Consultation on the topic: Components of psychological readiness for school. Components of psychological readiness

The main components of a child’s psychological preparation for school and their characteristics………………………………………………………3

The work of a teacher in preparing a child for school……………….6

Features of the formation of voluntary behavior of an older preschooler………………………………………………………8

The range of problems of modern society related to the psychological preparation of a child for school.........14

List of references on the topic “Psychological readiness of a child for school”…………………………………………………………………………………..15

Organization of work on the formation of scientific concepts in children…………………………………………………………………………………16

7. Scheme of the main indicators characterizing the educational activity of a preschooler……………………………………………………………….…..18

8. The range of problems of developmental education in modern society....18

Main Components psychological readiness child to school.

Child's intellectual readiness for school

The most important indicators of a child’s intellectual readiness for school are the characteristics of the development of his thinking and speech.

By the end of preschool age, the central indicator of children’s mental development is the formation of their figurative and verbal foundations. logical thinking.

In addition, studies have found that by older preschool age, children, using a system of socially developed sensory standards, master some rational ways of examining the external properties of objects. Their use allows the child to differentiate and analyze complex objects. However, these abilities are limited by the range of children's knowledge. Within the limits of what is known, the child successfully establishes cause-and-effect relationships, which is reflected in his speech. He uses expressions “if, then”, “because”, “therefore”, etc., his everyday reasoning is quite logical. The rudiments of logical thinking are also manifested in the ability to classify objects and phenomena in accordance with generally accepted concepts; by the end of preschool age, the child can already combine objects into “conceptual” groups: “furniture”, “dishes”, “clothing”, etc.

Summarizing the above and taking into account the age-related characteristics of the development of the child’s cognitive sphere, we can say that the development of intellectual readiness for learning at school presupposes:

 differentiated perception;

 analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);

 rational approach to reality (weakening the role of fantasy);

 logical memorization;

 interest in knowledge and the process of obtaining it through additional efforts;

 mastery of spoken language by ear and the ability to understand and use symbols;

 development of fine hand movements and hand-eye coordination.

Intellectual readiness is important, but not the only prerequisite

Child’s personal readiness for school

For the person himself, personality acts as his image-I, I-concept. It is in preschool age that the formation of a child’s personality begins.

The motivation of a preschooler plays a decisive role in the personal component of psychological readiness for school. Much attention was paid to the role of the motivational sphere in the formation of a child’s personality in the theoretical works of L.I. Bozovic. From the same perspective, psychological readiness for school was considered, i.e. The most important was the motivational plan. Two groups of teaching motives were identified:

Personal readiness also presupposes a certain level of development of the child’s emotional sphere. The child masters social norms expressions of feelings, the role of emotions in the child’s activities changes, emotional anticipation is formed, feelings become more conscious, generalized, reasonable, arbitrary, non-situational, formed higher feelings- moral, intellectual, aesthetic. Thus, by the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities are possible.

Analyzing the prerequisites necessary for successful mastery educational activities, D.B. Elkonin and his colleagues identified the following parameters:

 the ability of children to consciously subordinate their actions to a rule that generally determines the method of action;

 ability to navigate a given system of requirements;

 the ability to listen carefully to the speaker and accurately complete tasks proposed orally;

 the ability to independently complete the required task according to a visually perceived model.

In fact, these parameters can be considered as the lower level of actual development of voluntariness on which learning in the first grade is based.

G.G. Kravtsov considered the problem of the development of voluntariness through its relationship with will, emphasizing that the direction of development of the child’s personality towards his own individuality “coincides with the expansion of the zone of his own freedom, the ability to consciously control his psyche and behavior, that is, with the formation of voluntariness.”

In this case, a number of practically significant conclusions can be drawn, one of which is the determination of the leading activity for each age stage of a child’s development, depending on the type and level of arbitrariness of his mental activity.

In this case, the levels of randomness are not formed in a linear sequence, but have periods of “overlapping”.

Socio-psychological (communicative) readiness of the child for school

In addition to personal readiness, one more component of a child’s psychological readiness for school can be identified - socio-psychological readiness, defining it as the formation in children of qualities through which they could communicate with other children and teachers. A child comes to school, a class where children are engaged in common activities, and he needs to have fairly flexible ways of establishing relationships with other children, be able to enter the children's society, act together with others, be able to give in and defend himself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a schoolchild in a school learning situation.

According to a number of researchers, the following substructures can be distinguished in the structure of the socio-psychological component of school readiness:

 communicative competence,

 social competence,

 linguistic competence.

The authors associate the use of the concept of competence with the fact that it is not so often used in child psychology and, therefore; in this way differences in its interpretation can be avoided. The word “competence” itself means knowledge of something. Based on this, social competence is knowledge of the norms and rules of behavior accepted in a certain socio-cultural environment, attitude towards them; implementation of this knowledge in practice. Linguistic competence is understood as a level of speech development that allows a person to freely use his knowledge of language in the process of communication. These two types of competence can be considered as elements communicative competence, or more broadly - competence in communication, which also includes knowledge and understanding of non-verbal language of communication, the ability to communicate both with peers and with adults.

Communicative, social and speech competences, which are formed in the process of socialization and upbringing of the child, by the end of preschool childhood have a certain level of development, which reflects the level of the child’s socio-psychological readiness for schooling.

2. The work of a teacher to prepare a child for school.

Preparing a child for school is one of the most important tasks training and education of preschool children, its solution in unity with other tasks of preschool education makes it possible to ensure the holistic harmonious development of children of this age.

As practice shows, the formation and objective assessment of the required level of school readiness is impossible without the active participation of educators and parents, and for this they need certain knowledge about the characteristics of children of senior preschool age, methods of developing school readiness and possible difficulties at the beginning of schooling. In order to answer the most frequently asked questions of parents of future first-graders, and to help them properly organize classes with preschoolers, you can organize a system of activities in the form of group ( parent meetings, “round tables”, organizational and activity games, etc.), individual (interviews) consultations, and involve a preschool psychologist in working with parents.

Preparing children for school begins long before entering school and is carried out in classes kindergarten based on activities familiar to the child: playing, drawing, designing, etc.

A child can acquire knowledge and ideas about the world around him in a variety of ways: by manipulating objects, imitating others, in visual activities and in play, and in communicating with adults. Whatever activity a child engages in, there is always an element of cognition in it; he constantly learns something new about the objects with which he acts. It is important to remember that at the same time he is not faced with the special task of learning the properties of these objects and how to operate with them; the child is faced with other tasks: draw a pattern, build a house from cubes, fashion an animal figurine from plasticine, etc., obtained in this case knowledge is a by-product of his activities.
The child’s activity takes the form of learning, educational activity when the acquisition of knowledge becomes the conscious goal of his activity, when he begins to understand that he is performing certain actions in order to learn something new.
In a modern mass school, education takes a class-lesson form, while the activities of students are regulated in a certain way (a student must raise his hand if he wants to answer or ask the teacher about something, he must stand up when answering, during a lesson he cannot walk around the class and engage in outside activities affairs, etc.) In the recent past, in preschool institutions, preparing children for school and the formation of educational activities came down to developing in children the skills of school behavior in the classroom: the ability to sit at a desk, “correctly” answer the teacher’s questions, etc. Of course, if a preschooler enters the first grade of a school operating according to the traditional system, skills academic work he needs. But this is not the main thing in developing readiness for educational activities. The main difference between learning activities and others (games, drawing, designing) is that the child accepts the learning task and his attention is focused on ways to solve it. In this case, a preschooler can sit at a desk or on a carpet, study individually or in a group of peers. The main thing is that he accepts the learning task and, therefore, learns. It should be noted that the content of training in the first grade and in preparatory and older groups Kindergarten is largely the same. So, for example, children of the senior and preparatory groups have a fairly good command of the sound analysis of words, they know letters, they can count within 10, they know basic geometric shapes. In fact, in the first half of the year at school, the knowledge that students receive in class was, for the most part, known to them in the preschool period. At the same time, observations of the adaptation of kindergarten graduates to school conditions show that the first half of the year at school is the most difficult. The whole point is that the acquisition of knowledge in a mass school is based on different mechanisms than was previously the case in the types of activities familiar to the child. At school, mastering knowledge and skills is the conscious goal of a student’s activity, the achievement of which requires certain efforts. In the preschool period, children acquire knowledge mostly involuntarily; classes are structured in a form that is entertaining for the child, in activities familiar to him.
When preparing a child for school, it is not enough to simply develop memory, attention, thinking, etc. The child’s individual qualities begin to work to ensure the assimilation of school knowledge, that is, they become educationally important when they are specified in relation to educational activities and the content of education. For example, a high level of development of imaginative thinking can be considered as one of the indicators of school readiness when a child has developed the ability to analyze complex geometric shapes and synthesize a graphic image on this basis. High level cognitive activity does not yet guarantee sufficient motivation for learning; it is necessary that the child’s cognitive interests be related to the content and conditions of school education.

3. Features of the formation of voluntary behavior of an older preschooler.

In the overwhelming majority of sources, awareness, or conscientiousness of behavior, is considered as a fundamental characteristic that determines the specificity of a person’s will and volition. Can be carried out large number definitions in which consciousness is the main quality of volitional and voluntary action. In this case, awareness of the action can occur both in the form of complex judgments and in the form of elementary sensations that the subject considers to be the cause of his movements. A.V. Zaporozhets, based on Sechenov’s thoughts, put forward the hypothesis that involuntary human movements turn into voluntary ones due to the fact that they become perceptible, i.e. conscious. M.I. Lisina confirmed this hypothesis in her original genetic research. This study still remains a unique experiment in transforming involuntary reactions into voluntary ones through the purposeful formation of sensation or awareness of one’s own movements.

These parameters for the development of voluntariness are part of psychological readiness for school. As indicators of psychological readiness for school, voluntariness is one of the prerequisites for educational activity.

However, despite the generally recognized fundamental nature of this problem in Russian psychology and its undoubted significance for the practice of raising children, interest in the problem of the development of voluntariness has noticeably decreased in recent years. The scientific lack of development of this problem is reflected in the practice of raising children. Most of the available methodological recommendations are limited to only some advice addressed to teachers and parents. These recommendations do not provide specific methods for shaping the will and volition of a child and a general strategy for nurturing these most important qualities in an individual.

Thus, the development of voluntary behavior is an urgent goal in scientific terms. Determining the essence and specificity of voluntary and volitional behavior at different stages will make it possible to identify the main conditions that contribute to the formation of the most important personality qualities in preschool age, and, therefore, will provide an opportunity to build practical work with children.

Practical teachers note that the use of basic types of movements in a dosage accessible to children and corresponding to their age capabilities helps to increase the mental and physical performance of children, and also contributes to the development of volitional qualities and the formation of a motivational-need sphere. While performing basic types of movements, children develop volitional qualities: determination, perseverance, endurance, courage, etc., and the ability to independently select a method of action depending on the specific conditions that have developed at the moment is formed.

The ways of forming will and volition are different and require different participation of an adult. These differences are as follows:

Volitional action is always proactive: its motivation must always come from the child himself. The goal and task of a voluntary action can be set from the outside, by an adult, and can only be accepted or not accepted by the child.

Voluntary action is always indirect, and its formation requires the introduction of certain means, which will subsequently be consciously used by the child himself. Volitional action can be direct, i.e. carried out by a strong immediate impulse.

Arbitrariness is amenable to training, learning, which consists of mastering the means of mastering one’s behavior. The will does not lend itself to such training. Its formation occurs in joint life activities with an adult, aimed at nurturing sustainable motives and actions.

Arbitrariness, as a function of the psyche, always has elementary forms and prerequisites for its development at the previous stage, and therefore it is impossible to draw a strict dividing line between the presence and absence of arbitrariness (and will). However, in early ontogenesis this process does not take place in the individual life of the child. Therefore, in preschool age it is impossible to consider the will and arbitrariness of an isolated child. At every stage age development the adult reveals to the child new aspects of activity, which become his motives, and new means of mastering his behavior.

The levels and stages of development of volitional and voluntary behavior are determined by the specific content of the motives of the child’s activity for each age and the forms of mediation of his behavior in joint life activities with an adult.

The development of movements in children of senior preschool age is closely connected with the entire educational process of kindergarten, which determines the overall development of the child, his mental qualities, behavior, and direction of interests.

Older preschoolers can master a variety of movements, primarily their main types - running, walking, jumping, throwing, climbing, new complex forms of these movements, as well as improving some elements of their technique, without which it is impossible to actively participate in outdoor games, and in the future successfully engage in sports. The use of basic types of movements in a dosage accessible to children and corresponding to their age capabilities helps to increase the mental and physical performance of children, and also contributes to the development of volitional qualities and the formation of a motivational-need sphere.

Children of senior preschool age master various movements and practice them consciously. In the process of mastering the basic movements, they acquire a wide range of knowledge, the ability to analyze their actions, highlight essential links, change and rebuild them depending on the result obtained, assessment and situation, i.e. master the basics of voluntary behavior, which involves the ability to set a goal, plan one’s activities to achieve the desired result, show endurance and perseverance in overcoming emerging obstacles. All this contributes to the activation of children’s motor activity in the learning process, the manifestation of volitional efforts, initiative, and the cultivation of children’s interest in classes. physical culture.

While performing basic types of movements, children develop volitional qualities: determination, perseverance, endurance, courage, etc. Therefore important point when teaching the basic types of movements, it is necessary to maintain the desire and ability of children to overcome obstacles (run, jump, climb, etc.), independently selecting a method of action depending on the specific conditions that have developed at the moment.

Teaching older preschoolers the basic types of movements contributes to the development of arbitrariness in their behavior; allows you to form the motivational-need sphere, moral and volitional qualities, self-regulation and self-control skills, the ability to independently complete tasks; provides positive influence on the volitional and emotional sphere of the child, increases interest in physical education, develops the need for physical improvement, and increases the performance of older preschoolers.

Training in basic types of movements takes place in several stages.

At the initial stage learning is of a low-variable nature, an action can be performed in only one way, and the formation of arbitrariness of behavior consists of facilitating the child’s desire to achieve the desired result through certain volitional efforts. However, the child’s actions are under the direct control of the adult. At this stage, the child often acts correctly only in a specially created environment, and the slightest change in the situation leads to disruption of motor action.

Go to stage of improvement of air traffic control possible if performance indicators such as accuracy, strength and stability are available. The presence of initial knowledge and skills allows at this stage to use various options for motor action. The greater the strength of a given motor skill, the greater the variability. In the formation of voluntary behavior, variability in the performance of OVD can be considered as a consequence of overcoming difficulties and finding other ways to solve the same problem. The search for another option for action here is proactive on the part of the child himself, despite the fact that the goal is set by an adult, and the child accepts it and acts in accordance with his plan. At the same time, the child himself reflects on his actions (that is, voluntary actions are indirect in nature) and subsequently these actions will be used by the child himself consciously to achieve this goal.
It has been noted that children willingly perform new, even difficult movements, but do not show interest in improving them, which requires multiple repetitions. It is more interesting for children if their knowledge and skills are expanded through variations of exercises and a variety of conditions for their implementation. This leads to the fact that children, having correctly mastered the basic elements of the technique of jumping, throwing, and climbing in games during classes, do not improve the corresponding motor skills, but make mistakes in performing these movements and use them inappropriately. This indicates that the results of motor experience accumulated in the process of learning motor skills in a specially organized environment are not automatically transferred to everyday motor activity. This suggests that in the process of training ATS, due attention was not paid to awareness and comprehension of motor actions, i.e. self-control (reflection). This transfer requires the ability to perform the same movement in different ways in accordance with the current situation, i.e. formation of voluntary behavior.

At the final stage of improving air traffic control It is necessary to teach preschoolers to use learned motor actions in different situations, in different combinations with other movements, and perform them at different paces. This is possible in the processarbitrariness training , which consists in the assimilation of fundsmastering one’s behavior, nurturing stable motives, developing the ability of self-control and regulation of volitional efforts .

For the purposeful distribution of physiological load and the formation of strong skills in children during physical education classes in the preparatory kindergarten group for school, we include in the main part of the lesson not one, but 2-4 basic movements in order to learn them. The methodologically correct use of various combinations of basic movements at different stages of training involves the use of adequate ways of performing exercises and organizing children. Active motor activity of children should reach 60-80% of the total class time. Compliance with all these conditions has a significant impact on improving the quantitative and qualitative indicators of the performance of basic movements, which is evidence of their good assimilation by children, as well as the formation of the motivational-need sphere and voluntary behavior, which is expressed in the manifestation of will, endurance, endurance, patience, courage, determination and perseverance.

The results of the work show that preschoolers show a desire to perform these types of movements correctly (corresponding to the pattern), the quality of their movements, rhythm and coordination improves. They own in different ways performing movements, consciously use one or another of them. Children understand the interconnection of motor actions, they are able to independently plan their activities, behave regardless of circumstances and even in spite of them, guided only by their own goals. This confirms the formation of the motivational-need sphere of preschool children.

Children have developed the ability to independently set goals, organize their activities, and achieve desired results. They are characterized by conscious purposefulness of behavior when performing basic types of movements, overcoming difficulties and obstacles on the way to achieving the goal.

Thus, we can conclude that the process of children mastering basic types of movements contributes to the formation of voluntary behavior, which manifests itself in the ability to overcome obstacles and difficulties, control one’s own actions and correlate them with rules, and the ability to build a chain of goals based on certain motives; and also contributes to the development of strong-willed qualities: determination, perseverance, endurance, courage, etc.

So, arbitrariness is the most important personality quality. In children of senior preschool age, voluntariness develops gradually. Even when children enter school, this quality remains at a low level. With targeted, systematic work, using various types of movements, exercises, games with rules, and classes, you can observe an increase in indicators that characterize volition.

The process of development of volitional and voluntary behavior has a single direction, which consists in overcoming the motivating power of situational influences and in developing the ability to be guided by some extra-situational regulators - be it a verbal instruction of a moral motive.

The development of will and voluntariness consists in changing the place of the behavior regulator in the structure of the action, namely in its shift from the end to the beginning of the action.

In older preschool age, the child becomes capable of relatively long-term volitional efforts. The development of a child’s will is closely related to the change in motives of behavior that occurs in preschool age and the formation of subordination of motives. It is the emergence of a certain direction, the highlighting of a group of motives that become the most important for the child, that leads to the fact that he consciously achieves his goal, without succumbing to the distracting influence of motives associated with other, less significant motives. In the development of volitional actions of a preschooler, three interconnected aspects can be distinguished:

1) development of purposefulness of actions;
2) establishing the relationship between the purpose of actions and their motive;
3) the increasing role of self-control in performing actions.

The ability to subordinate one’s actions to a predetermined goal, to overcome obstacles that arise on the way to its implementation, including giving up immediately arising desires - all these qualities characterize volitional behavior. This is the most important condition for a child’s readiness to study at school.

Preschoolers' mastery of basic types of movements is based on turning the rules for performing these movements into the motive for their own actions, which mark not only the development of voluntariness, but also the child's will. The preschooler no longer simply obeys the instructions and control of adults, but also acts on his own, controlling his own actions and correlating them with the standard.

Thus, systematic and purposeful work on mastering the main types of movements contributes to the development of volitional qualities: independence, perseverance, courage, determination, initiative and the development of voluntary behavior and activity: self-awareness, self-esteem, self-control. The formation of voluntary behavior is important for the development of a child’s personality.

4. The range of problems of modern society related to the psychological preparation of a child for school.

Preparing children for school is a complex, multifaceted task, covering all areas of a child’s life. When deciding it, it is customary to highlight a number of aspects. First, the continued development of the child's personality and cognitive processes, which underlie successful educational activities in the future, and, secondly, the need to teach primary school skills and abilities, such as elements of writing, reading, and counting.

The first aspect reflects psychological readiness for school. Research has shown that not all children, by the time they enter school, reach the level of psychological maturity that would allow them to successfully transition to systematic schooling. Such children, as a rule, lack educational motivation, a low level of arbitrariness of attention and memory, underdevelopment of verbal and logical thinking, incorrect formation of methods of educational work, lack of orientation towards the method of action, poor command of operational skills, low level of self-control, and underdevelopment of fine motor skills and poor speech development.

Conducting research on psychological readiness, scientists, on the one hand, determine the school requirements for the child, and on the other, examine new formations and changes in the child’s psyche that are observed towards the end of preschool age. So, for example, L. I. Bozhovich notes: “... the carefree pastime of a preschooler is replaced by a life full of worries and responsibility - he must go to school, study those subjects that are determined by the school curriculum, do in class what the teacher requires ; he must strictly follow the school regime, obey the school rules of conduct, and achieve a good assimilation of the knowledge and skills required by the program.” The author emphasizes that a child entering school must have a certain level of development of cognitive interests, readiness to change social position, desire to learn; in addition, he must have indirect motivation, internal ethical authorities, and self-esteem. The combination of these psychological properties and qualities constitutes psychological readiness for schooling. At the same time, according to A.V. Zaporozhets, when determining ways to study this issue, as well as “when determining the general strategy for the mental education of preschool children and preparing them for school, it is necessary to keep in mind that special role, which preschool childhood plays in the process of forming human thinking and human personality generally". In his opinion, the initial unit of analysis of psychological readiness for schooling is the specifics of preschool childhood, taken in the context of personality ontogenesis, determining the main lines of mental development of the child at this age and thereby creating the possibility of transition to a new, more high form life activity. From this point of view, issues related to psychological readiness for schooling are included in the context of a more general problem of child and developmental psychology - the problem of critical ages and age-related psychological formations.

5. List of literature on the topic “Psychological readiness for school”

Avramenko N.K. Preparing a child for school. M., 1972 – 48 p.

Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation " Primary school" 1999 No. 1 61-63 p.

Amonashvili Sh.A. Hello children, M. 1983 – 180 p.

Bugrimenko E.A., Tsukerman G.A. “School difficulties of prosperous children M. 1994 - 189 p.

Storm R.S. “Preparing children for school M., 1987 – 93 p.

Wenger L.A., “Home School” M. 1994 - 189 p.

Wenger L.A. Wenger L.A. “Is your child ready for school?” M. 1994 – 189 p.

Wenger L.A. " Psychological issues preparing children for school, “Preschool education” 1970 – 289 p.

Readiness for school / Edited by Dubrovina M. 1995 – 289 p.

Gutkina N.N. Diagnostic program for determining the psychological readiness of children 6-7 years old for schooling “Psychological education” 1997 - 235 pp.,” 1980.

Thinking and speech are inseparable. By developing thinking, we develop speech, and by developing speech, we develop thinking.

The level of informatization of modern society is quite high, however, due to its age and individual characteristics Each child of preschool and primary school age chooses from the flow of information available to himsomething of his own and does not always understand it adequately .

A child’s vocabulary is formed as he masters new concepts, as he develops the ability to classify acquired concepts and generalize them.

Language is a unique system of concepts. The connection of words in a sentence allows you to understand speech.

As a rule, the child does not experience difficulties with understanding speech at the everyday level when communicating with parents, friends, etc. The situation changes when training begins.

For children of primary school age, the most difficult thing is to understand and master scientific concepts related to a particular subject, since each of them contains its own special terminology.

Of course, every teacher tries to convey the necessary educational material in the lesson to each student, using a variety of techniques.

However, it is not always possible for a child to master the necessary concepts within the required time frame.He seems to understand, but he is confused and cannot answer clearly .

Ways to form concepts

Playing with terms in class, on a walk, at home.

It is very important to listen carefully to your child. Sometimes children convey very figuratively in their own wordsthread of the teacher's reasoning in the lesson . From the child’s story, it immediately becomes clear whether he understood the teacher correctly or whether the information received was incorrectly refracted and parents need to once again analyze the material studied with the child.

In some cases, the teacher’s explanation does not leave a trace in the child’s memory (he was distracted, felt bad, did not understand, etc.). There's nothing scary about it.I forgot what a noun is? Is play a noun?

The child can learn the rule on his own. It is important to see whether the child understands the essence of the new concept. It is necessary to help the child.

2. Association with concepts present in the child’s speech experience.

We divide oe - to share something with someone. When you share, it becomes less than it was.Divisible, divides spruce, often no. Frequently new - part of what was originally.

The names of the components of addition, subtraction, multiplication and division are often poorly remembered by children. It is easier for them to reason “6 divided by 2 equals 3” because in this line of reasoning the necessary sign immediately appears.

Associations help the child learn the necessary terminology

 Expansion of situations in which this concept can be used.

Capitalizing proper names is a simple topic, but many mistakes happen based on this rule. During a walk around the city, a trip to public transport It would be nice to draw the child’s attention to the names of streets, stops, and road signs. Naturally, casually ask what letter these names are written with and why, reinforcing the conceptproper names .

Drawing diagrams, symbols with repeated speaking of the concept out loud.

Together with parents, inventing stories where this or that concept appears.

You can also use the following methods for developing concepts:

Methodology of classification (from particular to general: a dog, a horse, a cat are domestic animals; a general concept is domestic animals. Or from general to specific: what applies to geometric shapes? – circle, square, trapezoid).

Method of semantic associations (pair the word dot with several words related to it in meaning (dot, question mark, exclamation point). It is necessary to limit the context of the task).

Hierarchical development of concepts, for example: doll - toys - children's objects - objects.

7. Main indicators characterizing educational activities preschooler.

Main indicators of educational activity of preschool children

Motivational development

8. The range of problems of developmental education in modern world:

1. Coexistence of developmental education with traditional system within the same educational institution.

2. Training of specialists in developmental education.

3. The technology of teaching in a new educational system for teachers is not described holistically, where old methods and forms of work are not effective.

For the successful learning and personal development of a child, it is important that he goes to school prepared, taking into account his general physical development, motor skills, condition nervous system. And this is far from the only condition. One of the most necessary components is psychological readiness.

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Municipal budgetary educational institution "General developmental kindergarten No. 75" Psychological readiness for schooling Prepared by: educational psychologist Gorbovskaya A.Yu. Bratsk, 2016

Every child goes to first grade with the hope that everything will be fine at school. The teacher will be beautiful and kind, his classmates will be friends with him, and he will study with straight A's. Meeting children's and parents' expectations depends on how the child is psychologically prepared for school

What is psychological readiness for school and can it be formed? Psychological readiness is a necessary and sufficient level of mental development of a child to begin mastering the school curriculum in a peer group setting. Psychological readiness for school is formed gradually: in games, in work, in communication with adults and peers, in the process of developing traditional school skills ( writing, counting, reading)

Components of psychological readiness Emotional-volitional readiness Social-psychological readiness Intellectual readiness Personal readiness

Does the child know how to communicate with children? Does he show initiative in communication or does he wait for other guys to call him. Does he feel the norms of communication accepted in society, is he ready to take into account the interests of other children or collective interests, is he able to defend his opinion. Does he feel a difference in his interactions with children, teachers, other adults, and parents? Socio-psychological readiness By the time a child enters school, he should have a fairly diverse experience of communicating with strangers. It is necessary to give him the opportunity to establish contacts with others in the clinic, on the playground, in the store, etc.

Intellectual readiness The ability to write, read, count, and solve basic problems are just skills that can be taught. Do not suppress the research interest of a young naturalist, then by the time he enters school he will be able to comprehend a lot from his own experience. Teach your child to look for answers to his endless “whys,” to build cause-and-effect relationships—in a word, to be actively interested in the world around him. Ability to think, analyze, draw conclusions. Development of speech, vocabulary and the ability to tell something on accessible topics, including basic information about yourself. The ability to concentrate, the ability to build logical connections, memory development, fine motor skills.

Personal readiness to talk about your school years, remembering funny and instructive incidents, read books about school with the child, talk about school routines, give the child a tour of the future school, showing him where he will study. Activities that develop fantasy and imagination are useful: drawing, modeling, design, as well as independence and perseverance: classes in clubs and sections. Cognitive interest, desire to learn something new. Formation of a positive attitude towards school, teacher, educational activities, and oneself

Emotionally - volitional readiness. The ability to do not only what I want, but also what I need, not to be afraid of difficulties, to resolve them on my own. Adequate self-esteem and positive image myself. Ability to concentrate and manage emotions. The game will help to develop these qualities!!! Games teach you to calmly wait for your turn, your turn, to lose with dignity, to build your strategy and at the same time take into account constantly changing circumstances, etc. It is also necessary to accustom the child to a change in activity and daily routine. It is important to show faith in the child, sincerely encourage, help and support. Little by little, the child will develop the ability to exert volition, but not immediately. Help him!

Work in subgroups Emotional-volitional readiness for school: Ability to withstand loads; Ability to withstand disappointments; Don't be afraid of new situations; Confidence in yourself and your abilities Socio-psychological (communicative) readiness for school: Ability to listen; Feel like a member of a group; Understand the meaning of the rules and the ability to comply with them; Resolve conflict situations constructively Intellectual readiness for school: Logically coherent thinking, the ability to see relationships and patterns Ability to concentrate attention for some time Short-term auditory memory, listening comprehension, visual memory Curiosity and interest in learning Motivational readiness for school: Attitude to learning as important matter; A strong desire to study at school.

It would seem that just yesterday your baby was lying in his crib and could only reproduce sounds; soon he will become a first-grader. And then he will be faced not only with the opportunity to gain a lot of new knowledge, but also with an equally large number of unfamiliar situations. Of course, we cannot tell the child in advance all possible scenarios for the development of events. But this is not required. If a little person is properly prepared for school, then he will quickly learn to cope with new tasks and situations. But how do you know if your child is ready for school? And what does this even mean?

Some parents believe that it is enough to put into the baby’s head some knowledge that will be useful to him in the lessons in order to learn well. new information. But in fact, this is only part of what he will need within the walls of the educational institution. Let's figure out what a child's readiness to learn is. This way you can understand in advance whether all the components are present in your child and, if something happens, work on the gaps. Or take care of all the components in advance, so that by the right time the baby has all the necessary skills, and you do not have to adjust them in a hurry.

Components of a child's readiness for school

There are several such components, and they are all equally important. The absence or insufficiency of at least one can result in problems for a little person in learning or communicating with teachers and peers. A child’s readiness for school can be: physical and psychological, which, in turn, is divided into:

• intellectual
• emotional (volitional)
• personal (social and communicative)

And all these components need to be worked on to one degree or another. They will not appear in the child by themselves. Let's now take a closer look at each of the above components.

Physical fitness

This is probably the most understandable component. This term means that the child is physically developed enough for his age to cope with school workloads. This is facilitated by a variety of sports activities and outdoor games.

Child’s psychological readiness for learning

This component is quite multifaceted. It implies that the child has motivation to learn (that is, the child strives to acquire new knowledge), everyday, behavioral and intellectual skills. Let's start with an important component of psychological readiness - intellectual.

Child's intellectual readiness for school

This component, in turn, consists of:

• stock of certain knowledge and skills
• curiosity
• availability different types thinking (figurative, logical)
• sensory development
• good memory
• outlook
• imagination
• understanding the basic patterns

In preschool age, a child should be able to talk about his family and its way of life (he can name the names of all family members, their professions, etc.), have information about the world around him and be able to apply it (he knows the names of the seasons, days of the week, months and their sequence, the names of the most common plants and animals in the region where they live). Also, the child already knows not only what city he lives in, but can also tell his address. The baby knows how to draw conclusions, reason, navigate in space and time. Parents should help the child not only acquire all of the above information, but also be able to summarize and systematize it. In addition, without the help of adults it is difficult for him to learn to find cause-and-effect and spatio-temporal relationships and draw conclusions.

It must also be borne in mind that in children of this age the figurative predominates over the logical.

Emotional readiness for school

We understand perfectly well that although the baby is drawn to knowledge and strives to quickly go to educational institution, in practice he is faced with the fact that he does not always have to do what he wants. Emotional or volitional readiness implies that the child is able to complete the teacher’s tasks, even if he does not like them. He knows how to follow routines (daily and school), set goals, develop plans for achieving them and, accordingly, go towards them, even if obstacles arise. Also, the child can draw conclusions regarding the result of all the above manipulations, whether it really is what your child was striving for.

Personal readiness for school

School is not only lessons and knowledge, but also new people. Of course, your child already knows how to form relationships with other people, he did this in kindergarten or on the playground, but he may still encounter certain difficulties. By school age, a child should be able to:

• communicate
• work as a team
• defend your opinion (if we are talking about peers), but also find a compromise if necessary
• obey (in communication with the teacher)

This is a very important component of a child’s readiness for school. After all, if he cannot communicate well with classmates, this may affect his psychological state and, as a result, at school.

If you are not sure that you can fully assess the presence of all of the above components in your baby, then it is better to entrust this task to a specialist. Contact a psychologist who will diagnose your child’s readiness for school and who will give advice on what (and how) you still need to work on.

Article: “The main components of the readiness of a child of senior preschool age for school.”

The baby is 6 years old, and we are asking the question: “Should we send him to school or wait another year? Are you ready for school already or let him grow up a little more.” Perhaps sometimes you are overcome by doubts: “After all, he is still so small! Why take away his childhood?” These and similar questions sometimes haunt us.

Or maybe you have already made your decision and just want to understand what a child should know and be able to do before entering school?

To help you, let's understand the concept of school readiness. It is complex and consists of several components that are equally important.

Readiness is a certain level of human mental development. Not a set of some skills and abilities, but a holistic and rather complex education. Moreover, it is wrong to narrow it down solely to “readiness for school.” Each new stage of life requires a certain readiness from the child - readiness to engage in role-playing games, readiness to go to camp without parents, readiness to study at a university. If a child, due to his developmental problems, is not ready to enter into detailed relationships with other children, he will not be able to participate in role-playing play. If he is not ready to go to camp without his parents, a recreational holiday will turn into torture for him. If you are not ready to play by the rules of the university, you will not be able to study successfully. But it is naive to believe that it is possible to prevent any difficulties in his life by getting ahead of events.

A young man’s success at a university has nothing to do with whether university teachers read or don’t read lectures in the senior classes of his school. University teachers, as a rule, when working with high school students, use teaching methods that are familiar to them—university methods. And schoolchildren need to be taught using school methods. And a brilliant university professor can do no more, but less, for a child’s development than a good school teacher. In the same way, implantation school methods Education in kindergarten is not a prevention of school difficulties. Quite the contrary – it gives birth to them.

For a child to turn from a preschooler into a schoolchild, he must change qualitatively. He must develop new mental functions. They cannot be developed in advance because they are absent in preschool age. “Training” is generally an incorrect word in relation to to a small child. Motor skills, thinking, memory - it's all great. This is not the only thing that applies to school readiness.

1. Physical fitness

Physical development + health status + biological age = morphological readiness.

It is determined by doctors by filling out a medical card before school. Often this happens formally, the necessary information is entered into a card: weight, height, other indicators, specialized specialists put their marks and that’s it. Then it's up to the parents to decide. If you want to get complete information, go through the examination as required, be sure to ask the doctor what school-related recommendations he can give for your child.

Pay attention to the level of development of the nervous system, ask the doctor how this manifests itself in the child’s behavior in order to better understand the child.

So, we have complete information about physical development, recommendations from a surgeon, neurologist, ophthalmologist and other specialized specialists have been received. The pediatrician made his own conclusion.

Along the way, it is important to note that going to the doctors is such a torment, there are queues, the child cannot stand it, gets tired, and is capricious. You shouldn’t go through all the doctors in 1-2 days.

Consult your physical education instructor. physical education director

2. Psychological readiness is the next important component.

And it also consists of many components.

*** Intellectual readiness.

This componentreadiness presupposes that the child has an outlook and a stock of specific knowledge. The child must ownsystematic and dissected perception, elements of theoretical attitude to the material being studied, generalized

forms of thinking and basic logical operations, semantic memorization.However, basically, the child’s thinking remains figurative, based on real actions with objects and their substitutes. To summarize, we can say that the development of intellectual readiness for learning at school involves:

Differentiated perception;

Analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern); Particularly high demands are placed on schooling, the systematic acquisition of knowledge, and on the child’s thinking. The child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, and draw conclusions.

Rational approach to reality (weakening the role of fantasy);

Logical memorization;

Interest in knowledge and the process of obtaining it through additional efforts;

Mastery of spoken language by ear and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

The following exercises will provide invaluable assistance in the development of logical thinking:

“The fourth odd one”: the task involves eliminating one item that does not have some characteristic common to the other three.

Exercises with matches or sticks (lay out a figure from a certain number of matches, move one of them to get another image: connect several points with one line without lifting your hand) also help develop spatial thinking. Cognitive interests develop gradually, over a long period of time, and cannot arise immediately upon entering school if sufficient attention was not paid to their upbringing during preschool age.

Good orientation of the child in space and time is important. Literally from the first days of being at school, the child receives instructions that cannot be followed without taking into account the spatial characteristics of things and knowledge of the directions of space. So, for example, the teacher might suggest drawing a line “obliquely from the top left to the bottom right” or “straight down the right side cells”, etc. The idea of ​​time and the sense of time, the ability to determine how much time has passed is an important condition for the student’s organized work in the class and completion of tasks within the specified time frame. Preschool researchers have found that preschool children are characterized by a general curiosity. This is the age of “whys”.

But it often happens that curiosity fades, and in school, even elementary school, children develop intellectual passivity. This passivity leads them to be among the laggards. How to avoid this? Psychologists advise to always answer questions that a child asks, since communication with parents is a great joy and value for a child. If you support his interest in learning with your attention, it will be easier for the baby to develop. Unfortunately, parents often brush aside annoying questions - this is the basis of intellectual passivity. “Stuffing” a child with ready-made knowledge also leads to this.

By the age of six or seven, a preschooler should know well his address, the name of the city where he lives, the name of the country, the capital. Know the names and patronymics of their parents, where they work and understand that their grandfather is someone’s dad (father or mother). To navigate the seasons, their sequence and main features. Know the names of months, days of the week, current year. Know the main types of trees, flowers, distinguish between domestic and wild animals.

The main thing is gaming activity. Various games are useful. Even “frivolous” games: “hospital”, “mothers and daughters”, “school”. It is especially valuable when several children participate in such games at once. This develops collectivism, the child learns to build relationships and resolve conflicts. Children master adult life, a system of behavior, and responsibilities. They learn to follow the instructions of an “adult.”

And most importantly, everything happens without coercion, easily and willingly. Imagination develops - the ability to imagine “what would happen if...”.

Games with plasticine, pencils, etc. are also useful. That is, modeling, appliqué, drawing, and design occupy an honorable place in preparation for school. These activities develop an understanding of the world, objects, animals, and people. The ability to mentally imagine objects and “consider” them in the mind also develops. Later, this will turn out to be important when studying physics, geometry, etc. By drawing and building, the child experiences the joy of creativity and expresses himself. Building with bricks requires a solution engineering problems. He learns in his mind to answer many questions about how to make a house so that it does not fall apart, etc. Parents can join the game process and unobtrusively suggest an interesting plot or design.

The main thing is not to infringe on the child’s independence. We must encourage him to independently search for ideas and means of implementing them.

Parents must understand that the best preparation for school is the child’s natural desire to play, and not serious studies on a given topic. Don't lose interest!

*** Speech readiness.

An important component in preparing for school is speech readiness: this is not only the pure pronunciation of sounds, it is the development of vocabulary in children, the development grammatical structure speech and, of course, the development of coherent speech - the ability to tell something on accessible topics, including basic information about oneself, the ability to conduct a dialogue.

Therefore, it would be useful to discuss with your child the film or even a cartoon you watched, ask a few questions about what you read to make sure that the child understands a certain natural phenomenon, the actions of animals and people.

The conversation with the child should be simple and not too long, as he may feel bored and tired. Interest is the main thing in communication. Leading questions spark interest, for example, about the similarities and differences between two objects (ball, balloon), two phenomena (rain, snow), concepts (country, city). Differences are most often easily established, but similarities are more difficult. Let the child generalize objects into a group (bed, table, chair, armchair - furniture). Gradually complicate the task, ask to name objects in which you can put something, objects that glow, etc. This game is useful and interesting for the child.

Ask your child to retell a movie or book, especially when he has read it on his own. If you do not understand what is being said, it means that the child did not understand the meaning of what he read or watched.

Useful games: b) inventing the missing parts of the story when one of them is missing (the beginning of the event, the middle or the end).

*** Volitional readiness.

And, of course, do not forget about strong-willed maturity. You will probably encounter a lack of willpower. It might look like this. It’s time to sit down for homework, but he delays for hours, sometimes drinking, sometimes eating, sometimes he’s tired, exhausting you and himself. There is a lack of will, and this is often found in first-graders, and in older schoolchildren too. What to do then, because you have to do your homework. This is where your help is needed.

Share “a piece of your will” with the child, find an approach to the child. Choose a lesson preparation time that suits your child. Maybe he needs a rest after school, many children still sleep during the day, and some want to sleep again, despite the fact that they had already given up daytime sleep. It is important to show faith in your child that he is doing better and better every day, that after lessons other interesting things await you, encouragement and support can also help. Little by little, the child will develop the ability to exert volition, but not immediately. Help him.

By the age of 6, the basic structures of volitional action are formed. The child is able to set a goal, create an action plan, implement it, overcome obstacles, and evaluate the result of his action. Of course, all this is not done entirely consciously and is determined by the duration of the action performed. But playing can help strengthen your strong-willed knowledge about yourself.

Understanding parents, during housework, turn the apartment into the deck of a ship, a cosmodrome, or a hospital, where certain tasks are performed with pleasure, without threats or violence. At the age of 6 years, a child is already able to analyze his own movements and actions.

Therefore, he can deliberately memorize poems, refuse to play in order to complete some “adult” task, and is able to overcome his fear of dark room, do not cry when you are hurt. This is important for the development of a harmonious personality. Another important aspect is the formation of cognitive activity in a child. It consists in developing in children a lack of fear of difficulties, the desire not to give in to them, and to resolve them independently or with a little support from adults. This will help the child manage his behavior at school. And this behavior develops when there is a friendly, partnership relationship between an adult and a child.

Why is it difficult for a child to study? And what should a child be taught from the very beginning of his student life?

Solution. In this matter, parents play a big role. They often allow the child to stop somewhere halfway: he knows - okay, he’ll learn to do it beautifully later - and then they make a mistake. It is necessary to immediately orient the child to complete any task from beginning to end - when cleaning the room, helping parents, completing a task, etc.

It is necessary to teach the child to think about the result, not to finish quickly, finish writing, finish reading, run and forget everything.

Parents often reassure the child that he does not want to think about the quality of his work when they try to protect him from unnecessary worries about the grades he receives, no matter what he is given; the main thing is that he is interested and that he tries, does the best he can; that's enough.

A child should strive for a good result, not just as best he can, but as good as he is capable of. We must focus on the fact that tomorrow he will do better than today. Studying is a constant improvement of skills; a child must be taught this from the first days of school.

Properly organized Homework constantly accustoms the child to independent, patient, painstaking educational work.

It is better to point out the child’s mistakes indirectly. If there are mistakes, ask the child to find them himself; this is the first form of self-control.

An effective means of developing strong-willed qualities is labor education.

Labor, hard, toil – have the same root. After all, any work involves some kind of difficulty; you have to overcome something to achieve a result.

After all, it is through work that a child can be taught the ability to complete a job he has started, and to cultivate responsibility, independence, and perseverance in a child.

*** Motivational readiness.

An important point is motivation.

Forming motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of a kindergarten and family in preparing children for school.

The work of a kindergarten teacher in developing children’s motives for learning and a positive attitude towards school is aimed at solving three main tasks:

1. formation in children of correct ideas about school and learning;

2. formation of a positive emotional attitude towards school;

3. formation of experience in educational activities.

To solve these problems I use various shapes and methods of work: excursions to school, conversations about school, reading stories and learning poems on school topics, looking at pictures reflecting school life and talking about them, drawing school and playing school.

Stories and poems about school are selected to show children various aspects of school life: the joy of children going to school; the importance and significance of school knowledge; content of school education; school friendship and the need to help school friends; rules of behavior in the classroom and at school. At the same time, it is important to show children the image of a “good student” and a “bad student”, to base the conversation with children on comparing examples of correct and incorrect (from the point of view of organizing school education) behavior. Children of senior preschool age perceive with interest and better remember texts with humorous content.

When organizing a game for school, you can use plots of various content: a game for school after an excursion to a lesson in 1st grade (consolidating acquired knowledge and ideas), modeling a school of the future (forming an emotional attitude towards school, developing creative imagination and freedom of thinking. The plot of the game can play the role of Dunno - a student who does not want to study, interferes with everyone, and violates the established rules.

The family plays a decisive role in the formation of learning motives and educational motives in a preschooler. Interest in new knowledge, basic skills of searching for information of interest (in books, magazines, reference books), awareness of the social significance of school teaching, the ability to subordinate one’s “want” to the word “need,” the desire to work and complete the work started, the ability to compare the results of one’s work with an example and to see one’s mistakes, the desire for success and adequate self-esteem - all this is the motivational basis of school teaching and is formed mainly in the conditions of family education. If family education is structured incorrectly (or is absent altogether), positive results cannot be achieved through the efforts of a preschool institution alone.

Motivational readiness, desire to go to school, interest in school, desire to learn new things are clarified by questions like:

1. Do you want to go to school?

2. What is interesting at school?

3. What would you do if you didn't go to school?

The answers to these questions will help you understand what the child knows about school, what interests him in it, and whether he has a desire to learn new things.

3. Social or personal readiness is the next important component.

The third important component is social readiness.

The personal or social readiness of a child for school lies in the formation of his readiness to accept a new social position of a schoolchild - the position of a schoolchild. The position of a schoolchild obliges him to take a different position in society, compared to a preschooler, with new rules for him. This personal readiness is expressed in a certain attitude of the child towards school, towards the teacher and educational activities, towards peers, family and friends, towards himself.

Simply observing a child will allow you to determine whether the child knows how to communicate with children, whether he takes the initiative in communication or waits for other children to call him. Does he feel the norms of communication accepted in society, is he ready to take into account the interests of other children or collective interests, and is he able to defend his own. Does he feel a difference in his interactions with children, teachers, other adults, and parents? Children usually manage to master these skills in kindergarten. “Home” children have a more limited social circle, they have no experience of communicating in a group of peers, but this does not always mean that their social skills are less developed. There are also “kindergarten” children with their own communication problems. The child must be able to communicate with both the teacher and peers.

Attitude to peers. Such personality qualities must be developed that would help to communicate and interact with peers, to yield in some circumstances and not to yield in others. Each child should be able to be a member of the children's community and act together with other children.

Relationship with family and friends.Having personal space in the family, the child should experience the respectful attitude of his relatives towards him. new role student. Relatives should treat the future schoolchild and his studies as an important meaningful activity, much more significant than the play of a preschooler. For a child, learning becomes his main activity.

Attitude towards yourself, to their abilities, to their activities, their results. Have adequate self-esteem. High self-esteem can cause the wrong reaction to the teacher's comments. As a result, it may turn out that “the school is bad,” “the teacher is evil,” etc.

The child must be able to correctly evaluate himself and his behavior.

Normally developed above-mentioned personality traits of a child will ensure his rapid adaptation to the new social conditions of the school.

Solution. Even if a child has the necessary stock of knowledge, skills, abilities, level of intellectual and volitional development, it will be difficult for him to study if he does not have the necessary readiness for the social position of the student.

Solution. Everything that is said in the family about school, about its role in preparing students for future work in the profession, should evoke a positive emotional attitude and great interest in the student’s new social position. It is important that the information conveyed evokes a lively response, a feeling of joy, and empathy.

All activities organized in the family should include the child in activities that activate both consciousness and feelings.

Joint reading of fiction, watching films about school, television shows about school life, followed by discussion are appropriate here; display of photographs, certificates related to parents’ school years, school games; organizing family celebrations to celebrate the school successes of older children. Conversations about school should emphasize the importance of books and teaching. Don't intimidate your child at school!

The emergence of a negative attitude towards school can be influenced not only by adults, but also by older children. Changing a child’s attitude towards school and instilling confidence in their own strengths will require a lot of attention, time and patience.

Remember that for the child himself, his first steps at school will not be easy. It is much wiser to immediately form the right ideas about school, positive attitude to her, to the teacher, to the book, to himself.

The child should know:

Know the rules of communication;

Be able to communicate with peers and adults;

Be able to manage your behavior without aggression;

Be able to quickly get used to a new environment.

How to check your child's readiness for school?

Solution. To answer these questions, you need to carefully observe the child’s behavior during any game according to the rules with the participation of several peers or adults (lotto, educational games, etc.). During the game you can see:

1) does the child follow the rules of the game;

2) how the child establishes contacts;

3) whether others are considered as partners;

4) whether he knows how to manage his behavior;

5) whether it requires concessions from partners;

6) does the game quit if it fails?

In modern psychological and pedagogical literature, A. V. Zaporozhets, L. A. Venger, G. M. Lyakina, G. G. Petrochenko, T. V. Uruntaeva and others, the concept of readiness is defined as the multifaceted development of a child’s personality and is considered in two interrelated aspects: as “general, psychological readiness” and as “special readiness” for learning at school. General readiness for school acts as the most important result of the long-term, purposeful educational work of the kindergarten for the comprehensive education of preschoolers.

General readiness for school is expressed in the child’s achievement by the time he enters school of such a level of mental, moral, volitional, aesthetic and physical development that creates the necessary basis for the child’s active entry into the new conditions of school education and conscious assimilation of educational material. General readiness is characterized by a certain level of mental development that a child achieves by the time he transitions to school. The concept of psychological readiness summarizes the most important qualitative indicators of the mental development of a child entering first grade from the standpoint of successful schooling.

All components of a child’s psychological readiness for school provide the psychological prerequisites for the child’s inclusion in the class team, conscious, active learning of educational material at school, and performance of a wide range of school responsibilities.

Psychological readiness for school also refers to the necessary and sufficient level of mental development of a child to master the school curriculum in a learning environment with peers. The necessary and sufficient level of actual development must be such that the training program falls within the child’s “zone of proximal development.” The "zone of proximal development" is defined by what a child can achieve in collaboration with an adult. In this case, cooperation is understood very broadly: from a leading question to a direct demonstration of the solution to a problem.

If the current level of mental development of a child is such that his “zone of proximal development” is lower than that required to master the curriculum at school, then the child is considered psychologically unprepared for school education, since as a result of the discrepancy between his “zone of proximal development” and the required one, he is not can master the program material and immediately falls into the category of lagging students.

In Russian psychology, the theoretical study of the problem of psychological readiness for school is based on the works of L. S. Vygotsky. Thus, L.I. Bozhovich identified several parameters of a child’s mental development that most significantly influence the success of learning at school: a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere. The most important was the motivational plan.

A child who is ready for school also wants to learn because he already has a need to take a certain position in human society, namely a position that opens access to the world of adulthood ( social motive teaching), and because he has a cognitive need that he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called the internal position of the schoolchild (8.67). L. I. Bozhovich attached great importance to this new formation great value, considering that the internal position of a student can act as a criterion of readiness for school education. It should be noted that school is the link between childhood and adulthood. And if attending preschool institutions is optional, then attending school is strictly mandatory, and children, reaching school age, understand that school gives them access to adult life. This is where the desire to go to school arises to take a new place in the system public relations. This, as a rule, explains the fact that children do not want to study at home, but want to study at school: it is not enough for them to satisfy only the cognitive need, they also need to satisfy the need for a new social status, which they receive by being included in the educational process as a serious activity , leading to a result that is important both for the child and for the adults around him.

The “internal position of the student,” which arises at the turn of preschool and primary school age, allows the child to become involved in the educational process as a subject of activity, which is expressed in the conscious formation and execution of intentions and goals, or, in other words, the voluntary behavior of the student.

D. B. Elkonin believed that voluntary behavior is born in collective role-playing play, which allows the child to rise to a higher level of development than playing alone. The team corrects violations in imitation of the expected model, while it is still very difficult for a child to independently exercise such control.

There are other approaches to determining the psychological readiness of children for school, when, for example, the main emphasis is on the role of communication in the development of the child.

Three areas are distinguished: attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity (6.90).

It must be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, although this is also an important factor, but on the level of development of intellectual processes, “... the child must be able to identify what is essential in the phenomena of the environment.” reality, be able to compare them, see what is similar and different; he must learn to reason, find the causes of phenomena, and draw conclusions" (6.93). For successful learning, a child must be able to identify the subject of his knowledge.

In addition to the indicated components of psychological readiness for school, is there one more component? speech development. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary for the child to be able to find in words individual sounds, i.e. he must have developed phonemic hearing.

Special readiness for school is a necessary addition to the child’s general, psychological readiness for school. It is determined by the child’s special knowledge, skills and abilities that are necessary for studying academic subjects such as mathematics and the Russian language. Intensive work carried out in kindergarten on the formation of elementary mathematical concepts in children, on the development of speech and preparation for mastering literacy, provides the necessary level of special readiness of children for learning at school.

Moral and volitional readiness for learning at school is expressed in the child reaching this level of development by the end of preschool childhood moral behavior, will, moral feelings and consciousness, which allows him to actively accept a new social position and build his relationships with the teacher and classmates on a moral basis. The content of moral and volitional readiness for school is determined by those requirements for the child’s personality and behavior that are determined by the student’s position. These requirements, literally from the first days of school, confront the student with the need to independently and responsibly carry out educational duties, to be organized and disciplined, to arbitrarily manage his behavior and activities, to strictly observe the rules of a culture of behavior in relationships with the teacher and students, to handle school materials carefully and carefully. accessories. Preparation for meeting these high requirements is carried out in a long-term, focused process. educational work with preschoolers in kindergarten and family.

Moral and volitional readiness is manifested in a certain level of development of the personal behavior of an older preschooler. Indicative in this regard is the child’s ability to voluntarily control his behavior, which develops throughout preschool age: the ability to consciously follow the rules or requirements of the teacher, inhibit affective impulses, show persistence in achieving a goal, the ability to complete the necessary work, despite attractive but distracting work. goals, etc. The basis for the development of arbitrary behavior of a future schoolchild is the hierarchy of motives that forms towards the end of preschool age and their subordination. The subordination of motives is associated with by force of will, with the older preschooler consciously overcoming his momentary desires for the sake of a morally significant goal. Naturally, in preschool age, the child’s behavior is not yet characterized by a constantly high degree of voluntariness, but it is important that during this period a mechanism of voluntary behavior develops, which ensures the transition to a new type of behavior at school. Significant for the development of moral and volitional readiness for school are also such traits of personal behavior of an older preschooler as independence, organization and discipline.

Closely related to independence, organization and discipline of behavior are expressed in the purposefulness of the child’s behavior, in the ability to consciously organize his activities in accordance with the rules adopted in kindergarten, in the ability to achieve results of activities and control them, to coordinate his behavior with the actions of other children, and to feel personal responsibility for your actions. The presence of these traits in the behavior of older preschoolers serves as confirmation of the formation of moral and volitional readiness for school.

Moral-volitional readiness for school is also characterized by a certain level of development of the child’s moral feelings and consciousness. The most indicative in this regard are children’s understanding of the social significance of moral behavior, the development of the ability to self-assess their actions, the formation of a sense of responsibility, justice, the foundations of humanistic and elements of civic feelings. Developing moral feelings and elements of moral self-awareness ensure the child’s emotional “acceptance” of the student’s new socio-psychological position and understanding of the importance of fulfilling educational responsibilities. They form the fundamental basis for the subsequent formation in students of a sense of personal responsibility for their educational work to loved ones and the whole country.

Moral-volitional readiness also includes a set of qualities that express the preschooler’s attitude to work. This is the desire to work, a feeling of satisfaction from work well and accurately done, respect for the work of others, and mastery of the necessary work skills. For the future student special meaning acquire self-service skills? the ability to dress neatly on your own, monitor the condition of your belongings and school supplies, the ability to troubleshoot individual problems in clothing and shoes without outside reminders (sew on a button, wash a handkerchief, clean shoes, etc.).

Thus, the child’s moral-volitional readiness for school acts as a certain result of his moral-volitional development in the first seven years of life. It covers the most important personality and behavior traits of a child from the standpoint of school education, which together constitute the necessary prerequisites for the child’s adaptation to school conditions, responsible performance of new responsibilities, and formation moral attitude to the teacher and students. Moral and volitional readiness is inextricably linked with the child’s intellectual and physical readiness for schooling.

The first days of school are challenging for all children. An unusual routine, trying to complete the teacher’s assignments as best and as quickly as possible can even cause the child to lose weight. Children adjust to school in very different ways. Some adapt already during the first quarter and study successfully without compromising their health. For other children, the process of getting used to school is delayed for more long time, often for the entire academic year.

The ability to reduce high motor activity for a certain time and the ability to maintain a working posture are very important. And to master writing and drawing, the development of small muscles of the hand and coordination of movements of the fingers are necessary.

Personal readiness also presupposes a certain attitude towards oneself. To master educational activities, it is important that the child is able to adequately relate to the result of his work and evaluate his behavior. If a child’s self-esteem is inflated and undifferentiated, which is typical for a preschooler (he is sure that he is “the best”, that his drawings, crafts, etc. are “the best”), it is wrong to talk about personal readiness for school.

Upon entering school, the child begins the systematic study of science. It takes a certain level cognitive development. A child must be able to take a point of view different from his own in order to assimilate objective knowledge about the world that does not coincide with his immediate everyday ideas. He must be able to distinguish its individual aspects in a subject, which is an indispensable condition for the transition to subject teaching.

Intellectual readiness also presupposes the child’s mental activity, fairly broad cognitive interests, and a desire to learn something new.

Psychological readiness for school? this is a complex education, representing an integral system of interconnected qualities: characteristics of motivation, the formation of mechanisms of voluntary regulation of actions, a sufficient level of cognitive, intellectual and speech development, a certain type of relationship with adults and peers, etc. The development of all these qualities in their unity to a certain level, capable of ensuring the development of the school curriculum, and constitutes the content of psychological readiness for school.