Self-education plan for the teacher of the second junior group on the topic “Spiritual and moral education of preschool children through reading fiction”
A child does not only learn conventional sounds when studying his native language, but drinks spiritual life and strength from the birthplace of his native word. It explains nature to him as no natural scientist could explain it; it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations. As no historian could introduce; it introduces it into popular beliefs, into folk poetry, as no esthetician could introduce; it finally gives such logical concepts and philosophical views that, of course, no philosopher could convey to a child.
K.D. Ushinsky
Relevance of the selected topic
Spiritual and moral education is the formation of a value-based attitude to life that ensures sustainable, harmonious development of a person, including the cultivation of a sense of duty, justice, responsibility and other qualities that can give high meaning to a person’s deeds and thoughts.
The period of preschool childhood is the most favorable for the spiritual and moral education of a child. Of course, a child receives his first moral lessons in the family. It is in the family that the child begins to form an attitude towards the world around him, other people, and love for his family. The task of adults is to indicate the direction of development and help develop high moral qualities The child has.
A 3-4 year old child becomes able to sympathize and empathize. The development of visual-figurative thinking serves as the basis for the formation of ideas about the consequences of a particular action. In addition, visual-figurative thinking allows children to retain in their minds ideas about the rules of behavior.
The literary word is a good assistant in forming the correct attitudes in a child’s behavior. With the help of fairy tales, a child learns about the world not only with his mind, but also with his heart, little man the idea of good and evil begins to take shape. Not only fairy tales, but also stories and poems can help in the education of a spiritual and moral personality.
It is important for educators, as well as parents, to realize how important it is to read fiction to a child and discuss the works they have read with children. Indeed, often correctly selected works help children develop ideas about how to take care of their loved ones, how to be friends, how to be polite, etc.
The purpose of the work on the topic of self-education: promote the formation of spiritual and moral qualities in young children preschool age through reading works of fiction.
Tasks:
Analyze methodological literature, other sources and increase your level of knowledge on this topic;
Select fiction that promotes the spiritual and moral education of children;
To develop in children the ability to think, compare, analyze the actions of literary heroes, and teach them to evaluate their behavior;
Arouse parents' interest in working together in this direction.
Work plan for the year
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Practical solutions |
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Studying methodological literature |
September - May |
1. Alyabyeva E.A. Moral and ethical conversations and games with preschoolers, Sfera Creative Center, Moscow, 2003. 2. Boguslavskaya N.E., Kupina N.A. Cheerful etiquette, Ekaterinburg, 1996. 3. Galiguzova L.N., Smirnova E.O. Stages of communication: from one to seven years, Moscow, 1992. 4. Petrova V.I., Stulnik T.D. Moral education in kindergarten, Mosaika-Sintez, Moscow 2008. 5. Torshilova E.M. Naughty or peace to your house. Program and methodology for the aesthetic development of preschoolers. Moscow, 1998. 6. Internet resources. |
Analysis of the studied literature. |
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Work with children |
October-May |
Reading books to children, moral conversations about what they read. |
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Reading works about the Motherland, native land, discussing what you read. |
Literary lounge (in joint activities in the evenings). |
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Reading works about friendship, conversations based on what they read. |
Literary lounge (in joint activities in the evenings). |
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Studying the rules of behavior according to A. Usachev’s book “Lessons in Politeness.” |
Reading and conversations based on A. Usachev’s book “Lessons in Politeness.” |
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Preparation for leisure activities. |
Leisure “Fairyland” |
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Preparation for an open lesson: drawing up notes, selecting visual material. |
Open lesson on the topic “Visiting a fairy tale.” |
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Working with family |
September |
To identify attitudes towards reading in the family, parents’ knowledge about the possibilities of education with the help of children’s fiction. |
Questionnaire “Education with the help of books” |
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Consultation for parents “The fairy tale is a lie, but there is a hint in it...” |
A sliding folder in the parent's corner. |
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Individual work with parents. |
Practical advice “How to make a child friends with a book.” |
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Preparing for round table: collecting information on the topic, drawing up notes, preparing booklets. |
Round table “Book is the best educator” |
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Gathering information, preparing memos. |
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Preparation of a report on the work done for the academic year. |
Presentation for parents (at parent meeting) “We read, we read, we learned a lot!” |
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Self-realization |
September |
Drawing up a work plan, preparing a list of literature on the spiritual and moral education of children, compiling a file of moral and ethical conversations. |
A work plan for self-education, a list of fiction for reading to children, files of moral and ethical conversations. |
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Consultation for teachers “Spiritual and moral education of preschool children through reading fiction” |
Speech at the teachers' meeting. |
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Preparation of a master class for teachers on the topic “What do fairy tales teach?” |
Speech at a workshop. |
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Preparation of a report on the work done on the topic of self-education. |
Speech at the final teachers' meeting.mp |
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Natalia Popova
Self-education report “Child’s psychological readiness for school”
“Child’s psychological readiness for school”
RELEVANCE
The relevance of the problem is determined by the fact important point, which occurs in a child’s life due to a change in his social status. Entering 1st grade is a turning point in a child’s life and special attention should be paid to this moment.
What prompted me to take up this topic?
Incomplete awareness of oneself and parents about the child’s psychological readiness for school.
Target:
Increasing your professional skills and competence on the issue of “psychological readiness of a child for school.
TASKS:
1. Study methodological literature on the topic of self-education.
2. Introduce new methods and directions in the upbringing and education of children.
3. Introduce parents to the term “psychological readiness of a preschooler”
4. Give practical advice on developing the psychological readiness of a preschooler.
Hypothesis:
Successful mastery of educational activities at school depends on whether the child’s psychological properties are formed. The lack of development of one of the components of school readiness is an unfavorable development option and leads to difficulties in adapting to school: in the educational and socio-psychological sphere.
According to L.A. Wenger, V.V. Kholmovskaya, L.L. Kolominsky, E.E. Kravtsova and others, it is customary to distinguish the following components in the structure of psychological readiness:
1. Personal readiness, which includes the formation in the child of readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. Personal readiness includes determining the level of development of the motivational sphere.
2.Intelligent Readiness child to school. This component of readiness presupposes that the child has an outlook and the development of cognitive processes.
3. Social and psychological readiness To schooling. This component includes the formation of moral and communication abilities in children.
4.Emotional-volitional readiness is considered formed if the child knows how to set a goal, make decisions, outline a plan of action and make an effort to implement it.
The concept of psychological readiness for schooling
Today, it is almost universally accepted that readiness for schooling is a multi-complex education that requires comprehensive psychological research.
Let's look at the readiness components in more detail:
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 not attracted to school externally (attributes) is ready for schooling. school life- briefcase, textbooks, notebooks, and 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 emotional sphere child. 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.
Child's intellectual readiness for school
This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, 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 by ear colloquial speech and the ability to understand and use symbols;
Development of fine hand movements and hand-eye coordination.
Social and psychological readiness for schooling
This component of readiness includes the formation in children of qualities through which they could communicate with other children and teachers. A child comes to school, a class where children are busy common cause, and he needs to have fairly flexible ways of establishing relationships with other people, 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.
In addition to the above-mentioned components of psychological readiness for school, we will also highlight physical, speech and emotional-volitional readiness.
Physical readiness means general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators that meet the norms physical development boys and girls aged 6-7 years. Condition of vision, hearing, motor skills (especially small movements of the hands and fingers). The state of the child’s nervous system: the degree of its excitability and balance, strength and mobility. General health.
Speech readiness means the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness.
Emotional-volitional readiness is considered formed if
the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, he develops arbitrariness of psychological processes.
Sometimes various aspects relating to the development of mental processes, including motivational readiness, are combined with the term psychological readiness, as opposed to moral and physical readiness.
Doctor of Psychological Sciences, Leonid Abramovich Wenger
Psychologically ready child for school
Personal and social readiness - ready to communicate and interact with both adults and peers
Motivational readiness is the desire to go to school caused by adequate reasons (educational motives)
Intellectual readiness - has a broad outlook, a stock of specific knowledge, understands basic patterns
Emotionally – volitional readiness – able to control emotions and behavior
A CHILD IS NOT PSYCHOLOGICALLY READY FOR SCHOOL
Cannot concentrate in class and is often distracted
Has difficulty communicating with adults and peers about academic tasks
Shows little initiative
Tends to cliché actions and decisions
Cannot join the general class mode
Department of Education of the Executive Committee of the Sarmanovsky Municipal District of the Republic of Tatarstan
Topic: “Teaching coherent speech is an important condition for preparing a child for school (creative report on self-education).”
MBDOU No. 4 “Little Red Riding Hood” town. Jalil Teacher: 1st sq. categories Egina Zoya Vitalievna
The development of coherent speech has a special place in preparing a child for school. Currently, children from an early age are introduced to television, computer games, and the Internet. Less and less often do adults pay attention to speech development and communication with the child. There is little or no home reading; parents are not interested in helping the child master speech better and correctly.
The richer and more correct speech child, the easier it is for him to express his thoughts, the wider his opportunities for understanding reality, the more meaningful and fulfilling the relationships between children and adults, the more active his mental development occurs. Any speech disorder to one degree or another can affect the child’s activities and behavior. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, and indecisive. Especially important the child has a correct, clear pronunciation of sounds and words during the period of learning to read and write, since written speech is formed on the basis of oral speech and speech deficiencies can lead to academic failure. Thus, by developing speech, we develop thinking. Based on the importance of this problem, the goal was set of teaching coherent speech in preparing the child for school. In my work I have identified several areas. Selection of the most effective methods and techniques that promote interest, motivation for speech activity among students. Introducing children to fiction, developing children's speech in classes using plot pictures, using folklore. Considering plot paintings in everyday life. Reading stories and fables in free time. Learning finger games. Working with parents. This experience has been accumulated over two years. In the process of work, the following achievements of pedagogical science and pedagogical experience were studied:
E.I. Tikheeva “Development of children’s speech”, O. Ushakova “Methodological advice for the Childhood program”, O. Ushakova “Development of speech of a preschooler”, articles from the magazine “Preschool Education”, V. Gerbova “Develop the speech of a preschooler”, M.M Alekseev and B.I. Yashin “Methods of speech development and teaching the native language.”
I work on the speech in several stages. Conducted diagnostics at the level of development of cognitive processes and determined the child’s vocabulary. I used it in my classes gaming technology, taking into account the age characteristics of the pupils. I developed a summary of a lesson on familiarization with fiction in the senior group “At the Skating Rink” and revealed the “Technology of Productive Reading”. A consultation was written for educators on the topic: “Technology for productive reading.” In classes on composing stories based on pictures and series of plot pictures, the following rules must be observed:
- Use in classes on composing stories based on a picture and a series of plot pictures methods and techniques that create interest in children from the very first minutes of the lesson and ensure its preservation until the end of the lesson;
- Include in classes on these types of storytelling, games, tasks, “training” exercises to enrich and develop vocabulary, the formation of grammatically correct speech;
-After listening to the stories of peers, invite other children to choose best essays, justify your choice;
-Before completing the task, be sure to instruct the children so that in their stories they use the words and expressions that they used during the “training” exercises. Encourage children who fulfill this requirement;
-Use in class knowledge about the motivational sphere of a child of this preschool age. Create and stimulate motivation for activity;
-Always offer a clear story plan if necessary;
-To compose stories based on a series of plot pictures, offer children bright, colorful, fairly large pictures of clear content without unnecessary details;
-Instead of physical education minutes, use educational games, but give them an active character;
-To avoid completing tasks of inventing stories using the same methods, offer children different options recommended by the methodology;
-If possible, end the lesson with a game of a developmental nature.
We develop children’s speech both in class and in everyday life. Carrying out and learning finger games, looking at plot pictures, reading fiction. Children actively take part in staged games, theatrical performances, puppet theaters. Puppet theater and table theater are used. With the help of parents, attributes (hats, masks), a mitten theater, a table theater and a screen for theatrical activities were added. Much attention was paid to the relationship with parents. To do this, I held conversations with parents about the importance of communication with a child. For parents, I designed folders “Psychological readiness of a child for school”, recommendations “How to memorize a poem with children.” Designed and conducted a consultation for parents “Finger games” in the development of children’s speech. "Game Library". Conducted a survey with parents to identify communication between parents and children at home. From the analysis of the results, it turned out that parents pay little attention to communication with the child, children are left to their own devices. Thus, in cognitive joint activities, with close relationship with parents of step-by-step, targeted, systematic and systemic work, we can achieve a high level of development of coherent speech of a preschooler. In the future, I plan to continue working on teaching children coherent speech.
Game library with family
"Only funny words"
It's better to play in a circle. One of the players determines the theme. You need to say one by one, for example, only funny words. The first player says: “Clown.” Second: “Joy.” Third: “Laughter”, etc. The game moves in a circle until the words run out.
You can change the topic and name only green words (for example, cucumber, Christmas tree, pencil, etc.), only round ones, etc.
"Choose a word"
The child is asked to select words denoting signs for any object, object, or phenomenon. For example, what is winter like? (Cold, snowy, frosty). What kind of snow? (White, fluffy, soft, clean).
“Who can do what?”
The child is asked to select as many action words as possible for the subject or object. For example, what can a cat do? (Purr, arch your back, jump, sleep, play, scratch, etc.)
"Magic chain"
The game is played in a circle. One of the adults names a word, say, “honey,” and asks the player standing next to him what he imagines when he hears this word?
Then one of the family members answers, for example, “bee.” The next player, having heard the word “bee,” must name a new word that is similar in meaning to the previous one, for example, “pain,” etc. What could happen?
Honey – bee – pain – red cross – flag – country – Russia – Moscow – Red Square, etc.
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 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
children of senior preschool 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
Recently, the task of preparing preschoolers for school education has occupied 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 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.
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.
IN different time psychologists dealt with the problem of school readiness; many methods and programs were developed (Gudkina N.N., Ovcharova R.V., Bezrukikh M.I., etc.) for diagnosing school readiness of children and psychological assistance in the formation of components of school maturity.
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 to successfully master 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.
- Research into the genesis of individual components of educational activity and identification of 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 schooling consists of a certain level of development mental activity, cognitive interests, readiness for voluntary regulation, their cognitive activity to 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 research 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 play in a group of children, which allows the child to rise to a higher level of development than he can do in a game alone because The team in this case corrects the violation in imitation of the expected image, while it is still very difficult for the child to independently exercise such control.
In the works of E.E. Kravtsova, when characterizing the psychological readiness of children for school, focuses on the role of communication in the development of the child. Three areas are distinguished - 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 of attention - voluntary attention - are already quite large by the age of 6-7 years.
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 and gives the best impressions. 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 development various forms 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 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 the highest form of visual-figurative thinking prevails - 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 various items 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 motive at the moment is the basis that allows the child to move towards the intended goal, ignoring situationally arising desires. 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. An important role in this process belongs to collective role-play, which is a scale of social norms, with the assimilation of which the child’s behavior is based on 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 distinguished by a fairly high level of mental development, including dissected perception, generalized norms of thinking, and 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 routine of life 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 of a 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 engaged in a common task and he needs to have fairly flexible ways of establishing relationships with other children, 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 learning task is solved with the help of learning actions - the next component of the learning 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 is no less important for a child 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 mastery of educational actions gives the child the opportunity to learn general method 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 acquire 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 last explanation of the psychological essence of the preschooler’s attitude to learning, since the motives for learning themselves 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 that the place that teaching occupies in his life. But, precisely for this reason, they are the most important psychological link, by grasping which you can penetrate into inner world child and understand how he himself experiences his position as a future schoolchild and what his educational activity means for him.
For example, some preschoolers do not show interest in future schooling. The reason for this may be different living conditions 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 he rebuilds his relationships with others and tries to reveal the meaning 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 related to the basic life relationships 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 own relationships child to reality.
In addition, the motives for a positive attitude towards learning are of a different nature and depending on individual characteristics life and raising a child. 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 activities of preschoolers are stimulated by two types of motives that are inextricably linked, but have different origins and various 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 each age and in each individual case, the social motives for learning 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 educational interests, the satisfaction that comes from working effort, intense intellectual activity, overcoming difficulties, and so on.
All this allows us to analyze specific psychological reasons that explain the characteristics of a particular 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 an important point in the formation of a proper attitude towards learning in preschoolers 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 of various educational 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 social qualities child's personality.
Table 1
Intelligent readiness | Personal readiness | Willful readiness |
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(desire to master a new social role and become a “Schoolboy”-adult);
motivation (desire to learn and acquire new knowledge, skills, abilities). |
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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. For this you need the whole system 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 the development of play activity, and on the other hand, a criterion for the level of development of voluntariness in communication with an adult.
- 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 a special place in psychological preparation for school is occupied by relationships within a team, within one collective cause. For this purpose, children are offered joint games, other Team work 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. A good way to learn directing is through play - 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 allows you to monitor these indicators over several years, identify general trends, and identify problems. psychological preparation to the school, as well as 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 |
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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 a 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 his vocabulary, and 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 finish what you start 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 help to avoid many difficulties associated with adapting to the new social role, 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 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 education and development of personality it is necessary to take into account individual characteristics child, the pace of his development, the formation of abilities in different types activities, education of high culture, higher feelings (intellectual, aesthetic, moral), education 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]: tutorial/ 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.
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