The problem of a child’s psychological readiness for school

28.09.2019

"The problem of readiness for schooling"

Entering school and the initial period of education cause a restructuring of the child’s entire lifestyle and activity. 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 only partially cope 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. On the other hand, the traditional education system is not capable of providing an appropriate level of development for children who have the psychophysiological and intellectual capabilities for learning and development at a higher level of complexity.

For school, a child must be mature not only physiologically
and socially, but also to achieve a certain level of mental and emotional-volitional development. Educational activity requires the necessary stock of knowledge about the world around us, the formation of elementary concepts. The child must be able to think
operations, be able to generalize and differentiate objects and phenomena
the surrounding world, be able to plan their activities and exercise self-control. Important positive attitude to learning, the ability to self-regulate behavior and manifestation volitional efforts
to complete assigned tasks. No less important are
skills verbal communication, development fine motor skills hands and hand-eye coordination.

In junior school age children have significant development reserves, but before using the existing development reserves it is necessary to give a qualitative description of the mental processes of this age. V.S. Mukhina believes that perception at the age of 6-7 years loses its original affective character: perceptual and emotional processes are differentiated. Perception becomes meaningful, purposeful, and analytical. It highlights the voluntary actions of observation, examination, and search. Significant influence Speech influences the development of perception at this time, so that the child begins to actively use the names of qualities, characteristics, states of various objects and the relationships between them. Specially organized perception contributes to a better understanding of manifestations.

In preschool age, attention is involuntary. A state of increased attention, as V.S. points out. Mukhin, is associated with orientation in the external environment, with an emotional attitude towards it, while the substantive features of external impressions that provide such an increase change with age. Researchers associate the turning point in the development of attention with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects. Thus, the possibilities for the development of voluntary attention by the age of 6–7 years are already great. This is facilitated by the improvement of the planning function of speech, which, according to V.S. Mukhina, 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 organize attention, taking into account the nature of the upcoming activity. Age-related patterns are also observed in the process of memory development. As noted by P.P. Blonsky, A.R. Luria, A.A. Smirnov’s memory in older preschool age is involuntary. A child remembers better what is of greatest interest to him and leaves the greatest impression. Thus, as psychologists point out, the volume of recorded material is also determined by the emotional attitude towards a given object or phenomenon. Compared to primary and secondary preschool age, as A.A. points out. Smirnov, the role of involuntary memorization in 7-year-old children is somewhat reduced, but at the same time the strength of memorization increases.

One of the main achievements of an older preschooler is the development of involuntary memorization. An important feature of this age, as noted by E.I. Rogov, is the fact that a 6-7 year old child can be given a goal aimed at memorizing certain material. The presence of such a possibility is due to the fact that, as psychologists and teachers point out, the child begins to use various techniques specifically designed to increase the efficiency of memorization: repetition, semantic and associative linking of material. Thus, by the age of 6–7 years, the structure of memory undergoes significant changes associated with the 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 this form of memory retains a leading position. In preschoolers, perception and thinking are closely interconnected, which indicates visual and figurative thinking, which is most characteristic of this age. According to E.E. Kravtsova, a child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish cause-and-effect relationships and dependencies. He is forced to operate with knowledge, and when some problems arise, the child tries to solve them by actually trying them on and trying them out, but he can also solve problems in his head. The child imagines a real situation and, as it were, acts with it in his imagination. Thus, visual figurative thinking is the main type of thinking in primary school age. In his studies, J. Piaget points out that the child’s thinking at the beginning of schooling is characterized by egocentrism, a special mental position due to the lack of knowledge necessary for the right decision certain problem situations. Thus, the child himself does not open his personal experience knowledge about the preservation of such properties of objects as length, volume, weight and others. N.N. Poddyakov showed that at the age of 5 - 6 years there is an intensive development of skills and abilities that contribute to children’s learning external environment, analyzing the properties of objects, influencing them in order to change them. This level of mental development, that is, visually 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 visually imaginative thinking appear, which are characterized by the fact that the child resolves a problem situation with the help of ideas, without the use of practical actions. Teachers characterize the end of the preschool period by the predominance of visually imaginative thinking or visually 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. Psychologists note that visual and imaginative thinking is the basis for 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 visually effective, visually imaginative and logical thinking. S.D. Rubinstein, N.N. Poddyakov, D.B. Elkonin argue that 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.

In preschool childhood, the process of mastering speech is basically completed: by the age of 7, language becomes a means of communication and thinking of the child, also a subject of conscious study, since in preparation for school, learning to read and write begins; 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; develops grammatical structure speech. Children learn subtle patterns of morphological order and syntactic order. Mastering the grammatical forms of language and acquiring a larger active vocabulary allows them to move on to concrete speech at the end of preschool age. In the studies of N.G. Salmina showed that children 6 - 7 years old master all forms oral speech characteristic of an adult. They develop detailed messages, monologues, stories, and in communication with peers they develop dialogical speech, including instructions, evaluation, and coordination of play activities. The use of new forms of speech and the transition to detailed statements are determined by the new communication tasks facing the child during this period. Thanks to communication, called non-situational cognitive by M.I. Lisina, vocabulary increases and correct grammatical structures are learned. Dialogues become more complex and meaningful; The child learns to ask questions on abstract topics and to reason along the way, thinking out loud. 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. As studies by K.M. show. Gurevich, V.I. Selivanova, a child of 6 - 7 years old can strive for a distant goal, while withstanding significant volitional tension for quite a long time. According to A.K. Markova, A.B. Orlova, L.M. Friedman, 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 this moment motive is the basis that allows the child to go towards the intended goal, ignoring situationally arising desires. As noted by E.I. Rogov, by the senior preschool age there is an intensive development of cognitive motivation: the child’s immediate impressionability decreases, at the same time the child becomes more active in searching new information. According to A.V. Zaporozhets, Ya.Z. Neverovich, an important role belongs to role-playing game which is a school social norms actives, with the assimilation of which the child’s behavior is built on the basis of a certain emotional attitude to 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 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. E.V. Subbotinsky believes that due to the internalization of the rules of behavior, the child begins to worry about violation of these rules, even in the absence of an adult. Most often, emotional tension, according to V.A. Averin, affects: - the child’s psychomotor skills (82% of children exposed to this influence), - his volitional efforts (80%), - speech disorders (67%), - a decrease in the efficiency of memorization (37%).

Thus, emotional stability is the most important condition for the normal educational activities of children. Having summarized the developmental features of a 6-7 year old child, we can conclude that at this age stage children differ: quite high level mental development, including dissected perception, generalized norms of thinking, semantic memorization. The child develops a certain amount of knowledge and skills, intensively develops free form memory, thinking, based on which you can encourage the child 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.

Thus, we can conclude that learning begins long before entering school, and elements of educational activity begin to take shape in preschool age. Using these features of the formation of educational activities, it is possible to stimulate the process of preparing a child for schooling, which makes it possible to begin the learning process at a more advanced stage. early age, i.e. contribute to the development of a six-year-old child as a full-fledged subject of educational activity.

All these data indicate the possibility effective learning children in school, starting from the age of six, provided that the educational activities of children of this age category are competently organized. This will satisfy the child’s need for a new social position (take on the role of a student) and move on to more complex forms of learning earlier.

Psychological readiness for learning at school is considered at

modern stage development of psychology as complex characteristics

child, which reveals the levels of development of psychological qualities,

which are the most important prerequisites for normal inclusion in the 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 morpho-physiological characteristics

child of senior preschool age, ensuring a successful transition to

systematic, organized schooling.

V.S. Mukhina argues that readiness for schooling is

desire and awareness of the need to learn, resulting from

social maturation of the child, the appearance of internal contradictions,

setting motivation for learning activities.

D.B. Elkonin believes that a child’s readiness for schooling

involves the “rotation” of a social rule, that is, a system of social

relationship between child and adult.

The concept of “readiness for school” is most fully given in the definition

L.A. Wenger, by which he understood a certain set of knowledge and skills, in

which all other elements must be present, although their level

development may be different. The components of this set are primarily

is motivation, personal readiness, which includes “internal

student’s position”, strong-willed and intellectual readiness. (10)

The child’s new attitude to the environment that arises when

entering school, L.I. Bozhovich called “the internal position of the student”,

considering this new formation a criterion of readiness for school.(8)

In her research, T.A. Nezhnova points out that the new social

position and the activity corresponding to it develop insofar as

they are accepted by the subject, that is, they become the subject of his own

needs and aspirations, the content of his “internal position”. (36)

A.N. Leontiev believes directly driving force child development

his real activity with changes in his “internal position.”(28)

IN last years increasing attention to the problem of school readiness

training is given abroad. In resolving this issue, as noted

J. Jirasek, theoretical constructions are combined, on the one hand,

practical experience, on the other. The peculiarity of the research is that in

At the center of this problem are the intellectual capabilities of children. It finds

reflected in tests showing the child’s development in the area of thinking,

memory, perception and other mental processes. (35)

According to S. Strebel, A. Kern, J. Jirasek, a child entering school

must have certain characteristics of a schoolchild: be mature in

mental, emotional and social relations.(28)

differentiated perception, voluntary attention, analytical

By emotional maturity they understand emotional stability and

almost complete absence of impulsive reactions of the child.

They associate social maturity with the child’s need to communicate with

children, with the ability to obey interests and accepted conventions

children's groups, as well as with the ability to take on social role

schoolchild in the social situation of schooling.

It should be noted that, despite the diversity of positions, everyone

readiness for schooling use the concept of “school maturity”,

based on the false concept that the emergence of this maturity

is mainly due to the individual characteristics of the process of spontaneous

maturation of the innate inclinations of the child and not significantly dependent on

social conditions of life and education. In the spirit of this concept, the main

attention is paid to the development of tests that serve as diagnostics at the school level

children's maturity. Only a small number of foreign authors - Vronfenvrenner,

Vruner - criticize the provisions of the concept of “school maturity” and emphasize

role social factors, as well as the characteristics of social and family

education in its occurrence.

Components child’s psychological readiness for school

are:

Motivational (personal),

Intelligent,

Emotionally – strong-willed.

Motivational readiness is the child’s desire to learn. IN

research by A.K. Markova, T.A. Matis, A.B. Orlova shows that

the emergence of a child’s conscious attitude towards school is determined by the way

providing information about it. It is important that information provided to children about school

were not only understood, but also felt by them. Emotional Experience

is ensured by the inclusion of children in activities that activate both

thinking and feeling.(31)

In terms of motivation, two groups of teaching motives were identified:

1. Wide social motives doctrines or motives related to needs

child in communication with other people, in their assessment and approval, with desire

student to take a certain place in the system of social

relationships.

2. Motives related directly to educational activities, or

cognitive interests children, need for intellectual activity

and in mastering new skills, abilities and knowledge.

Personal readiness for school is expressed in the child’s attitude towards school,

teachers and educational activities, also includes the formation in children

qualities that would help them communicate with teachers and

classmates.

Intellectual readiness presupposes that the child has an outlook,

stock of specific knowledge. The child must master systematic and dissected

perception, elements of theoretical attitude to the material being studied,

generalized forms of thinking and basic logical operations, semantic

memorization. Intellectual readiness also involves the formation of

child's initial skills in the field of educational activities, in particular,

the ability to identify a learning task and turn it into an independent goal

activities.

V.V. Davydov believes that a child should have the ability to think

operations, be able to generalize and differentiate objects and phenomena

surrounding world, be able to plan their activities and carry out

self-control. At the same time, it is important to have a positive attitude towards learning, the ability

to self-regulation of behavior and the manifestation of volitional efforts to carry out

assigned tasks. (18)

In domestic psychology when studying the intellectual component

psychological readiness for school, the emphasis is not on the amount of learning

child's knowledge, and on the level of development intellectual processes. That is

the child must be able to identify the essential in environmental phenomena

in reality, to be able to compare them, to see similarities and differences; He

must learn to reason, find the causes of phenomena, and draw conclusions.

Discussing the problem of school readiness, D.B. Elkonin comes first

set the formation of the necessary prerequisites for educational activities.

Analyzing these premises, he and his collaborators identified the following:

options:

The ability of children to consciously subordinate their actions to rules, generally

determining the method of action,

Ability to navigate a given system of requirements,

Ability to listen carefully to the speaker and accurately complete tasks,

offered orally,

Ability to independently perform the required task visually

perceived pattern.

These parameters of the development of voluntariness are part of the psychological

readiness for school; teaching in the first grade is based on them.

D.B. Elkonin believed that voluntary behavior is born in a game in

team of children, allowing the child to rise to a higher

step.(41)

Research by E.E. Kravtsova (25) showed that for development

When a child is at work, a number of conditions must be met:

It is necessary to combine individual and collective forms

activities,

Take into account age child's characteristics,

Use games with rules.

Research by N.G. Salmina showed that for first grade schoolchildren

with a low level of arbitrariness, a low level of play is characteristic

activities, and, therefore, are characterized by learning difficulties. (53)

In addition to the indicated components of psychological readiness for school,

researchers highlight the level of speech development.

R.S. Nemov argues that children’s speech readiness for learning and

learning is primarily manifested in their ability to use for arbitrary

control of behavior and cognitive processes. No less important

is the development of speech as a means of communication and a prerequisite for the acquisition of writing.

This function of speech should be taken special care during middle and

senior preschool childhood, since the development of written speech is essential

determines the progress of the child’s intellectual development. (35).

By the age of 6–7 years, a more complex independent

form of speech - an extended monologue utterance. By this time

A child's vocabulary consists of approximately 14 thousand words. He already owns

word measurement, formation of tenses, rules for composing sentences.

Speech develops in children of preschool and primary school age

in parallel with the improvement of thinking, especially verbal -

logical, therefore, when psychodiagnostics is carried out development of thinking,

it partially affects speech, and vice versa: when a child’s speech is studied, then

the resulting indicators cannot but reflect the level of development of thinking.

Completely separate linguistic and psychological types of analysis

speech is not possible, nor is it possible to conduct separate psychodiagnostics of thinking and speech.

The fact is that human speech in its practical form contains both

linguistic (linguistic) and human (personal)

psychological) beginning.

Summarizing what was said in the above paragraph, we see that in

cognitively, by the time a child enters school he has already achieved quite a

high level of development, ensuring free assimilation of school

curriculum.

In addition to the development of cognitive processes: perception, attention,

imagination, memory, thinking and speech, in psychological readiness for school

includes formed personal characteristics. To enter school

the child must develop self-control, work skills and abilities, the ability

communicate with people, role behavior. In order for the child to be ready for

learning and assimilation of knowledge, it is necessary that each of these

his characteristics were quite developed, including the level

speech development.

At preschool age, the process of mastering speech is basically completed:

* by the age of 7, language becomes the child’s means of communication and thinking,

also a subject of conscious study, since in preparation for

school begins teaching reading and writing;

* the sound side of speech develops. Younger preschoolers begin

become aware of the peculiarities of your pronunciation, the process is completed

phonemic development;

* the grammatical structure of speech develops. Children assimilate

patterns of morphological order and syntactic order. Assimilation

grammatical forms of the language and acquisition of a larger active vocabulary

allow them to move on to concreteness at the end of preschool age

Thus, the high demands of life on the organization of education and

training intensifies the search for new, more effective psychological -

pedagogical approaches aimed at bringing teaching methods into

compliance with the psychological characteristics of the child. Therefore the problem

children's psychological readiness to study at school receives special

significance, since the success of subsequent training depends on its solution

Svetlana Knyazeva
The problem of psychological readiness for school

« The problem of psychological readiness for school»

teacher-speech pathologist: Knyazeva S. I.

The problem of studying a child’s psychological readiness for school Many researchers have been engaged in both foreign and domestic psychology(L. I. Bozhovich, L. A. Wenger, M. I. Lisina, N. I. Gutkina, E. O. Smirnova, E. E. Kravtsova, D. B. Elkonin, St. Hall, J. Iirasek , F. Kern).

Psychological readiness for learning at school is considered at

current stage of development psychology as a complex characteristic of a child, revealing 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 psychological dictionary concept« school readiness» is considered as a set of morpho-physiological characteristics of an older child preschool age, ensuring a successful transition to a systematic, organized schooling.

V. S. Mukhina claims that readiness for schooling is

the desire and awareness of the need to learn, arising as a result of the child’s social maturation and the emergence of internal contradictions in him, which set the motivation for educational activities.

L. A. Wenger considering the concept « readiness for school» , by which he understood a certain set of knowledge and skills, in which all other elements must be present, although the level of their development may be different. The components of this set are primarily motivation, personal readiness, which includes "internal position schoolboy» , strong-willed and intellectual readiness.

Towards mental maturity (intellectual) the authors attribute the child’s ability to differentiated perception, voluntary attention, analytical thinking, and so on.

By emotional maturity they understand the child’s emotional stability and almost complete absence of impulsive reactions.

They associate social maturity 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 a social role schoolboy in a social situation schooling.

Concept psychological readiness for school

Traditionally, there are three aspects school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception (perceptual maturity, including isolating a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; the ability to remember logically; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. You can to 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 long time perform a not very attractive task.

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 situation schooling.

Components psychological readiness for schooling

Psychological readiness for learning at school reflects the general level of development of the child, is a complex structural-systemic formation, the structure psychological readiness for schooling corresponds to psychological structure of educational activities, and its content (educational-important qualities - UVK) determined by the abilities of educational activities and the specifics of educational material at the initial stage training.

Components psychological readiness of the child to study at school include the following Components:

1. Intelligent readiness;

2. Personal readiness;

3. Psychophysiological readiness.

1. Intelligent readiness. Intelligent readiness shows the child’s development of basic mental processes: perception, memory, thinking, imagination, symbolic function of consciousness.

Intelligent child's readiness for school lies in a certain outlook, a stock of specific knowledge, and an understanding of basic laws. There must be developed curiosity, a desire to learn new things, a fairly high level of sensory development, as well as developed imaginative ideas, memory, speech, thinking, imagination, i.e. everything mental processes.

By the age of six, a child should know his address, the name of the city where he lives; know the names and patronymics of your relatives and friends, who and where they work; be well versed in the seasons, their sequence and main features; know the months, days of the week; distinguish the main types of trees, flowers, animals. He must navigate time, space and the immediate social environment.

By observing nature and the events of the surrounding life, children learn to find spatiotemporal and cause-and-effect relationships, generalize, and draw conclusions.

The child must:

1. Know about your family and everyday life.

2. Have a supply of information about the world around you and be able to use it.

3. Be able to express your own judgments and draw conclusions.

2. Personal readiness. At the age of 6-7, the foundations of the future are laid personalities: a stable structure of motives is formed; new social needs emerge (the need for respect and recognition from adults, the desire to fulfill what is important to others, "adults" affairs, being an adult, need for recognition peers: among the elders preschoolers interest in collective forms of activity is actively manifested and at the same time - the desire to be the first, the best in games or other activities; there is a need to act in accordance with established rules and ethical standards, etc.); a new one arises (indirect) type of motivation is the basis of voluntary behavior, the child learns a certain system social values, moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and act not as he wants at the moment, but as "necessary" .

In the seventh year of life, the child begins to realize his place among other people, he develops an internal social position and a desire for a new social role that meets his needs. The child begins to realize and generalize his experiences, a stable self-esteem is formed and a corresponding attitude towards failures in activities is formed (some people tend to strive for success through high achievement, while for others the most important thing is to avoid failures and unpleasant experiences).

Child, ready for school, wants to study both because he wants to take a certain position in human society, namely a position that opens access to the world of adulthood, and because he has a cognitive need that he cannot satisfy at home. The fusion of these needs contributes to the emergence of a new attitude of the child to the environment, called by L. I. Bozhovich "internal position schoolboy» . He characterizes the internal position as a central personal positioning that characterizes the child’s personality as a whole. It is this that determines the child’s behavior and activity and the entire system of his relationships to reality, to himself and the people around him. Lifestyle schoolboy as a person, engaged in a socially significant and socially valued activity in a public place, is recognized by the child as an adequate path to adulthood for him - it corresponds to the motive formed in the game “become an adult and actually carry out his functions” .

3. Psychophysiological readiness for learning at school

By the age of seven, the structure and functions of the brain are sufficiently formed, close in a number of indicators to the brain of an adult. Thus, the weight of the brain of children during this period is 90 percent of the weight of the adult brain. This maturation of the brain makes it possible to learn difficult relationships in the surrounding world, contributes to solving more difficult intellectual problems.

Back to top schooling the cerebral hemispheres develop sufficiently and especially frontal lobes related to the activities of the second signaling system responsible for speech development. This process is reflected in the speech of children. The number of generalizing words in it sharply increases. If you ask four- to five-year-old children how to name pear, plum, apple and apricot in one word, you can observe that some children generally find it difficult to find such a word or it takes them a lot of time to search. A seven-year-old child easily finds the right word ( "fruits").

By the age of seven, the asymmetry of the left and right hemispheres is quite pronounced. Child's brain "moves to the left", which is reflected in cognitive activities: It becomes consistent, meaningful and purposeful. More complex structures appear in children's speech, it becomes more logical and less emotional.

Back to top schooling The child has sufficiently developed inhibitory reactions that help him control his behavior. The adult's word and his own efforts can ensure the desired behavior. Nervous processes become more balanced and mobile.

The musculoskeletal system is flexible; the bones contain a lot of cartilage tissue. The small muscles of the hand develop, albeit slowly, which ensure the formation of writing skills. The process of ossification of the wrists is completed only by the age of twelve. Hand motor skills in six-year-old children are less developed than in seven-year-olds, so seven-year-old children are more receptive to writing than six-year-olds.

At this age, children grasp the rhythm and tempo of movements well. However, the child’s movements are not dexterous, accurate and coordinated enough.

All of the above changes in physiological processes nervous system allow the child to participate in schooling.

Further psychophysiological the development of a child is associated with the improvement of the anatomical and physiological apparatus, the development physical characteristics(weight, height, etc., improvement of the motor sphere, development of conditioned reflexes, the relationship between the processes of excitation and inhibition.

Thus, to the components school readiness include intellectual readiness(formation of such mental processes such as perception, memory, thinking, imagination, personal readiness(formation of a stable structure of motives, the emergence of new social needs, new types of motivation, the assimilation of moral values and social norms, psychophysiological readiness(formation of brain structures and functions).

Psychological readiness for school- this is a necessary and sufficient level mental child development for mastering school programs in conditions training in a peer group.

Thus, the concept psychological readiness for schooling includes:

Intellectual readiness(the child has an outlook, a stock of specific knowledge);

Personal readiness(readiness to the adoption of a new social position - position schoolboy having a range of rights and responsibilities).

-psychophysiological readiness(general health).

For the discipline: Developmental psychology

Topic: The problem of children's readiness for school

Introduction

1. a brief description of children of senior preschool age and the crisis of seven years

2. Motivational readiness for school

3. Strong-willed readiness for school

4. Social readiness for school

5. Intellectual readiness for school

6. Physiological readiness for school

Conclusion

Bibliography

Introduction

School is a social institution that was formed historically relatively recently, and a child’s enrollment in school plays a leading role in the process of adaptation to life in society.

Entering school is a very serious step for a child, as it is a turning point in life. He seems to be trying to get out of his childhood and take a new place in the system of relations mediated by norms of behavior; a desire appears to “become a real schoolchild” and carry out real, serious, socially significant activities.

When a child moves to a new stage of development, a change in leading activity occurs, this is a transition from role-playing play to educational activity.

How a child’s school life turns out, how successful the start of schooling will be, determines the student’s performance in subsequent years, his attitude towards school, and ultimately his well-being in adulthood. If a student does not study well, this always negatively affects relationships with peers or the family microclimate.

The problem of children's readiness for school education is, first of all, considered from the point of view of compliance of the child's development level with the requirements of educational activities.

Many parents believe that school readiness lies only in mental readiness, so they devote maximum time to developing the child’s memory, attention and thinking. Not all classes involve developing the necessary qualities for studying at school.

Often, children who are unsuccessful in their studies have all the necessary skills in writing, counting, reading and have a fairly high level of development. But readiness presupposes not only the presence of certain skills and abilities necessary for studying at school, it is necessary to ensure the full and harmonious development of the child.

Preparing children for school is a complex task, covering all areas of a child’s life.

These are, first of all, the levels of social-personal, motivational, volitional, intellectual development, all of which are necessary for the successful mastery of the school curriculum. When children enter school, insufficient development of any component of psychological readiness is often revealed. Shortcomings in the formation of one of the levels sooner or later entail a lag or distortion in the development of others and one way or another affect the success of training.

And so, the goal of the work is to analyze the child’s psychological readiness for school.

Based on the goal set, it is planned to solve the following problem: to analyze the main components of a child’s psychological readiness for schooling, and specifically: motivational, social-personal, intellectual, volitional, physiological.

1. Brief characteristics of children of senior preschool age and the crisis of seven years

The seven-year crisis is a critical period that requires a change in the social situation; it is associated with the beginning of the child’s education at school.

It is at this age that the foundations of personality are laid and a stable hierarchy of motives is formed (the bittersweet phenomenon). There is a desire to take a new position in society and perform socially useful activities. If there is no change in the social situation, then the child develops a feeling of dissatisfaction.

The crisis of seven years is characterized by defiant behavior of the child, he behaves, makes faces, and clowns around. According to Vygodsky, such behavior indicates a loss of childish spontaneity; the child seems to experience a separation of internal and external life, the child tries on different roles, and through this, a loss of spontaneity of behavior occurs. Until the age of seven, a child acts in accordance with the problem that is relevant to him. Acquiring mediocrity of behavior includes awareness; between the idea of an action and the action itself, censorship, a norm of behavior, is inserted; behavior becomes more independent of various environmental influences.

The child begins to realize and evaluate his place among other people, an internal social position is formed, the desire to meet the demands of an adult, to accept a new social role - the role of a schoolchild.

New social needs appear, the need for respect, recognition by peers and adults. The desire to act in accordance with the rules, the child needs to perform the action correctly. He strives to participate in group activities. Moral norms, social values, and rules of behavior in society are being learned; now one has to act not as one wants, but as one should.

The child’s activity acquires new content. The ability not only to control your actions, but also to focus on results.

Psychological research indicates that during preschool childhood, a child already develops self-esteem; this emerging self-esteem is based on the results of activities, success or failure, as well as the assessments of others and the approval of parents.

That. the presence of a seven-year crisis is an indicator of psychological readiness for school.

2. Motivational readiness for school

Motivational readiness is considered as the motivation to study, the child’s desire to study at school. The child's initial motive is to climb new level relationships.

There are external and internal motivation. Most children of senior preschool age dream of becoming schoolchildren, but of course, almost none of them have any idea what school is in reality; many children have a completely idealized attribute idea of school; if you ask them who a schoolchild is, they will certainly answer that this is a child who carries a large briefcase, sits at his desk with his hand raised, writes, reads, and good children get A's, and bad children get D's. And I want the same, and everyone will praise me.

Internal motivation is associated with a direct desire to learn, expressed in cognitive interest, manifested in the desire to learn new things, to find out the incomprehensible. There is a very a difficult situation, because not all children are ready to fulfill the teacher’s requirements and do not get along in a new social environment due to the lack of an internal motive. A child’s cognitive need exists from birth, and the more adults satisfy the child’s cognitive interest, the stronger it becomes, so parents need to devote as much time as possible to the development of children, for example, reading books to them, playing games. educational games and so on.

Academic motivation develops in a first-grader when there is a pronounced cognitive need and the ability to work. A first-grader tries to be an exemplary student in order to earn the praise of the teacher and then the parent. Emotional praise allows the child to believe in his abilities, increases his self-esteem and stimulates the desire to cope with what is not immediately possible. (Bozhovich)

3. Strong-willed readiness for school

One more component school readiness- volitional readiness. Volitional readiness implies the child’s readiness to have to fulfill the teacher’s demands. This is the ability to act according to the rules, in accordance with the established pattern. Fulfillment of the rule underlies the social relations of a child and an adult.

D.B. Elkonin conducted an experiment. First grade children were asked to draw four circles, and then color three yellow and one blue; the children painted all the circles in different colors, claiming that it was more beautiful this way. This experiment perfectly demonstrates that not all children are ready to accept rules.

The emergence of will leads to the fact that the child begins to consciously control himself, manage his internal and external actions, his cognitive processes and behavior in general. He gradually masters the ability to subordinate his actions to motives.

L. S. Vygotsky and S. L. Rubinstein believe that the appearance of a volitional act is prepared by the previous development of the voluntary behavior of a preschooler.

4. Social readiness for school

Social readiness is a readiness to new form relationships in school situations.

Going to school is, first of all, learning something new. social status schoolboy. He enters into new social relationships, the child-teacher model, which subsequently affects the child’s relationships with parents and the child with peers, because the way the situation at school develops will determine how much success will be expressed, which will subsequently affect relationships with peers and parents.

In a lesson situation, there are strict rules that the student must adhere to, for example, only subject communication.

Children who are ready to learn, understand the conventions of educational communication and behave adequately in the classroom; communication between teacher and student acquires a feature of arbitrariness.

5. Intellectual readiness

The child must be able to communicate in dialogue, be able to ask questions, answer questions, and have the skill of retelling.

In order for a student’s education to be successful, it is necessary that his level of actual development must be such that the training program falls into the child’s “zone of proximal development,” otherwise he simply will not be able to assimilate the material.

It goes without saying that you have basic writing, reading and counting skills. The child must be able to compare, generalize, classify objects, and identify essential features and draw conclusions. Now he has to work with abstract categories and scientific concepts. “The child must learn to distinguish between different aspects of reality, only then can he move on to subject-based learning. The child must see in an object its parameters, the individual aspects that make up its content. And also to master scientific concepts, the child must understand that his point of view is not absolute and not the only one.”

A child of senior preschool age has already formed operations, this is proven using an experiment with two flasks on the conservation of quantity.

6. Physiological readiness for school

It is also necessary to determine the physiological readiness for school, whether the child is ready for such loads; on the one hand, the student’s body is often ready for the requirements imposed by the school, but on the other hand , some children find it very difficult to endure such mental stress and physical activity, or the child may have poorly developed hand motor skills and cannot write, this is a failure of the regime and the restructuring of the whole body to a new way of life, maintaining attention in lessons for 40-45 minutes and etc. This is quite difficult for some. Before entering school, honey is taken. examination and readiness is determined. According to indications, by the age of 8 almost everyone is ready. Physiological readiness is determined by three criteria: physiological, biological and health status. At school, a child faces a lot of problems, for example, an incorrect position can lead to curvature of the spine, or deformation of the hand due to heavy loads on the hand. Therefore, this is as significant a sign of development as the others.

Conclusion

Going to school the most important step in the development of a child, requiring a very serious approach and preparation. We have established that a child’s readiness for school is a holistic phenomenon, and for complete readiness it is necessary that each of the signs be fully developed; if at least one parameter is poorly developed, this can have serious consequences. Comprehensive preparation for school includes five main components: motivational, intellectual, social, volitional, physiological readiness. It is advisable to determine psychological readiness for school a year before the expected admission, since in this case there is time to change what needs correction. There are many methods for diagnosing children's readiness for school; they require careful selection, since many of them are inadequate. When preparing a child for school, it is also necessary to consult with a child psychologist and teachers.

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 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.

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 take a certain 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 to learn and acquire 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 psychological readiness of preschool children for learning at school receives special meaning, 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 as 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 of 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.

Summarizing 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 functioning various 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 activities.

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 focuses not 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 pays attention 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 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 activities 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 items are usually such that a good vocabulary is required to successfully complete them. developed speech, acquaintance with 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. Therefore, one of its tasks in socially 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 high school should be the same.

Differentiation of training takes into account individual characteristics students in the form when they are grouped based on some 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 – create the prerequisites for the development of the child’s interests and special abilities, while taking into account existing cognitive interests and encouraging new ones, arousing positive emotions, have a beneficial effect on learning 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. 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 correctional 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, general education 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 flexibly 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 younger 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;

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.

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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.

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.

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.

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.

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 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.

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.