The child’s readiness to enter into new relationships with society at the end of preschool age is expressed in readiness for schooling. The transition of a child from preschool to school lifestyle is a very large complex problem that has been widely studied in Russian psychology. This problem has become especially widespread in our country in connection with the transition to schooling from the age of 6. Many studies and monographs are devoted to it (V.S. Mukhina, E.E. Kravtsova, G.M. Ivanova, N.I. Gutkina, A.L. Wenger, K.N. Polivanova, etc.).
Personal characteristics are usually considered as components of psychological readiness for school. (or motivational), intellectual and volitional readiness.
Personal, or motivational, readiness for school includes the child’s desire for a new social position as a student. This position is expressed in the child’s attitude towards school, educational activities, teachers and yourself as a student. In the famous work of L.I. Bozhovich, N.G. Morozova and L.S. Slavina showed that by the end of preschool childhood the child’s desire to go to school is stimulated broad social motives and is concretized in his relation to the new social, “official” adult - to the teacher.
The figure of a teacher is extremely important for a 6-7 year old child. This is the first adult with whom the child enters into social relations that are not reducible to direct personal connections, but mediated by role positions(teacher - student). Observations and research (in particular, by K.N. Polivanova) show that six-year-olds fulfill any teacher’s requirement with readiness and eagerness. The symptoms of learning difficulties described above arise only in a familiar environment, in the child’s relationships with close adults. Parents are not carriers of a new way of life and a new social role for the child. Only at school, following the teacher, a child is ready to do everything that is required, without any objections or discussions.
In the study by T.A. Nezhnova studied the formation internal position schoolboy. This position, according to L.I. Bozhovich, is the main new formation of the crisis period and represents a system of needs associated with a new socially significant activity - teaching. This activity represents a new, more adult way of life for the child. At the same time, the child’s desire to take a new social position as a schoolchild is not always connected with his desire and ability to learn.
Work by T.A. Nezhnova showed that the school attracts many children, primarily with its formal accessories. Such children are focused primarily on external attributes of school life - briefcase, notebooks, grades, some rules of conduct at school that they know. The desire to study at school for many six-year-olds is not associated with a desire to change their preschool lifestyle. On the contrary, school for them is a kind of game of becoming an adult. Such a student primarily emphasizes the social, rather than the actual educational aspects of school reality.
An interesting approach to understanding school readiness was carried out in the work of A.L. Wenger and K.N. Polivanova (1989). In this work, as the main condition school readiness the child’s ability to identify for himself is considered educational content and separate it from the adult figure. At 6-7 years old, only the external, formal side of school life is revealed to the child. Therefore, he carefully tries to behave “like a schoolboy,” i.e., sit up straight, raise his hand, stand up while answering, etc. But what the teacher says at the same time and what he needs to answer is not so important. For a seven-year-old child, any task is woven into the situation of communication with the teacher. The child sees the main thing in him actor, often without noticing the educational subject itself. The main link - the content of training - falls out. The teacher’s task in this situation is to introduce the child to the subject, introduce it to new content, open it. The child should see in the teacher not just a respected “official” adult, but a bearer of socially developed norms and methods of action. The educational content and its carrier - the teacher - must be separated in the child’s mind. Otherwise, even minimal progress in educational material becomes impossible. The main thing for such a child remains the relationship with the teacher; his goal is not to solve the problem, but to guess what the teacher wants in order to please him. But a child’s behavior at school should be determined not by his attitude towards the teacher, but by the logic of the subject and the rules of school life. Isolating the subject of learning and separating it from the adult is the central point of the ability to learn. Without this ability, children will not be able to become students in the true sense of the word.
Thus, personal readiness for school should include not only broad social motives - “to be a schoolchild”, “to take one’s place in society”, but also cognitive interests to the content that the teacher offers. But these interests themselves in 6-7-year-olds develop only in the joint educational (and not communicative) activity of the child with an adult, and the figure of the teacher in the formation of educational motivation remains key.
Absolutely a necessary condition school readiness is the development arbitrary behavior which is usually considered as volitional readiness for school. School life requires the child to strictly follow certain rules of behavior and independently organize his activities. The ability to obey the rules and requirements of an adult is the central element of readiness for schooling.
D.B. Elkonin describes such an interesting experiment. The adult asked the child to sort out the pile of matches, carefully moving them one by one to another place, and then left the room. It was assumed that if a child has developed psychological readiness for schooling, then he will be able to cope with this task despite his immediate desire to stop this not very exciting activity. Children 6-7 years old who were ready for schooling scrupulously followed this hard work and could sit at this activity for an hour. Children who were not ready for school completed this meaningless task for some time, and then abandoned it or began to build something of their own. For such children, a doll was introduced into the same experimental situation, which had to be present and observe how the child performed the task. At the same time, the children’s behavior changed: they looked at the doll and diligently completed the task given by the adults. The introduction of the doll seemed to replace the presence of a controlling adult for the children and gave this situation an educational, new meaning. Thus, behind the implementation of the rule, Elkonin believed, lies a system of relations between a child and an adult. At first, the rules are followed only in the presence and under the direct control of an adult, then with the support of an object that replaces the adult, and finally, the rule set by the adult teacher becomes an internal regulator of the child’s actions. A child's readiness for schooling presupposes "cultivating" the rules, the ability to guide them independently.
For there are many ways to identify this ability interesting techniques, which are used to diagnose a child’s readiness for school.
L.A. Wenger developed a technique according to which children must draw a pattern under dictation. To correctly complete this task, the child must learn a number of rules that were previously explained to him, and subordinate his actions to the words of the adult and these rules. Another method asks children to color the Christmas tree with a green pencil so as to leave room for Christmas tree decorations that other children will draw and color. Here the child needs to keep the given rule in memory and not break it when performing activities that are familiar and exciting to him - do not draw Christmas tree decorations himself, do not paint over the entire Christmas tree green etc., which is quite difficult for a six-year-old.
In these and other situations, the child needs to stop the immediate, automatic action and mediate it with an accepted rule.
Schooling places serious demands on educational sphere child. He must overcome his preschool egocentrism and learn to distinguish between different aspects of reality. Therefore, to determine school readiness, Piaget's quantity conservation tasks are usually used, which clearly and unambiguously reveal the presence or absence of cognitive egocentrism: pouring liquid from a wide vessel into a narrow one, comparing two rows of buttons located at different intervals, comparing the length of two pencils lying on at different levels and etc.
The child must see in a subject its individual aspects and parameters - only under this condition can one move on to subject-based learning. And this, in turn, presupposes mastery of the means of cognitive activity: sensory standards in the sphere of perception, measures and visual models, and some intellectual operations in the sphere of thinking. This makes it possible for indirect, quantitative comparison and knowledge of individual aspects of reality. By mastering the means of identifying individual parameters, the properties of things and his own mental activity, the child masters socially developed ways of understanding reality, which is the essence of learning at school.
An important aspect of mental readiness for school is also mental activity and cognitive interests of the child; his desire to learn something new, to understand the essence of observed phenomena, to solve a mental problem. The intellectual passivity of children, their reluctance to think and solve problems that are not directly related to a gaming or everyday situation, can become a significant obstacle to their educational activities. The educational content and educational task must not only be highlighted and understood by the child, but must become the motive for his own educational activities. Only in this case can we talk about their assimilation and appropriation (and not about simply completing the teacher’s tasks). But here we return to the question of motivational readiness for school.
Thus, different aspects school readiness turn out to be interconnected, and the connecting link is mediation of various aspects of the child’s mental life. Relationships with adults are mediated educational content, behavior - by the rules given by adults, and mental activity - by socially developed ways of understanding reality. The universal carrier of all these means and their “transmitter” at the beginning of school life is the teacher, who at this stage acts as an intermediary between the child and more wide world science, art, society as a whole.
“Loss of spontaneity,” which is the result of preschool childhood, becomes a prerequisite for entering new stage child development - school age.
The child's readiness to enter into new relationships with society at the end of preschool age is expressed in readiness for schooling. The transition of a child from preschool to school lifestyle is a very large complex problem that has been widely studied in Russian psychology. This problem has become especially widespread in our country in connection with the transition to schooling from the age of six. Many studies and monographs are devoted to it (V.S. Mukhina, E.E. Kravtsova, N.I. Gutkina, A.L. Wenger, K.N. Polivanova, etc.).
Personal (or motivational), intellectual and volitional readiness are usually considered as components of psychological readiness for school.
Personal, or motivational, readiness for school includes the child’s desire for a new social position as a student. This position is expressed in the child’s attitude to school, to educational activities, to teachers and to himself as a student. In the well-known work of L. I. Bozhovich, N. G. Morozova and L. S. Slavina (1951) it was shown that by the end of preschool childhood, the child’s desire to go to school is stimulated by broad social motives and is specified in his relation to the new social, “official” adult - to the teacher.
The figure of a teacher is extremely important for a 6-7 year old child. This is the first adult with whom the child enters into social relationships that are not reducible to direct personal connections, but are mediated by role positions (teacher - student). Observations and research (in particular by K.N. Polivanova) show that six-year-olds fulfill any teacher’s requirement with readiness and eagerness. The symptoms of learning difficulties described above arise only in a familiar environment, in the child’s relationships with close adults. Parents are not carriers of a new way of life and a new social role for the child. Only at school, only following the teacher, is the child ready to do everything that is required, without any objections or discussions.
In a study by T. A. Nezhnova (1988), the formation of a schoolchild’s internal position was studied. This position, according to L. I. Bozhovich, is the main new formation of the crisis period and represents a system of needs associated with a new socially significant activity - teaching. This activity represents a new, more adult way of life for the child. At the same time, the child’s desire to take a new social position as a schoolchild is not always connected with his desire and ability to learn.
The work of T. A. Nezhnova showed that the school attracts many children primarily with its formal accessories. Such children are focused primarily on the external attributes of school life - a briefcase, notebooks, grades, and some rules of behavior at school that they know. The desire to study at school for many six-year-olds is not associated with a desire to change their preschool lifestyle. On the contrary, school for them is a kind of game of becoming an adult. Such a student primarily emphasizes the social, rather than the actual educational aspects of school reality.
An interesting approach to understanding readiness for school was carried out in the work of A. L. Wenger and K. N. Polivanova (1989). In this work, the child’s ability to identify educational content for himself and separate it from the figure of an adult is considered as the main condition for school readiness. The authors show that at 6-7 years old, only the external, formal side of school life is revealed to the child. Therefore, he carefully tries to behave “like a schoolboy,” that is, sit up straight, raise his hand, stand up while answering, etc. But what the teacher says and what he needs to answer is not so important. For a child of the seventh year of life, any task is woven into the situation of communication with the teacher. The child sees him as the main character, often without noticing the educational subject itself. The main link - the content of training - falls out. The teacher’s task in this situation is to introduce the child to a school subject, introduce him to new content, open it (and not cover it with his figure). The child should see in the teacher not just a respected “official” adult, but a bearer of socially developed norms and methods of action. The educational content and its carrier - the teacher - must be separated in the child’s mind. Otherwise, even minimal progress in the educational material becomes impossible. The main thing for such a child remains the relationship with the teacher; his goal is not to solve the problem, but to guess what the teacher wants and please him. But a child’s behavior at school should be determined not by his attitude towards the teacher, but by the logic of the subject and the rules of school life. Isolating the subject of learning and separating it from the adult is the central point of the ability to learn. Without this ability, children will not be able to become students in the true sense of the word.
Thus, personal readiness for school should include not only broad social motives - “to be a schoolchild”, “to take one’s place in society”, but also cognitive interests in the content that the teacher offers. But these interests themselves in 6-7 year olds develop only in the joint educational (and not communicative) activity of the child with an adult, and the figure of the teacher in the formation of educational motivation remains key.
An absolutely necessary condition for school readiness is the development of voluntary behavior, which is usually considered as volitional readiness for school. School life requires the child to strictly follow certain rules of behavior and independently organize his activities. The ability to obey the rules and requirements of an adult is the central element of readiness for schooling.
D. B. Elkonin gives such an interesting experiment. The adult asked the child to sort out the pile of matches, carefully moving them one by one to another place, and then left the room. It was assumed that if a child has developed psychological readiness for schooling, then he will be able to cope with this task despite his immediate desire to stop this not very exciting activity. Children 6-7 years old, who were ready for schooling, scrupulously performed this difficult work and could sit at this activity for an hour. Children who were not ready for school completed this meaningless task for some time, and then abandoned it or began to build something of their own. For such children, a doll was introduced into the same experimental situation, which had to be present and observe how the child performed the task. At the same time, the children’s behavior changed: they looked at the doll and diligently completed the task given by the adults. The introduction of a doll replaced the presence of a controlling adult for the children and gave this educational situation a new meaning. Thus, behind the implementation of the rule, Elkonin believed, lies a system of relations between a child and an adult. At first, the rules are followed only in the presence and under the direct control of an adult, then with the support of an object that replaces the adult, and, finally, the rule set by the adult teacher becomes an internal regulator of the child’s actions. A child’s readiness for schooling presupposes the “incorporation” of the rules and the ability to be guided by them independently.
To identify this ability, there are many interesting techniques that are used to diagnose a child’s readiness for school.
For example, L.A. Wenger developed a diagnostically very valuable technique in which children must draw a pattern under dictation. To correctly complete this task, the child must both learn a number of rules that were previously explained to him and subordinate his actions to the words of the adult and these rules. In another method, children are asked to color the Christmas tree with a green pencil so as to leave room for Christmas tree decorations that other children will draw and color. Here the child needs to adhere to the given rule and not break it when performing activities that are familiar and exciting to him - not to draw Christmas tree decorations himself, not to paint the entire Christmas tree green, etc., which is quite difficult for a six-year-old.
In these and other situations, the child needs to stop the immediate, automatic action and mediate it with an accepted rule.
Studying at school places serious demands on the child’s cognitive sphere. He must overcome his preschool egocentrism and learn to distinguish between different aspects of reality. Therefore, to determine school readiness, Piaget's quantity conservation tasks are usually used, which clearly and unambiguously reveal the presence or absence of cognitive egocentrism: pouring liquid from a wide vessel into a narrow one, comparing two rows of buttons at different intervals, comparing the length of two pencils located at different levels , etc. (see Chapter 2).
The child must see in a subject its individual aspects and parameters - only under this condition can one move on to subject-based learning. And this, in turn, presupposes mastery of the means of cognitive activity: sensory standards in the sphere of perception, measures and visual models, and some intellectual operations in the sphere of thinking. This makes it possible for indirect, quantitative comparison and knowledge of individual aspects of reality. By mastering the means of identifying individual parameters and properties of things and his own mental activity, the child masters socially developed ways of understanding reality, which is the essence of learning at school.
An important aspect of mental readiness for school is also the mental activity and cognitive interests of the child: his desire to learn something new, understand the essence of observed phenomena, and solve a mental problem. The intellectual passivity of children, their reluctance to think and solve problems that are not directly related to a gaming or everyday situation, can become a significant obstacle to their educational activities.
The educational content and educational task must not only be highlighted and understood by the child, but become the motive for his own educational activities. Only in this case can we talk about their assimilation and appropriation (and not about simply completing the teacher’s tasks). But here we return to the question of motivational readiness for school.
Thus, different aspects of school readiness turn out to be interconnected, and the connecting link is the mediation of various aspects of the child’s mental life. Relationships with adults are mediated by educational content, behavior is mediated by rules given by adults, and mental activity is mediated by socially developed ways of understanding reality. The universal carrier of all these means and their “transmitter” at the beginning of school life is the teacher, who at this stage becomes an intermediary between the child and the wider world of science, art and society as a whole.
“Loss of spontaneity,” which is the result of preschool childhood, becomes a prerequisite for entering a new stage of child development - school age.
The problem of a child's readiness for school has always been relevant. Currently, this is due to many factors. Modern research show that 30-40% of children enter the first grade of a public school not ready to learn, that is, their social, psychological, emotional-volitional components of readiness are not sufficiently formed.
The successful solution of the tasks of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of preparedness of preschoolers for schooling is taken into account. In modern psychology, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.
Today it is generally accepted that readiness for schooling is a multicomponent education that requires complex psychological research. The primary task facing both domestic and foreign scientists is the following: to identify at what age it is better to start learning; when and under what condition of the child this process will not lead to developmental disorders or negatively affect his health.
Scientists believe that a differentiated approach as a socio-educational environment is based on the level of speech readiness of primary schoolchildren. It will be carried out more effectively if it is identified speech development first grade students.
Psychological readiness to study at school is considered on modern stage development of psychology as a complex characteristic of a child. It reveals levels of development psychological qualities, which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
In the psychological dictionary, the concept of “readiness for schooling” is considered as a set of morphophysiological characteristics of a child of senior preschool age, ensuring a successful transition to systematic, organized schooling.
In recent years, more and more attention has been paid to the problem of school readiness abroad. When solving this issue, theoretical constructs are combined, on the one hand, practical experience- with another. The peculiarity of the research is that the intellectual capabilities of children are at the center of this problem. This is reflected in tests showing the child’s development in the areas of thinking, memory, perception and other mental processes.
A preschooler entering school must have certain characteristics: be mature mentally, emotionally and social relations. The mental area includes the child’s ability to differentiated perception, voluntary attention, analytical thinking etc. Emotional maturity is understood as the child’s emotional stability and almost complete absence of impulsive reactions. Social maturity is associated with the child’s need to communicate with children, with the ability to obey the interests and accepted conventions of children’s groups, as well as with the ability to take on social role schoolchild in the social situation of schooling.
Doing comparative analysis foreign and domestic research, we can conclude that the main focus of the former is on creating tests and is much less focused on the theory of the issue. The works of domestic psychologists contain deep theoretical research problems of school readiness.
An important aspect in the issue of studying school maturity is the study of the problem of psychological readiness for learning at school. Its components are motivational (personal), intellectual and emotional-volitional.
Motivational readiness– the child has a desire to learn. In this regard, two groups of teaching motives were identified. The first group is broad social motives associated with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desire to occupy specific place in the system available to him public relations. The second group is 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.
Personal readiness expressed in the child’s attitude towards school, teachers and educational activities. It also includes developing in children such qualities that would help them communicate with teachers and classmates.
Intelligent Readiness presupposes that the child has an outlook and a stock of specific knowledge. He must master 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. Intellectual readiness also presupposes the formation in preschoolers of initial skills in the field of educational activities, in particular the ability to identify an educational task and turn it into an independent goal of activity.
In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes.
Analyzing these prerequisites, it is necessary to highlight the following parameters.
Children's skill:
Consciously subordinate your actions to rules that generally determine the method of action;
Focus on a given system of requirements;
Listen carefully to the speaker and accurately carry out the tasks proposed orally, and independently complete them according to a visually perceived pattern.
These parameters of the development of voluntariness are part of psychological readiness for school. First grade instruction is based on them.
To develop voluntariness in a child when working, a number of conditions must be met:
It is necessary to combine individual and collective forms of activity;
Consider age characteristics preschooler;
Use games with rules.
In addition to the indicated components of psychological readiness for school, researchers highlight the level of speech development. By the age of 6-7 years, a more complex independent form of speech appears and develops - an extended monologue utterance. By this time, the child’s vocabulary consists of approximately 14 thousand words. He already knows the formation of tenses, the rules for composing sentences.
Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal-logical, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the resulting indicators cannot but reflect the level of development thinking.
In cognitive terms, by the time a child enters school, he or she has already reached a very high level of development, ensuring free assimilation of the school curriculum.
In addition to the development of cognitive processes of perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, preschoolers must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready for learning and assimilation of knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development.
Thus, the high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the psychological characteristics of the child. This is due to the fact that the problem of the psychological readiness of preschoolers to study at school is of particular importance, since the success of their subsequent education depends on its solution.
At primary school age, children have significant development reserves, but before using them, it is necessary to give a qualitative description of the mental processes of this age.
In preschoolers, perception and thinking are closely interconnected, which indicates visual-figurative thinking, which is most characteristic of this age.
A child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. A preschooler, while playing, experiments, tries to establish cause-and-effect relationships and dependencies.
Psychologists characterize the end of the preschool period by the predominance of visual-figurative thinking or visual-schematic thinking.
A reflection of the child’s achievement of this level of mental development is schematism children's drawing, the ability to use schematic images when solving problems.
Experts note that visual-figurative thinking is fundamental to education 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.
In preschool childhood, the process of mastering speech is largely completed.
By the age of seven, language becomes a means of communication and thinking for the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school.
The sound side of speech develops. Younger preschoolers They begin to realize the peculiarities of their pronunciation, but they still retain previous ways of perceiving sounds, thanks to which they recognize incorrectly pronounced children's words. By the end of preschool age, the process of phonemic development is completed.
Developing grammatical structure speech. Children learn subtle patterns of morphological order and syntactic order. Mastering the grammatical forms of the language and acquiring a larger active vocabulary allows them to move on to concrete speech at the end of preschool age.
The use of new forms of speech and the transition to expanded statements are determined by the new communication tasks facing the child during this period.
By the senior preschool age, the accumulation of extensive experience in practical actions, a sufficient level of development of perception, memory, and thinking increases 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 the development of volitional regulation of 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 child’s behavior.
Acceptance of the most significant motive at the moment is the main one, allowing the child to go towards the intended goal, ignoring situationally arising desires.
An important role belongs role-playing game, which is a school 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 preschooler considers the adult to be the bearer of norms and rules, but under certain conditions he himself can act in this role. At the same time, his activity in relation to compliance with accepted standards increases.
Gradually, the older preschooler learns moral assessments and begins to take into account, from this point of view, the assessment from the adult.
Psycho-emotional stability is the most important condition normal educational activities of children.
Having summarized the developmental features of children aged 6-7 years, we can conclude that this age stage they differ:
Enough high level mental development, including dissected perception, generalized norms of thinking, semantic memorization;
The child develops a certain amount of knowledge and skills, an arbitrary form of memory and thinking intensively develops, based on which one can encourage him to listen, consider, remember, analyze;
His 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;
Features of speech development.
Currently, education is considered by teachers as a universal human value. Its implementation leads to the functioning various types education. The first is characterized by the presence of an adaptive practical orientation, that is, the desire to limit the content of general education training to a minimum of information relevant to ensuring human life. The second is based on a broad cultural-historical orientation. This type of education provides for obtaining information that obviously will not be in demand in direct practical activity.
Both types are inadequately correlated real opportunities and human abilities. To overcome these shortcomings, they began to create educational projects, problem solving training a competent person.
Modern pedagogical science does not focus on passive adaptation to the existing level of development of students, but on the formation of mental functions, creating conditions for their development in the learning process. Much attention is paid to the development of learning ability - a reliable way to increase the efficiency of the process of acquiring knowledge and learning in general. Its leading role in mental development it carries out primarily through the content of acquired knowledge.
In accordance with the theory of educational activity, students should develop not knowledge, but certain types of activities in which knowledge is included as a certain element.
Thus, the relevance of the search effective system training has not decreased at the present time, since its further development serves as the basis for improving the learning process.
Not every educational activity provides optimal conditions for the education and development of the individual. To solve this problem, careful organization of the content of education, selection of appropriate forms and methods of teaching, and its technology are necessary.
General and equal education for all children, while ensuring the identification of students' inclinations and abilities, does not yet guarantee their sufficiently intensive development. This is explained by the large repetition of students, the difference in their inclinations and abilities. A system of certain measures is needed to ensure the development of students’ abilities in an optimal manner, taking into account the inclinations and abilities identified in them. In order to identify them, special tests have been developed. They are a series various tasks which the child must complete in a certain period of time. Test tasks, as a rule, are such that their successful completion requires a good vocabulary, developed speech, and familiarity with the environment and its phenomena. In other words, good overall development of the child is required.
Thus, society's interest in creating optimal mode to identify and develop the inclinations of all children leads to the need for differentiation of training. Consequently, one of its tasks in social terms comes down to identifying and maximizing the development of the inclinations and abilities of the younger generation. It is essential that general level education in high school should be the same.
Differentiation of learning means taking into account the individual characteristics of students in the form when they are grouped on the basis of certain characteristics.
The following are distinguished: differentiation goals.
Educational – to improve the knowledge, skills and abilities of students, to facilitate the implementation of educational programs by increasing the level of knowledge and skills of each student individually and thus reduce his absolute and relative backlog, to deepen and expand the knowledge of students, based on their interests and special abilities.
Developmental – the formation and development of logical thinking, creativity and academic skills based on the student’s zone of proximal development.
Educating – creating the prerequisites for the development of the child’s interests and special abilities, while taking into account existing cognitive interests and encouraging new ones, evoking positive emotions, and beneficially influencing educational motivation and attitude towards academic work.
The following are distinguished: frontal, group, pair work, individual independent work.
Modern adaptive school model suggested by E. A. Yamburg. From her he understands educational institution with a mixed student population, where gifted and ordinary children study, as well as those in need of remedial and developmental education. Such a school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, and on the other, to respond as flexibly as possible to sociocultural changes in the environment. The main result of such bilateral activity is the adaptation of children to a rapidly changing life.
An adaptive school is a mass comprehensive school where there should be a place for every child, that is, educational programs should be developed according to their level of readiness for learning.
With time secondary schools if necessary, they will turn into adaptive ones, where the educational process will be organized taking into account the socio-cultural characteristics of the region, the social needs of the population and the state requirements for educational standards, as flexible as possible in relation to the psychophysiological characteristics, abilities and inclinations of children.
Differentiated approach- this is taking into account the individual characteristics of students in the form when they are grouped on the basis of any characteristics. When teaching primary schoolchildren, the implementation of a differentiated approach will have the following abilities:
Ensuring content and methodological continuity, choosing optimal learning conditions;
Ensuring an effective combination of two educational paradigms: affective-emotional-volitional and cognitive;
Student mastery primary school methods and skills of educational activities available to them;
Organization of dialogue between different pedagogical systems and technologies;
Creation favorable conditions for maximum development of the inclinations and abilities of younger schoolchildren;
Eliminate overload in their training.
The successful solution of the problems of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. It is considered as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
Used Books:
Preschool pedagogy – V.A. Kulganov, May, 2015 – p.65.
Download:
Preview:
The problem of children's readiness for school
The problem of a child's readiness for school has always been relevant. Currently, this is due to many factors. Modern research shows that 30-40% of children enter the first grade of a public school not ready to learn, that is, their social, psychological, emotional-volitional components of readiness are not sufficiently formed.
The successful solution of the tasks of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of preparedness of preschoolers for schooling is taken into account. In modern psychology, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.
Today it is generally accepted that readiness for schooling is a multicomponent education that requires complex psychological research. The primary task facing both domestic and foreign scientists is the following: to identify at what age it is better to start learning; when and under what condition of the child this process will not lead to developmental disorders or negatively affect his health.
Scientists believe that a differentiated approach as a socio-educational environment is based on the level of speech readiness of primary schoolchildren. It will be carried out more effectively if the speech development of first-grade students is identified.
Psychological readinessto study at school is considered at the present stage of development of psychology as a complex characteristic of a child. It reveals the levels of development of psychological qualities, which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
In the psychological dictionary, the concept of “readiness for schooling” is considered as a set of morphophysiological characteristics of a child of senior preschool age, ensuring a successful transition to systematic, organized schooling.
In recent years, more and more attention has been paid to the problem of school readiness abroad. When solving this issue, theoretical constructs are combined, on the one hand, and practical experience, on the other. The peculiarity of the research is that the intellectual capabilities of children are at the center of this problem. This is reflected in tests showing the child’s development in the areas of thinking, memory, perception and other mental processes.
A preschooler entering school must have certain characteristics: be mature mentally, emotionally and socially. The mental area includes the child’s ability to differentiated perception, voluntary attention, analytical thinking, etc. Emotional maturity is understood as the child’s emotional stability and almost complete absence of impulsive reactions. Social maturity is associated with the child’s need to communicate with children, with the ability to obey the interests and accepted conventions of children’s groups, as well as with the ability to take on the social role of a schoolchild in the social situation of schooling.
Making a comparative analysis of foreign and domestic studies, we can conclude that the main focus of the former is on creating tests and is much less focused on the theory of the issue. The works of domestic psychologists contain a deep theoretical study of the problem of school readiness.
An important aspect in the issue of studying school maturity is the study of the problem of psychological readiness for learning at school. Its components are motivational (personal), intellectual and emotional-volitional.
Motivational readiness– the child has a desire to learn. In this regard, two groups of teaching motives were identified. The first group is broad social motives associated with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desire to take a certain place in the system of social relations available to him. The second group is 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.
Personal readinessexpressed in the child’s attitude towards school, teachers and educational activities. It also includes developing in children such qualities that would help them communicate with teachers and classmates.
Intelligent Readinesspresupposes that the child has an outlook and a stock of specific knowledge. He must master 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. Intellectual readiness also presupposes the formation in preschoolers of initial skills in the field of educational activities, in particular the ability to identify an educational task and turn it into an independent goal of activity.
In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes.
Analyzing these prerequisites, it is necessary to highlight the following parameters.
Children's skill:
Consciously subordinate your actions to rules that generally determine the method of action;
Focus on a given system of requirements;
Listen carefully to the speaker and accurately carry out the tasks proposed orally, and independently complete them according to a visually perceived pattern.
These parameters of the development of voluntariness are part of psychological readiness for school. First grade instruction is based on them.
To develop voluntariness in a child when working, a number of conditions must be met:
It is necessary to combine individual and collective forms of activity;
Take into account the age characteristics of the preschooler;
Use games with rules.
In addition to the indicated components of psychological readiness for school, researchers highlight the level of speech development. By the age of 6-7 years, a more complex independent form of speech appears and develops - an extended monologue utterance. By this time, the child’s vocabulary consists of approximately 14 thousand words. He already knows the formation of tenses, the rules for composing sentences.
Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal-logical, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the resulting indicators cannot but reflect the level of development thinking.
In cognitive terms, by the time a child enters school, he or she has already reached a very high level of development, ensuring free assimilation of the school curriculum.
In addition to the development of cognitive processes of perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, preschoolers must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready for learning and assimilation of knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development.
Thus, the high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the psychological characteristics of the child. This is due to the fact that the problem of the psychological readiness of preschoolers to study at school is of particular importance, since the success of their subsequent education depends on its solution.
At primary school age, children have significant development reserves, but before using them, it is necessary to give a qualitative description of the mental processes of this age.
In preschoolers, perception and thinking are closely interconnected, which indicates visual-figurative thinking, which is most characteristic of this age.
A child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. A preschooler, while playing, experiments, tries to establish cause-and-effect relationships and dependencies.
Psychologists characterize the end of the preschool period by the predominance of visual-figurative thinking or visual-schematic thinking.
A reflection of a child’s achievement of this level of mental development is the schematism of a child’s drawing and the ability to use schematic images when solving problems.
Experts note that visual-figurative thinking is fundamental 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.
In preschool childhood, the process of mastering speech is largely completed.
By the age of seven, language becomes a means of communication and thinking for the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school.
The sound side of speech develops. Younger preschoolers begin to become aware of the peculiarities of their pronunciation, but they still retain their previous ways of perceiving sounds, thanks to which they recognize incorrectly pronounced children's words. By the end of preschool age, the process of phonemic development is completed.
The grammatical structure of speech develops. Children learn subtle patterns of morphological order and syntactic order. Mastering the grammatical forms of the language and acquiring a larger active vocabulary allows them to move on to concrete speech at the end of preschool age.
The use of new forms of speech and the transition to expanded statements are determined by the new communication tasks facing the child during this period.
By the senior preschool age, the accumulation of extensive experience in practical actions, a sufficient level of development of perception, memory, and thinking increases 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 the development of volitional regulation of 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 child’s behavior.
Acceptance of the most significant motive at the moment is the main one, allowing the child to go towards the intended goal, ignoring situationally arising desires.
An important role belongs to role-playing play, which is a school 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 preschooler considers the adult to be the bearer of norms and rules, but under certain conditions he himself can act in this role. At the same time, his activity in relation to compliance with accepted standards increases.
Gradually, the older preschooler learns moral assessments and begins to take into account, from this point of view, the assessment from the adult.
Psycho-emotional stability is the most important condition for the normal educational activities of children.
Having summarized the developmental features of children 6-7 years old, we can conclude that at this age stage they differ:
A fairly high level of mental development, including dissected perception, generalized norms of thinking, semantic memorization;
The child develops a certain amount of knowledge and skills, an arbitrary form of memory and thinking intensively develops, based on which one can encourage him to listen, consider, remember, analyze;
His 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;
Features of speech development.
Currently, education is considered by teachers as a universal human value. Its implementation leads to the functioningvarious types of education.The first is characterized by the presence of an adaptive practical orientation, that is, the desire to limit the content of general education training to a minimum of information relevant to ensuring human life. The second is based on a broad cultural-historical orientation. This type of education provides for obtaining information that obviously will not be in demand in direct practical activity.
Both types inadequately correlate the real capabilities and abilities of a person. To overcome these shortcomings, educational projects began to be created that solve the problem of training a competent person.
Modern pedagogical science does not focus on passive adaptation to the existing level of development of students, but on the formation of mental functions, creating conditions for their development in the learning process. Much attention is paid to the development of learning ability - a reliable way to increase the efficiency of the process of acquiring knowledge and learning in general. It plays its leading role in mental development primarily through the content of acquired knowledge.
In accordance with the theory of educational activity, students should develop not knowledge, but certain types of activities in which knowledge is included as a certain element.
Thus, the relevance of searching for an effective training system has not diminished to this day, since its further development serves as the basis for improving the learning process.
Not every educational activity provides optimal conditions for the education and development of the individual. To solve this problem, careful organization of the content of education, selection of appropriate forms and methods of teaching, and its technology are necessary.
General and equal education for all children, while ensuring the identification of students' inclinations and abilities, does not yet guarantee their sufficiently intensive development. This is explained by the large repetition of students, the difference in their inclinations and abilities. A system of certain measures is needed to ensure the development of students’ abilities in an optimal manner, taking into account the inclinations and abilities identified in them. In order to identify them, special tests have been developed. They are a series of different tasks that the child must complete in a certain period of time. Test tasks, as a rule, are such that their successful completion requires a good vocabulary, developed speech, and familiarity with the environment and its phenomena. In other words, good overall development of the child is required.
Thus, society’s interest in creating an optimal regime for identifying and developing the inclinations of all children leads to the need for differentiation of education. Consequently, one of its tasks in social terms comes down to identifying and maximizing the development of the inclinations and abilities of the younger generation. It is essential that the general level of education in secondary school should be the same.
Differentiation of learning means taking into account the individual characteristics of students in the form when they are grouped on the basis of certain characteristics.
The following are distinguished:differentiation goals.
Educational – to improve the knowledge, skills and abilities of students, to facilitate the implementation of educational programs by increasing the level of knowledge and skills of each student individually and thus reduce his absolute and relative backlog, to deepen and expand the knowledge of students, based on their interests and special abilities.
Developmental – the formation and development of logical thinking, creativity and academic skills based on the student’s zone of proximal development.
Educating – creating the prerequisites for the development of the child’s interests and special abilities, while taking into account existing cognitive interests and encouraging new ones, evoking positive emotions, and beneficially influencing educational motivation and attitude towards academic work.
The following are distinguished:forms and methods of differentiation:frontal, group, pair work, individual independent work.
Modern adaptive school modelsuggested by E. A. Yamburg. According to it, he understands an educational institution with a mixed student population, where gifted and ordinary children study, as well as those in need of remedial and developmental education. Such a school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, and on the other, to respond as flexibly as possible to sociocultural changes in the environment. The main result of such bilateral activity is the adaptation of children to a rapidly changing life.
An adaptive school is a mass comprehensive school where there should be a place for every child, that is, educational programs should be developed according to their level of readiness for learning.
Over time, secondary schools will necessarily turn into adaptive ones, where the educational process will be organized taking into account the socio-cultural characteristics of the region, the social needs of the population and the state requirements for educational standards, as flexible as possible in relation to the psychophysiological characteristics, abilities and inclinations of children.
Differentiated approach- this is taking into account the individual characteristics of students in the form when they are grouped on the basis of any characteristics. When teaching primary schoolchildren, the implementation of a differentiated approach will have the following abilities:
Ensuring content and methodological continuity, choosing optimal learning conditions;
Ensuring an effective combination of two educational paradigms: affective-emotional-volitional and cognitive;
Mastering by primary school students the methods and skills of educational activities available to them;
Organization of dialogue between different pedagogical systems and technologies;
Creating favorable conditions for the maximum development of the inclinations and abilities of younger schoolchildren;
Eliminate overload in their training.
The successful solution of the problems of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. It is considered as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
Used Books:
Preschool pedagogy – V.A. Kulganov, May, 2015 – p.65.
The problem of children's readiness to study at school is relevant due to the fact that the success of subsequent schooling depends on its solution. Knowledge of the characteristics of the mental development and psychological readiness for school of six- and seven-year-old children will make it possible to specify the tasks of educational work with children of this age and to provide a solid basis for further successful learning at school.
A child's readiness for school presupposes that he comprehensive development. Readiness indicators are a set of properties and characteristics that describe the most significant achievements in a child’s development. These main components of readiness for school are: motivational, mental, personal, volitional, and physical readiness.
Personal readiness for school covers three main areas of a child’s life relationships: relationships with adults, relationships with peers and attitude towards oneself.
Speaking about the need to develop arbitrariness in children’s communication with adults, it is worth paying attention to the fact that children who are not psychologically prepared for school very often do not contain the context of the learning situation. In all questions, statements and appeals to them by teachers, they perceive only a direct, immediately situational meaning, while educational situations are always conditional, have a different, deeper plan associated with the educational problem and educational tasks. The child’s understanding of the different content of such situations of communication with adults that carry conditional character, and the stable content of the context of this communication constitutes the main content of arbitrariness in the communication and interaction of children with adults.
The second most important component of a child’s personal readiness for school is a certain level of development of communication skills with peers. In a team, the child realizes and asserts himself as an individual. The team creates opportunities for the development of independence, activity, initiative, creativity and individual identity of each person. In collective activities, interest in peers and communication with them is formed, a friendly attitude towards other children is cultivated, personal sympathies and friendships are born, and the ability to live and work together is acquired. These qualities and skills are crucial for the formation of various abilities of the child, for example, to be able to understand the point of view of another, to accept a particular task as a common one that requires joint action, to look at oneself and one’s activities from the outside.
The third component of personal readiness for school is associated with the development of a child’s self-knowledge, which manifests itself, in particular, in changes in his self-esteem. Most often, preschoolers tend to be biased high mark yourself, your capabilities, your activities and their results. However, some of them have unstable and sometimes even low self-esteem. For a normal, painless inclusion in school life, a child needs a “new” self-esteem and a “new” self-awareness. Thus, the emergence of a more adequate and objective self-esteem indicates serious changes in the child’s self-awareness and can be an indicator of readiness for schooling and the school lifestyle in general.
The physical readiness of a child to study at school presupposes the necessary state of health, which will ensure his long-term sitting at a desk in a certain static position, holding a pen or pencil in a certain way, and the ability to carry a briefcase or backpack. The child’s muscles should be sufficiently developed, movements should be coordinated and precise. Special meaning has the hand ready to perform small and various movements that are needed to master writing. So, physical readiness is determined by the level of morphological and functional development and the state of mental and somatic health.
A child’s motivational readiness to study at school begins with a positive attitude towards school, a desire to learn, and a desire to gain knowledge. It is based on the cognitive orientation of the preschooler, curiosity, taking shape cognitive activity, first cognitive interests. Cognitive orientation is manifested in the ability to separate the known from the unknown, to experience a feeling of satisfaction from the knowledge gained, joy and delight from performing intellectual tasks.
The desire to become a student and learn appears at the end of preschool age in almost all children. It is due to the fact that the child begins to realize his position, which does not correspond to his age capabilities. He is no longer satisfied with the ways of approaching the lives of adults that the game gives him. Psychologically, the child seems to outgrow the game (although he will not lose interest in it for a long time) and the student’s position seems to him to be a certain model of adulthood. Education, as a responsible problem that everyone respects, begins to be recognized as a way to achieve the desired change in situation, a “way out” of childhood. Learning is attractive because this serious activity is important not only for children, but also for those around them.
The very fact of entering school changes the child’s social position and his civic role. He has his own responsibilities school life. His status in the family environment changes: he has the right to his workplace in the room for the time necessary for studies, the right to entertainment and rest. This is what shows the child in the eyes and reinforces the great importance of learning.
The development of the cognitive sphere to a certain extent determines readiness for learning, since mastering knowledge and the fundamentals of science presupposes a previously established cognitive orientation. Thus, the main components of motivational training are correct ideas about learning as an important and responsible activity, as well as cognitive interest in the environment.
A child’s mental readiness for school is a combination of the following components:
General awareness, a certain outlook of the child, understanding complete picture world, the sum of knowledge, skills and abilities that can ensure the development of the school curriculum. A child is well prepared for school when he can use his knowledge in stories, games, generalize things familiar to him and establish connections between them: compare, combine into groups, highlight common and important features, perform other actions based on this knowledge;
Level of cognitive processes: perception, thinking, imagination, language training (speech culture, its coherence, significant vocabulary, grammatical structure and sequence of presentation of the material), a sufficient level of development of sign-symbolic function and cognitive activity. The key indicators are the development of logical thinking and memory (the main indicator is the performance of intentional memorization), which indicate the maturity of the brain centers, their functional readiness to assimilate knowledge, skills and abilities. The thinking of children entering school is mainly visual and figurative.
During preschool age, children begin to lay the foundations of verbal and logical thinking. This type of thinking is finally formed in adolescence.
A six-year-old child is capable of a simple analysis of the environment, dividing into the essential and the unimportant, he can construct simple reasoning and make correct conclusions. However, this ability is limited by children's knowledge and ideas. Within the framework of the known, the child easily establishes cause-and-effect relationships. He uses expressions: “if... then”, “because”, “therefore” and others; his everyday considerations, as a rule, are quite logical.
The emotional-volitional readiness of a child to study at school means the ability to control his behavior and voluntarily direct his mental activity. It is a certain level of volitional development of a student that determines his ability to focus on completing school assignments, direct attention in class, remember and reproduce material. The formation in first-graders of responsibility for student affairs and a conscientious attitude towards their responsibilities is facilitated by the motives developed during preschool childhood for the obligation to comply with the rules of behavior and the requirements of adults. If the child is accustomed to being guided only your own desires, and motives such as “must”, “shouldn’t” are incomprehensible to him, then it is difficult for such a child to get used to school requirements and follow the rules for students.
Mental processes in children of early and early preschool age are transient in nature. Children actively perceive, remember, and reproduce what attracts and causes a vivid impression.
By the end of preschool age, the subordination of motives also develops: the child’s ability to give preference to one impulse over others, to consciously regulate his behavior on the basis of the subordination of motives, for example, to give in to desires to play with friends until duty duties are completed, to resist the temptation to eat candy in order to treat younger brother or sister.
When entering school, children, as a rule, want to study well and fulfill the teacher’s requirements. But not everyone has the necessary prerequisites for this. This is especially true for disorganized children who lack self-control and other strong-willed qualities.
Volitional readiness is manifested in achieving the most important goals for the child in the game, in the process various types activities, communicating with different people.
An important factor volitional development of six-year-old children is the formation of motives related to the content of relationships in children's team. The need for friendship with peers also gives rise to the desire to find one’s place in this team and achieve recognition. It is in the process of interaction that children develop their strong-willed character traits.
Emotional readiness is expressed in the satisfaction, joy, and trust with which the child goes to school. These experiences make him open to contacts with the teacher and new friends, support self-confidence and the desire to find his place among his peers. An important point emotional readiness are experiences associated with the learning activity itself, its process and first results.
All components of readiness are interconnected and interdependent. Thus, physical development is the basis for the maturation of brain centers, which in turn is a prerequisite for its intellectual activity. The degree of volition and development of the child’s emotional sphere depends on the state of formation of the ability to exert volition. The hierarchy of motives is a prerequisite for mastering voluntary behavior and is considered as a component of personal readiness and the like.
Observations by physiologists, psychologists, and teachers show that among first-graders there are children who, due to their individual psychophysiological characteristics, have difficulty adapting to new living conditions and can only partially cope (or cannot cope at all) with the school regime and curriculum. Features of school adaptation, which consists in the child’s adaptation to a new social role as a student, also depend on the child’s degree of readiness for schooling.
The level of readiness of children for school can be determined by such parameters as planning, control, motivation, level of intellectual development, etc.
Based on the results of the study, the level of readiness for school is determined:
A child is not ready for school if he does not know how to plan and control his actions, his learning motivation is low, and he does not know how to listen to another person and carry out logical operations in the form of concepts;
A child is ready for school if he knows how to control his actions (or strives to do so), focuses on the hidden properties of objects, on the patterns of the surrounding world, strives to use them in his actions, knows how to listen to another person and knows how (or strives) to perform logical operations in form of verbal concepts.
Thus, readiness for schooling is a complex multifaceted problem, covering a period not only of 6-7 years, but including the entire period of preschool childhood as a preparatory stage for school, and junior school age as a period of school adaptation and the formation of educational activities. The main components of readiness for school are: motivational, mental, personal, volitional, and physical readiness. All components of readiness are interconnected and interdependent. Success social adaptation to school, which consists in the child’s adaptation to a new social role as a student, also depends on the degree of readiness of the child for schooling.
List of used literature
1. Arakantseva T. A. Gender socialization of a child in the family: textbook. allowance. NOU VPO Moscow. psychol.-social Institute, Ros. acad. education. M.: NOU VPO MPSI, 2011. 137 p.
2. Badanina L.P. Adaptation of a first-grader: an integrated approach // Education in modern school. 2003. No. 6. pp. 37–45.
3. Ball G.A. The concept of adaptation and its significance for personality psychology // Questions of psychology. 1989. No. 1. P.92-100.
4. Bezrukikh M.M. A child goes to school: a textbook. M., 2000. 247 p.
5. Belyaev A.V. Socialization and education of children with advanced development / A. V. Belyaev // Pedagogy. 2013. No. 2. P. 67-73.
6. Bure R.S. Preparing children for school: book. for a kindergarten teacher garden M.: Education, 1987. 96 p.
7. Issues of socialization of children at the preschool and school levels of education: collection. materials based on the results of the work of the 2nd mountain. open scientific-practical conf. Social development of a preschool child: yesterday, today, tomorrow / Ministry of Education and Science of the Russian Federation, Federal State Budgetary Educational Institution of Higher Professional Education Ural. state ped. University, Ex. education in Yekaterinburg. Ekaterinburg: UrSPU, 2013. 145 p.
Elena Erokhina
The problem of a child's readiness for school
The problem of a child’s readiness for school is always relevant. Almost every parent asks himself questions: “Isn’t it too early to send my child to first grade? How soon will the baby get used to school, teacher, classmates? But the most important question: is it necessary in advance? prepare your child for school, and what is this preparation should be?
In the works domestic psychologist L. And Wenger noted that “to be ready for school– does not mean being able to read, write and count. Be ready for school means to be ready learn all this."
Therefore, it is better to focus your attention not on forcing the learning skills that the child must, in theory, to master school, but on the development of mental functions that provide learning ability. And here we're talking about not only about attention, memory, thinking and imagination.
Child entering first grade must demonstrate a certain level of cognitive interests, willingness to go to school not because, What “You don’t have to sleep there and they give you a briefcase with books”, but because he wants to learn new things and achieve success in his studies.
It is very important to educate child curiosity, voluntary attention, the need to independently search for answers to emerging questions. After all preschooler, whose interest in knowledge is not sufficiently formed, will behave passively in the lesson, it will be difficult for him to direct effort and will to regulate his behavior, carry out a not very attractive task for a sufficiently long time, and bring the work he has started to the end without giving up halfway.
At preparation for school should be taught to the child and analytical skills: the ability to compare, contrast, draw conclusions and generalizations.
Currently, more and more attention is being paid problem formation of skills in educational activities. IN preschool age, the prerequisites for educational activity are laid, and its individual elements are formed. Yes, in the older preschool age the child should be able to:
1. Understand and accept the task and its purpose.
2. Plan your activities.
3. Select means to achieve the goal.
4. Overcome difficulties, achieving results.
5. Evaluate performance results.
6. Accept help from adults when completing tasks.
Personality also plays an important role readiness for school. This includes the need baby in communicating with peers and the ability to communicate, the ability to play the role of a student, as well as the adequacy of the child’s self-esteem.
Since classes in modern schools mainly consist of 20-30 students, the ability to baby learn in a group atmosphere. Many children have a group education causes additional difficulties: difficulty concentrating, defending your point of view, feeling like the worst or best at something, speaking in front of big amount people and much more.
All these skills and abilities make up the psychological child's readiness for school, which, unfortunately, is Lately parents pay little attention. Psychological readiness for school does not arise in children on its own, but is formed gradually and requires special classes, the content of which is determined by the system of requirements imposed to kid school curriculum training.
And if the children who have passed training in preschool institutions, the rudiments of educational, collective activity are formed, then for "domestic" children school the conditions will be much more unexpected, and it will take some time to get used to them preschoolers it will take more time. Children who do not attend kindergarten receive significant assistance in adapting to the school can provide preparatory classes in a group of peers, psychological classes, the purpose of which is the development of cognitive processes, the emotional-volitional sphere, communication skills with peers and adults, the formation of basic skills in educational activities (the ability to listen and hear, remember and follow instructions, objectively evaluate one’s work and correct mistakes , complete the task to the end, etc.).
Admission to school– an exciting and very important stage in everyone’s life baby, and the task of parents is to help the future first-grader, with the least psychological difficulties, open the doors to a new, unknown, but fascinating world.
Loading...
