new way of life will require a number of qualities from the child that will help him establish positive relationships with the teacher and with children. First of all, the child needs knowledge of the norms of relationships and behavior. Research by V. G. Nechaeva, E. V. Subbotsky, S. G. Yakobson and other teachers show that children already at a young age learn moral standards and try to follow them.
What qualities should an older preschooler have to be ready for successful learning?
Teachers emphasize independence above all (K. P. Kuzovkova, G. N. Godina). Independence fostered from a young age contributes to the formation of independence, self-confidence, and the ability to cope with a task without the help of an adult. Responsibility (K.A. Klimova) is considered as a prerequisite for cultivating a sense of duty, as the ability and desire to complete a task, to be responsible for one’s actions.
Readiness to learn is also determined by discipline and obedience (N.A. Starodubova, N.I. Ryugina). Discipline helps to concentrate attention in the lesson, accurately complete the teacher’s assignments, and helps to respond correctly to the teacher’s comments.
The ability to complete a task, overcome difficulties and demonstrate the ability to perform voluntary actions (D.V. Sergeeva, R.S. Bure, Z.M. Istomina) will also help the child in his studies.
Readiness to study at school is also associated with the development of interest in knowledge (R.I. Zhukovskaya, T.A. Kulikova, N.F. Vinogradova). Cognitive interests contribute not only to intellectual, but also moral development, and help the child gain respect from peers and teachers.
There are different approaches to developing readiness for learning in preschool age. However, they are united by the mandatory and systematic conduct of classes with children, the developed stereotype of behavior, which creates a psychological attitude towards learning; training to comply with certain requirements.
The attitude of preschool children to school and to learning is formed under the influence of the child’s living conditions and his upbringing.
In studies conducted back in 1945. (L.I. Bozhovich, N.G. Morozova, L.S. Slavina), it was shown that the knowledge acquired at school is acquired differently by students and takes a different place in the student’s personality, depending on how He was brought up with an attitude towards this knowledge and towards his educational activities even in preschool age.
The attitude towards learning as a socially significant activity, for the quality of which the student feels responsible to the school and parents, creates the conditions under which the knowledge acquired at school becomes the student’s beliefs, the basis for the formation of his worldview.
Consequently, one of the most important issues in the formation of personality is the question under what conditions the objective relationships in which the child finds himself become relationships for himself (that is, acquire personal meaning for him), what role does the adult (parents, raise) play in this? and how, in the presence of these relationships, the child’s personality traits are formed.
Therefore, studies related to children’s attitudes to learning and school are considered very important for the development of the child’s future personality.
Analyzing the nature of the attitude of preschoolers to learning, it was discovered that one of the most important points revealing the psychological essence of this attitude is the set of motives that determines the educational activity of preschoolers. At the same time, the motives for learning were understood as how he understands why the child will study, or, in other words, what encourages him to study.
Motives embody the needs and aspirations of the individual, and that is why they are so important for understanding the nature of the child’s attitude towards learning.
The study of motives is not an exhaustive and, most importantly, the final explanation psychological essence the preschooler’s relationship to learning, since the very motives for learning are created and formed in the process of life and upbringing of the child and, in turn, depend on the entire system of the child’s objective relations to reality and on the place that learning occupies in his life. But, precisely for this reason, they are the most important psychological link, by grasping which you can penetrate into the inner world of a child and understand how he himself experiences his position as a future schoolchild and what his educational activity is for him.
For example, some preschoolers do not show interest in future schooling. The reason for this may be various conditions life and personal characteristics of the child. In order to change his attitude towards learning and form new motives in him, it was necessary to change his internal position, and this, in turn, is only possible if we rebuild his relationships with others and try to reveal the significance of learning for his future.
Pedagogical assessment has a very selective regulatory influence on the child’s behavior and forms a certain emotional attitude towards academic subjects, for school. This leads to the formation of a conscious attitude to reality, to the development of self-awareness and an active position in cognitive activity (B.G. Ananyev, Sh.A. Amonashvili).
The motives for a positive attitude towards learning are internally connected with the basic life relationships of the child, with his needs and aspirations, which are determined by these relationships, and only thanks to such a connection do they acquire their motivating force. Research shows that at different stages of children's development, along with changes in the objective relationships in which the child lives and develops, the child's own relationships to reality also change.
In addition, the motives for a positive attitude towards learning are of a different nature and depend on the individual characteristics of the child’s life and upbringing. Therefore, penetration into the motives of activity allows us to better understand the nature of the child’s relationship to reality, to understand how the child lives, what he strives for, what personal meaning has for him what surrounds him and his own activities. The study of the motives for a positive attitude towards learning in children led to the establishment of some essential provisions, which then became the starting point for further study of the psychology of attitudes towards learning and school.
The study found that the educational activity of preschool children is stimulated by two types of motives that are inextricably linked, but have different origins and different psychological characteristics. One of these types presents the motives generated by the entire system of relations existing between the child and the activities around him. These social motives for learning depend primarily on the circumstances of the child’s life in the family, on his position in the circle of peers and the attitude of adults (parents, educators) towards him, on what internal position he himself has taken in relation to school and learning.
Thus, these motives embody those aspirations and needs of the child that arise from all the circumstances of his life and which are associated with the main orientation of his personality.
At every age and at every special case the social motives of the teaching are of a different specific nature; sometimes they express the desire of children to earn the approval and attention of their parents, sometimes they express the desire to gain respect and authority among their comrades, sometimes they are associated with the child’s dreams about his future.
This kind of social motives is also represented in other types of activities of preschool children, since any serious activity of a child, objectively, and for himself, has one or another social meaning. But in educational activities these motives are presented most clearly and have highest value to understand the basic attitudes of the child’s personality and his attitude to his activities, since learning occupies a special place in the lives of children.
These motives are called broad social motives for learning, since they go beyond the educational process itself and are associated with those broad life relationships into which the child enters thanks to learning. The second type of motives, which also constitutes the most important component in the attitude of preschool children to learning, includes motives generated primarily by the educational activity itself. This includes a variety of learning interests, the satisfaction that comes from hard work, intense intellectual activity, overcoming difficulties, and so on.
All this allows us to analyze specific psychological reasons, explaining the features of one or another attitude of preschoolers to learning.
However, in order for these prerequisites to become psychological conditions for the formation in preschoolers of a conscious attitude to learning and to their school responsibilities, it is necessary that the child somehow understands and “accepts” for himself the objective meaning that school learning and the process of acquiring knowledge itself have .
It is especially important for young schoolchildren to take a new position in the family. Work by L.S. Slavina showed that in those families where a child’s admission to school does not in any way affect his relationships with others, where the nature of these relationships is not determined by the quality of his academic work, learning often does not acquire the meaning of a serious socially significant activity for the child.
In such families, no matter how much they convince the child of the need to study well, these beliefs are not “accepted” by the child, since they are not supported by the corresponding experiences associated with his daily life and activities.
L.S. Slavina confirmed that important point The way in which preschoolers develop the proper attitude towards learning is the way in which adults make appropriate demands on it. Among students in grades I and II, two groups of children can easily be distinguished, differing from each other in their different attitudes towards the educational activity itself. Some of them, as a rule, easily become interested in the process of this activity and with a large share of intellectual activity perform various educational tasks: solve arithmetic examples, identify sounds in a word, trace how the meaning of the entire word changes depending on the change in one letter. They like intense intellectual activity, they enthusiastically compose stories from pictures, and love to solve riddles.
Other children, on the contrary, do not show this interest and are constantly in a state of intellectual passivity, although they treat educational activities with great seriousness and responsibility. They are not interested in solving problems or riddles; they are indifferent to the fact that words can be broken down into sounds.
This peculiar phenomenon was called “intellectual passivity” by L. I. Bozhovich. The problem comes down to this. Initially, the child’s thinking is directly included in his practical activities and is aimed at solving practical problems. Only in conditions of practical action do intellectual operations acquire their true meaning for the child.
At the same time, in the conditions of raising a child in kindergarten and in those families where the child plays a lot in various didactic games, draws, sculpts, looks at pictures, listens to fairy tales, stories, and so on. In a child, already in the period of preschool childhood, intellectual processes seem to stand out from practical activity and acquire the character of independent, developed intellectual activity, which has its own goal and its own motive.
For those children who grew up and were brought up in families where little attention was paid to this side of development, intellectual processes remained unallocated from the child’s practical activity; they remained only a means for solving certain practical problems. It is these children who make up the group that includes students with a lack of interest in the learning process itself and the presence of a special kind of intellectual passivity.
Thus, special psychological readiness for new living conditions is necessary.
Preparing a child for school includes the formation of his readiness to accept a new “social position” - the position of a schoolchild who has a range of important responsibilities and rights, who occupies a different, special position in society compared to preschoolers. Readiness of this type, personal readiness, is expressed in the child’s attitude towards school, towards educational activities, towards teachers, towards himself.
So, the factors contributing to the formation of a positive attitude towards school are:
A set of motives related to the needs and aspirations of the child (social and educational);
Living conditions in the family and personal characteristics of a preschooler;
Successful relationships with others;
Formation of internal position;
Pedagogical positive assessment.
Thus, the psychological components of readiness for school in preschoolers are: development of volitional qualities; development of abstract logical and figurative thinking; desire to become a schoolchild; the amount of knowledge about the world around us; possession of special knowledge; development of cognitive interests and cognitive activity; presence of intellectual activity; speech development; development of social qualities of the child’s personality.
Table 1
Intelligent readiness | Personal readiness | Willful readiness |
|
(desire to master a new social role and become a “Schoolboy”-adult);
motivation (desire to learn and acquire new knowledge, skills, abilities). |
|
It should be noted that the components of psychological readiness for school do not necessarily have to be maximally developed; it is more important that all their elements are present, even if the level of formation of some of them is low. In the learning process, less developed qualities will be compensated by more developed ones. If any component is completely missing, this can lead to problems in learning and even refusal to attend school.
4. Methods of psychological correction of the development of children who are not ready for schooling
The changes and shifts in children’s communication that occur at the end of preschool age consist primarily in the fact that communication for the first time acquires an arbitrary, “contextual” character. The psychological readiness of a preschooler to study at school is determined by the development of his ability to communicate and build relationships with adults and peers, as well as the development of his attitude towards himself. However, not all children are ready to learn at the beginning of their educational life. Such children require special work to correct their development.
Since all components of children’s psychological readiness for school, despite their diversity, collectively characterize a single whole - the psychological new formation of the seven-year crisis - we can also name a single means used in correcting psychological unpreparedness for school: this is play activity. Indeed, if we understand psychological readiness for school as a level of mental development, then the timing of its occurrence is directly and directly related to the conditions of previous development and, of course, cannot but relate to the leading activity of preschool age - play. But, since the game is not homogeneous, and the components of psychological readiness for school themselves are very diverse, we can distinguish different types of games that contribute to the emergence and development in the depths of preschool age of individual components of children’s psychological readiness for school.
In addition, any type of game has a multifaceted effect on a child’s development, so it is necessary to highlight exactly that aspect of the game that is directly and directly related to the corresponding component of children’s psychological readiness for school.
- How can we help children who do not know how to focus on the semantic connections of a task, but see in the task only the present, specific situation? To do this, when playing with them, you need to use techniques that help the child see the convention in the adult’s position and the convention in the position itself as a whole. To do this, a time delay situation is included in the game: for example, the answer to a riddle is not given immediately, but only after a certain light or sound signal.
However, this technique alone cannot develop in children real arbitrariness in communicating with adults. This requires a whole system of activities and games. The plot-role-playing game occupies a special place here. It presupposes a certain plot and content, which are set and played out by various interconnected roles: doctor - patient, driver - passenger, teacher - student. When a child masters roles with opposite content, he must learn to coordinate roles with the same focus (doctor - nurse, students among themselves).
A special place belongs to games in kindergarten and school, and each child must play all the roles - a teacher, a teacher, a student, and a child attending kindergarten. When a child plays the role of an educator and especially a teacher, it is important that he pays attention not to the form, but to the content (come up with problems on his own and check the correctness, comparing his solution with the solution of another child or adult). In a child’s play, it is especially emphasized that form and content are, on the one hand, an indicator of development play activity, and on the other hand, a criterion for the level of development of voluntariness in communication with adults.
- Games with rules contribute to the development of the ability to act according to instructions and organize educational activities. It is necessary that the child gets a lot of experience in participating in these games. In a game with rules, there are two types of relationships - relationships with the content of complementarity, competition, opposition (as a rule, these are relationships between two teams) and relationships of help, support, joint movement in one direction within the team. Both relationships are important for a child, but relationships within a team, within one collective business, occupy a special place in psychological preparation for school. For this purpose, children are offered joint games and other joint activities according to the rules. This can be any activity - drawing together, writing fairy tales, etc.
- The third direction of correctional work is related to the need to develop the child’s ability to adequate self-esteem. This is where director's games can help.
Directing is a game where the child is simultaneously the creator of the plot, its director and tester of all roles. This generalized attitude gives the child the opportunity to look at himself and others from the outside. In a good way learning to direct is a game - dramatization. The most important thing in it is the ability to create a plot, to connect individual objects, events and even fairy tales with their plots.
Inadequate self-esteem of a child and its correction is one of the most difficult moments in correctional work with children who are not ready for school. Unlike other components of children’s psychological readiness for school, their attitude towards themselves is adjusted extremely slowly.
Throughout the correctional work, the participation of parents is necessary. Parents need to be taught to play with their child at home so that these techniques are reinforced and used by the child in Everyday life.
The problem of psychological readiness for schooling is extremely relevant. Determining its essence, indicators of readiness, and ways of its formation determine, on the one hand, the determination of the goals and content of education and upbringing in preschool institutions, and, on the other hand, the success of the subsequent development and education of children at school.
5. Diagnosis of psychological readiness for school
The main goal of diagnosing psychological readiness for schooling is to prevent school maladjustment in children.
An annual examination of children for school makes it possible to monitor these indicators over several years, identify general trends, identify problems in psychological preparation for school, and also draw conclusions on the basis of which to formulate recommendations for teachers and parents. These are the main tasks of diagnostics.
Since psychological readiness for school is a complex multicomponent education, there are, accordingly, a huge number of methods that determine it.
Based on MADOU No. 232 (“Kindergarten of a combined type” in Kemerovo), as a result of many years of practical activity, the most informative, prognostic and at the same time quite convenient to use methods were selected. They were selected in such a way that their completion did not take much time, and the material of the tasks was clear and interesting for the child.
Components of psychological readiness | Research methods |
Personal and motivational readiness |
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Intelligent Readiness |
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Willful readiness |
|
Such a diagnostic examination allows one to obtain sufficient
an idea of the development of preschoolers’ prerequisites for educational activities and to study the level of formation of all components of psychological readiness for school.
Diagnostics are carried out at the beginning and at the end school year. A repeated examination is carried out using the same methods in order to check the effectiveness of correctional activities. The results obtained allow us to choose the necessary direction of correctional and developmental work with each specific child. Subsequently, groups of children are formed: with high, medium and low levels of readiness for school.
The majority of children in our kindergarten have a high level of development in all diagnosed indicators of school readiness.
Those. the child wants to go to school, realizes the importance and necessity of learning, his own learning goals have acquired or are acquiring independent attractiveness, he easily comes into contact with adults and children, shows interest in him, his ideas about the world are quite detailed and specific; can talk about the country, the city in which he lives, about animals and plants, about the seasons, the speech is meaningful, expressive, grammatically correct(Psychological, pedagogical and social readiness for school). NThere are no disturbances in the phonemic structure of speech or sound pronunciation; speech is correct, distinct, the hand is well developed: the child confidently wields a pencil, scissors, is fairly well oriented in space, can correctly “transfer” into a notebook the simplest graphic image (pattern, figure), visually perceived at a distance(School-significant psychophysiological functions).The child is inquisitive, active, performs tasks with interest, independently, without the need for additional external stimuli, correctly determines the content and meaning (including hidden) of what is being analyzed; accurately and succinctly summarizes it in words, sees and realizes subtle differences when compared, discovers natural connections, holds the goal of activity, outlines its plan; selects adequate means; checks the result; overcomes difficulties at work; gets the job done(Psychological prerequisites for educational activities).
At the same time, there is a small percentage of children with low levels of school readiness. This is due, in my opinion, to an increase in the number of children with developmental problems, irregular attendance at classes and, accordingly, at kindergarten.
Analyzing the final indicators over the past few years, we can conclude that the work done gives positive result, compensation for developmental deficiencies in one or another area of the child has a beneficial effect on the overall course of his mental development. Consequently, such work should be carried out in kindergartens systematically, taking into account age and individual characteristics. Experience shows that the active involvement of parents in the correction process contributes to the achievement of higher results. For this purpose, recommendations have been developed for parents on preparing their children for school:
- To develop intellectual readiness, it is necessary to encourage the child to ask questions, enrich him lexicon, discuss with him the phenomena of the surrounding world.
- You can arouse interest in school and educational activities through systematic stories to your child about school, its benefits and necessity. Drawing analogies: adults go to work, and children go to school is an additional motivational incentive.
- The introduction of role-playing games “School” into the preschool educational process, where the child can act not only as a student, but also as a teacher, will contribute to subsequent psychological adaptation to school.
- Stimulating and encouraging the desire to complete what has been started is a necessary condition for the development of the child’s volitional sphere.
- Close emotional contact with the child, sincere interest in his affairs and problems will avoid many difficulties associated with adaptation to a new social role, and will speed up the process of adaptation to a new type of activity - learning.
Conclusion
Psychological readiness for schooling is understood as the necessary and sufficient level of mental development of a child to master the school curriculum in a learning environment with peers. A child’s psychological readiness for school is one of the most important results of mental development during preschool childhood.
The high demands of life for the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school takes on special significance. Its decision is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.
The age period from 6 to 7 years is characterized by increased emotionality, imitation, focus on understanding the world around us, and sensitivity to influence from adults and peers. During this period, the psyche of children of senior preschool age goes through various “distances”, undergoes qualitative transformations depending on whether the child develops in conditions of play or learning, depending on individual characteristics and social conditions education. In the upbringing and development of personality, it is necessary to take into account the individual characteristics of the child, the pace of his development, the formation of abilities in various types of activities, the cultivation of high culture, higher feelings (intellectual, aesthetic, moral), and the cultivation of abilities for empathy and responsibility. It is important to know the general patterns of mental development of a child, as well as the reasons that determine the diverse individual differences of children. A child's entry into school is a turning point in his socialization. Many new teaching technologies, concepts of educational content, and ideas for new schools today are based on the creation of a humane developmental environment in which the child’s personality is formed most fully and freely for the benefit of society. But not all children entering school are ready to learn, are ready to accept a new role - the role of a student - which is offered to him by a new society - the school environment.
Literature
- Bityanova M.R. Adaptation of a child at school: diagnosis, correction, pedagogical support [Text]: collection of methods. materials / M.R. Bityanova. – M.: Educational Center “Pedagogical Search”, 1997 – 112 p.
- Gutkina N.I. Psychological readiness for school [Text]: textbook / N.I. Gutkin. – St. Petersburg: Peter, 2009. – 208 p.
- Martsinkovskaya T.D. Diagnostics of mental development of children [Text]: a manual on practical psychology / T.D. Martsinkovskaya. – M.: LINKA-PRESS, 1997 – 176 p.
- Rogov N. I. Reference book practical psychologist, M. 1999 – book. 1, 214 pp.
Currently, the greatest importance in the development of society is human factor. First of all, creative and independent, responsible and enterprising workers are required, capable of continuous development and self-education. In this regard, the main goal of individual human progress becomes the development of independence and the full disclosure of the capabilities and abilities of the individual.
In the context of the humanization of education, the existing theory and technology of mass education should be aimed at the formation of a strong personality, capable of living and working in a constantly changing world, capable of boldly developing their own strategy of behavior, making moral choices and taking responsibility for them.
According to requirements new education paradigm The main task of the school is to prepare independent, educated, creative personality capable of continuous development and self-education. In this regard, technological education is of particular importance for the self-realization of students’ personalities.
Modern technological education expands the boundaries of students’ technological training, developing technological thinking, which ensures the formation of such abilities as the ability to:
predict your development within a given goal;
make decisions at the level of inclusion in labor activity;
focus on constant updating of knowledge and skills;
realize oneself in the process of work;
find non-standard solutions in difficult situations;
determine your own interests;
design an algorithm for various types of activities.
The problem of preparing the younger generation for life and work, the development of scientific foundations for its implementation in conditions secondary schools presented in the works of a number of famous scientists and teachers. Works by L.P. Aristova, E.Ya. Golanta, B.P. Esipov, and others, devoted to the problem of analyzing the development of independence in children as the most important indicator fruitfulness of teaching.
In my opinion, independence is the basis for the formation of creativity in the activity of the subject, and creative activity is the active interaction of the subject with the surrounding world, as a result of which he purposefully changes this world and himself and creates something new that has social significance. Therefore, the future directly depends on the efforts of the school: how well it ensures the development of student activity and independence in learning.
The main mistake of many teachers, starting from the initial and ending high school, in an effort to limit ourselves to providing knowledge and ensuring the assimilation of the material.
The disadvantage of education mainly consists in the inability to work independently, in the inability to develop skills in academic work. There is a lack of methodological material and recommendations on the issue of a system for developing independence among students. But the essence of pedagogical technology is the search for new scientific approaches to the analysis and organization of the educational process, a set of methods and means that ensure the implementation of lesson goals in the educational system. This is what connects theory and practice, the procedural and substantive aspects of learning. Currently, there is a fascination with forms of learning without their deep theoretical analysis, without taking into account the substantive foundations of learning.
A holistic pedagogical understanding of this problem leads to the need to find effective ways to develop student independence. The success of this process is determined by many factors, among which the most important is the student’s awareness of his abilities, interests, and knowledge of methods of independent activity. At the same time, the tasks of education at the present stage require a specific study of the problem of student independence based on the material of individual subjects. However, the traditional organization of student independence remains predominant in most schools. These shortcomings of mass practice are explained, as mentioned above, by the lack of development of technology for developing the independence of schoolchildren in the classroom.
Organization independent work, its management is a responsible and difficult job for every teacher. Fostering activity and independence must be considered as an integral part of the education of students. In this regard, one of the main tasks of modern education is:
developing in students the ability to operate acquired knowledge and apply it in new situations;
draw independent conclusions and generalizations;
find solutions in non-standard conditions.
Also, the fundamental requirement of society for a modern school is the formation of an individual who can independently:
creatively solve scientific, industrial, social problems;
think critically;
develop and defend your point of view, your beliefs;
systematically and continuously replenish and update your knowledge through self-education;
improve skills, creatively apply them in reality.
Effective use of independent work allows you to solve a large number of the above problems.
Wherein independent work of students is an important component of the educational process. It is advisable to consider it as a form of organizing students’ educational activities, carried out under the direct or indirect guidance of a teacher, during which students mainly or completely independently perform various types assignments for the purpose of developing knowledge, skills, abilities and personal qualities.
Requirements for organizing independent work of schoolchildren
Any student’s independent work organized by the teacher must meet the following didactic requirements:
be purposeful;
be truly independent work and encourage the student to work hard when completing it;
At the same time, at first, students need to develop the simplest skills of independent work;
for independent work, in most cases it is necessary to offer such tasks, the implementation of which does not allow working according to ready-made recipes and templates;
assignments should be of interest to students;
independent work must be systematically and systematically included in the educational process;
when organizing independent work, it is necessary to carry out a reasonable combination of the teacher’s presentation of the material with the independent work of students to acquire knowledge, skills and abilities;
When students perform independent work of any kind, the leading role should belong to the teacher.
Psychological and pedagogical characteristics of a junior schoolchild
The boundaries of primary school age, coinciding with the period of study in primary school, are currently established from 6-7 to 9-10 years. During this period, further physical and psychophysiological development of the child occurs, providing the opportunity for systematic learning at school. Forming the ability to independently acquire and expand knowledge is one of the main objectives of training. At the same time, independent work of schoolchildren intensifies the learning process.
Educational activity becomes the leading activity at primary school age. It determines the most important changes occurring in the development of the psyche of children at this age stage. Within the framework of educational activities, psychological new formations are formed that characterize the most significant achievements in the development of primary schoolchildren and are the foundation that ensures development at the next age stage. Gradually, motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position and has nothing to achieve. To prevent this from happening, learning activities need to be given new, personally meaningful motivation. The leading role of educational activities in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, during which his new achievements are improved and consolidated.
The younger student is optimistic, inquisitive, emotional, loves to play and fantasize. This is a passionate nature, a completely independent person, who has her own views and judgments and does not always accept other people’s opinions without evidence. At the same time, the authority of an adult and his opinion largely determine the behavior of a younger student. All this directly affects the child’s interaction with the world around him. However, it is difficult for a child to maintain sustained voluntary attention for a long time and to memorize significant material.
Taking into account this feature, the teacher may well use independent work in teaching a primary school student, which will help the child remember the amount of material he needs.
A distinctive feature of any primary school student is an interest in the world around him, the need to acquire new knowledge not only about the objects that directly surround him, but also about rather abstract ones. Therefore, it is important for the teacher to accustom the child to independently master new knowledge. He will be helped in this by various forms of independent work that will help the child gradually study the world around him.
It is especially important to emphasize such a psychological feature of a junior schoolchild as a holistic perception of the world.
Knowledge of the surrounding world is associated with such psychological characteristics of a child of primary school age as goodwill, openness, and positive reflection. Under certain conditions, a primary school student can develop the ability to empathize.
At this age, another important new formation appears - voluntary behavior. The child becomes independent and chooses what to do in certain situations. This type of behavior is based on moral motives that are formed at this age. The child absorbs moral values, tries to follow certain rules and laws. This is often associated with selfish motives and desires to be approved by adults or to strengthen one’s personal position in a peer group. That is, their behavior is one way or another connected with the main motive that dominates at this age - the motive of achieving success.
New formations such as planning the results of action and reflection are closely related to the formation of voluntary behavior in younger schoolchildren.
A child of primary school age already develops elements of reflection: he can objectively evaluate himself, learns to reckon with the opinions of others and take them into account in joint activities. At the same time, this is not its typological feature, that is, it is not inherent in everyone without exception, although the presence of these phenomena in some children indicates the possibility of their formation in all. This must be taken into account in the educational process
As a rule, younger schoolchildren fulfill the teacher’s demands unquestioningly and do not enter into arguments with him, which, for example, is quite typical for a teenager. They trustfully accept the teacher’s assessments and teachings, imitate him in his manner of reasoning and intonation. If a task is given in class, it means it is necessary, and the children carefully complete it, without thinking about the purpose of their work.
At this age, children acquire new knowledge, skills and abilities with readiness and interest. Everything is new (a picture book that the teacher brought, an interesting example, a joke from the teacher, visual material) causes an immediate reaction. Increased reactivity and readiness for action are manifested in lessons and in the way the children quickly raise their hands, impatiently listen to a friend’s answer, and strive to answer themselves. In order to identify the capabilities of each child, the teacher must systematically carry out independent work. As a result, he will be able to monitor the progress of children.
The primary school student has a very strong focus on external world. Facts, events, details leave a strong impression on him. At the slightest opportunity, students run closer to what interests them, try to take an unfamiliar object in their hands, and fix their attention on its details. Children happily talk about what they saw, mentioning many details that are little understandable to outsiders, but are apparently very significant for them.
At the same time, at primary school age, the desire to penetrate into the essence of phenomena and reveal their cause does not noticeably manifest itself. It is difficult for a younger student to identify the essential, the main thing. For example, when retelling texts or answering questions about them, students often repeat individual phrases and paragraphs almost word for word. This also happens when they are required to tell in their own words or briefly convey the content of what they read.
The development of the personality of a primary school student depends on school performance and the assessment of the child by adults. At primary school age, children's desire to achieve increases. Therefore, the main motive of a child’s activity at this age is the motive of achieving success. Sometimes another type of this motive occurs - the motive of avoiding failure.
The main achievements of this age are determined by the leading nature of educational activities and are largely decisive for subsequent years of education: by the end of primary school age, the child must want to learn, be able to learn and believe in himself.
Full-fledged living of this age, its positive acquisitions are the necessary foundation on which the further development of the child as an active subject of knowledge and activity is built. The main task of adults in working with children of primary school age is to create optimal conditions for the development and realization of children's capabilities, taking into account the individuality of each child.
“Formation of competence in the field of independent positive activity among primary school students”
Actuaflatness of the topic.
In the materials of the second generation Federal State Educational Standard (primary education), one of the value guidelines is “development of independence, initiative and responsibility of the individual as a condition for his self-actualization”. In this regard, the key competence of a primary school student is educational independence, which is based on reflective skills, takes into account the individual characteristics of students and is based on general educational skills.
Today's junior high school students are significantly different from their peers of previous years. The range of readiness levels for school is very wide: from complete ignorance of letters and numbers, lack of basic spatial orientation skills, to the ability to read fluently and explain the meaning of what is read, compare and generalize. But regardless of the effort expended. The child still experiences difficulties due to the inability to work in an individually oriented mode. This reinforces the importance of changing priorities in the learning style and focusing on the formation of independence, since the child’s ability to carry out educational activities without the help of an adult would allow solving a number of problems of his individual learning and expand the prospects for the student’s self-education.
The Federal State Educational Standard proclaims as one of the most important tasks of the modern education system “the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement.” In the standard, universal educational activities are grouped into four main blocks : personal, regulatory, general cognitive (including general educational, logical, problem posing and solving), communicative actions. The most important task of the modern education system is the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. That is why the “Planned Results” of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.
The main results of teaching children in primary school are the formation of universal methods of action, the development of the ability to learn - the ability to self-organize in order to solve educational problems, individual progress in the main areas of personal development - emotional, cognitive. As a result of training, the child should develop: the desire and ability to learn, initiative, independence, and cooperation skills in various types of activities.
That's why today teacher primary classes rethinks his teaching experience and poses the following questions: How to teach children? How to develop the ability to learn? What does it mean to be able to learn? How to form and develop universal learning activities among students?
In first grade, children develop an idea of learning activities. Students find the answer to the question: What does it mean to be able to learn? They are introduced to the two main steps of learning activities - "What don't I know?" and “I’ll find a way myself!” Younger schoolchildren learn to identify difficulties in educational activities, set a goal, and build a way to achieve a goal. In my work, I pay attention to the formation and development of students’ ability to check their work using a model based on an algorithm, and I also introduce them to the error correction algorithm. Students learn to follow instructions and strictly follow the model. Thus, I form regulatory universal learning actions among first-graders. Regulation is nothing more than managing actions, it is the basis of the success of any activity, it is the ability to manage one’s activities. A. G. Asmolov in the manual “How to design universal educational activities. From action to thought” notes that “in elementary school, the following regulatory educational actions can be distinguished, which reflect the content of the leading activities of children of primary school age: the ability to learn and the ability to organize their activities (planning, control, evaluation); formation of determination and perseverance in achieving goals, optimism in life, readiness to overcome difficulties. . Thus, goal setting, planning, mastering methods of action, mastering algorithms, evaluating one’s own activities are the main components of regulatory universal educational actions, which become the basis for educational activities.
UUD
1. Universal learning activities.
The term “universal learning activities” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.
Fundamentals of educational independence.
Modern programs primary school contain a requirement to foster educational independence and develop the ability to learn. The child who is at the end primary education has not acquired these qualities, in basic school he cannot cope with the growing demands for mastering educational material and the increasing workload. He loses interest in
classes, studies well below his capabilities, and when he graduates from school, he finds himself unable to carry out his work creatively without outside help. Academic independence, the foundations of which are laid in the 1st grade, is considered as one of the indicators of the maturity of the educational activity of a primary school student. Authors of teaching materials for elementary schools include a large number of material for the development of educational independence in each subject. Independent activity is formed by various means, of which the most common is independent work. It is ensured by a high level of cognitive activity of elementary school students according to the criteria of self-regulation and goal setting, which are formed precisely at this age. Independent work is understood as a special form of organizing educational activities, carried out under the direct or indirect guidance of a teacher, during which students mainly or completely independently perform various types of tasks in order to develop knowledge, skills and personal qualities (I. F. Kharlamov). The effectiveness of instilling educational independence in children of primary school age is possible with a fundamental restructuring of the positions of the teacher, who must: consider the education of independence as a purposeful task that is especially significant for the development of the individual; – abandon petty tutelage and authoritarianism; – ensure that the adult’s position is adequate to the level of independence of children (advisor, consultant, participant); – take into account the desires, capabilities, abilities, knowledge and skills of children as much as possible; – actively use incentive mechanisms (for example, incentives, game designs); – create an emotionally favorable background, a friendly, trusting atmosphere in the classroom; – promote the development of the subjective position of schoolchildren; – build educational work on the basis of the relationship between educational and educational processes, interaction between school and family; – take into account that the development of independence proceeds, as it were, in two planes: from internal logic (less - more, more fully) and from class to class; – do not force the educational process and observe an individual approach, taking into account the uniqueness of each student and the pace of his development. To effectively guide students’ independent learning activities, it is important to determine the signs of independent work: the presence of a teacher’s assignment; teacher guidance; student independence; completing a task without the direct participation of the teacher; student activity
Forms, methods and means of forming the foundations of independence (the ability to learn) of primary schoolchildren.
The teacher plays a leading role in shaping students' learning activities. Therefore, selection of lesson content, development of a specific set of the most effective learning tasks (within each subject area), determination of planned results, choice of methods and forms of teaching - all this requires a competent approach from the teacher. The second generation federal state educational standard is based on a system-activity approach. Consequently, today we have to move away from the traditional transfer of ready-made knowledge from the teacher to the student. The teacher’s task becomes not only to clearly and clearly explain, tell, show everything in the lesson, but also to include the student himself in educational activities, organize the process of children’s independent acquisition of new knowledge, and the application of acquired knowledge in solving cognitive, educational, practical and life problems. Many practicing teachers in their work encounter difficulties due to the low motivation of students to acquire new knowledge and be active in educational activities. The solution to this issue is the use of active forms and methods of teaching in the classroom. One of effective means, contributing to cognitive motivation, as well as the formation of universal educational actions, is the creation of problematic situations in the educational process. A. M. Matyushkin characterizes a problem situation as “a special type of mental interaction between an object and a subject, characterized by a mental state of the subject (student) when solving problems that requires the discovery (discovery or assimilation) of new, previously unknown knowledge or methods of activity to the subject.” In other words, a problem situation is a situation in which a subject (student) wants to solve some difficult problems for himself, but he lacks data and must look for it himself. A problem situation is a means of organizing problem-based learning; it is the initial moment of thinking, evoking a conscious need for learning and creating internal conditions for the active assimilation of new knowledge and methods of activity. A problem situation arises when a teacher deliberately confronts students’ life ideas with facts that students need to explain lack of knowledge and life experience. It is possible to deliberately confront students’ life ideas with scientific facts using various visual aids and practical tasks, during which students are sure to make mistakes. This makes it possible to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem. For example, in a lesson on the surrounding world in first grade on the topic “Who are the birds?” I offered the children the following problem situation:
Name the distinctive feature of birds. (These are animals that can fly.)
Look at the slide. What animals did you recognize? ( Bat, butterfly, sparrow, chicken.)
What do these animals have in common? (They can fly.)
Can they be classified as one group? (No.)
Will the ability to fly be a distinctive feature of birds? - What did you expect? What actually happens? What question arises? (What is the distinctive feature of birds?)
A problematic situation can be created by encouraging students to compare and contrast contradictory facts, phenomena, data, i.e., with a practical task or question, to confront different opinions of students.
So, in a Russian language lesson on the topic “Proper name. Words that are pronounced the same but spelled differently”, I offered the students the following situation:
One first-grader girl wrote about herself. Here's what she came up with:
"Hello! My name is Amina. I live in the city of Khasavyurt. I love reading fairy tales. My favorite fairy-tale heroes- Pinocchio, Cinderella. I also like to play with the ball.”
Correct the mistakes. Write the last sentence in your notebook.
How did you spell the word ball in a sentence? (Different answers: ball, Sharik.)
Let's look at the screen. What's the problem? (We see that some guys write this word with a capital letter, while others write it with a small letter.)
What question arises? (Who is right?)
What should be done? (Stop and think.)
In school practice wide application We encountered problematic situations that arise when there is a discrepancy between the known and required methods of action. Students face a contradiction when they are encouraged to perform new tasks, new actions in old ways. Having realized the failure of these attempts, they are convinced of the need to master new methods of action. Creating problem situations in the classroom makes it possible to intensify the mental activity of students, direct it to the search for new knowledge and methods of action, since “the next stage of work in the classroom is solving the problem. Children make different proposals on how to solve the problem. If the children quickly offer a successful (effective) solution, it is up to the teacher to decide whether it is possible to move on to the next stage of the lesson. If the teacher has no doubt that most children understand the essence of the discovery (or this proposal was made almost simultaneously by many children), then you can move on. However, sometimes a situation arises when the essence of a good idea is understood by one or two people in the class, and the rest are not yet ready to accept it. Then the teacher must deliberately “neutralize” the children who guessed it, thereby forcing the rest to continue to guess.” Tolmacheva in the book “Lesson in Developmental Education” note: “At this stage of work, it is important for the teacher to ensure the participation of each child in joint actions to retain and solve the educational task.” At such a lesson, a research approach to learning is implemented, the principle of activity, the meaning of which is that the child does not receive knowledge in a ready-made form, but “obtains” it in the process of his work. Them but today’s student needs such a lesson. A lesson in which the teacher teaches the child to learn, teaches activities. A. A. Leontyev notes “Teaching activities means making the learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it (i.e., optimally organize one’s activities), helping the child to form skills of control and self-control, assessment and self-esteem." The teacher builds the education of younger schoolchildren on the basis of the technology he has chosen. If, for example, we build the education of students on the basis of communication technology, then this technology contributes to the education of a student who knows how and wants to learn, to be proactive in acquiring new knowledge, who knows how to defend his point of view and at the same time knows how to listen, treat with kindness and respect to the point of view of others, be sociable. The peculiarity of this technology is the construction of training based on the active interaction of all participants in the educational process with the involvement of all possible means (sources) of information. The organizational forms of this technology are: collaborative learning, mutual learning, work in pairs and shift groups, educational dialogue, educational discussion.
An effective means of developing independence in primary school students is a group form of education. The use of group forms leads to increased cognitive activity and creative independence among students; the way children communicate changes; students assess their capabilities more accurately; children acquire skills that will help them in later life: responsibility, tact, confidence.
In this case, it is important to remember some of the advantages of group work (according to V. Okon). This form of organizing children's activities: - contributes to the implementation of educational goals, teaching them responsibility, readiness to help others, and partnership; - contributes to the implementation of cognitive goals, increases student productivity, develops their cognitive activity and independence; - expands boundaries interpersonal relationships and promotes connections between students; - makes the process of self-assessment more objective, increases objectivity in assessing others. The teacher plays the main role. It is necessary to organize the educational process in such a way that each student can realize his potential, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence as one of the main personality qualities. Thus, the inclusion of problem situations, group forms of teaching in the lesson, constructing a lesson in the technology of the activity-based teaching method contributes to the formation of universal educational actions in students, gives children the opportunity to grow up as people capable of understanding and evaluating information, making decisions, and controlling their activities in accordance with their goals. . And these are exactly the qualities that a person needs in modern conditions.
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