Elena Erokhina
The problem of a child's readiness for school

The problem of a child’s readiness for school is always relevant. Almost every parent asks himself questions: “Isn’t it too early to send my child to first grade? How soon will the baby get used to school, teacher, classmates? But the most important question: is it necessary in advance? prepare your child for school, and what is this preparation should be?

In the works of the domestic psychologist L. A. Wenger it was noted that “to be ready for school– does not mean being able to read, write and count. Be ready for school means to be ready learn all this."

Therefore, it is better to focus your attention not on forcing the learning skills that the child must, in theory, to master school, but on the development of mental functions that provide learning ability. And here we are talking not only about attention, memory, thinking and imagination.

Child entering first grade must demonstrate a certain level cognitive interests, willingness to go to school not because, What “You don’t have to sleep there and they give you a briefcase with books”, but because he wants to learn new things and achieve success in his studies.

It is very important to educate child curiosity, voluntary attention, the need to independently search for answers to emerging questions. After all preschooler, whose interest in knowledge is not sufficiently formed, will behave passively in the lesson, it will be difficult for him to direct effort and will to regulate his behavior, carry out a not very attractive task for a sufficiently long time, and bring the work he has started to the end without giving up halfway.

At preparation for school should be taught to the child and analytical skills: the ability to compare, contrast, draw conclusions and generalizations.

Currently, more and more attention is being paid problem formation of skills in educational activities. IN preschool age, the prerequisites for educational activity are laid, and its individual elements are formed. Yes, in the older preschool age the child should be able to:

1. Understand and accept the task and its purpose.

2. Plan your activities.

3. Select means to achieve the goal.

4. Overcome difficulties, achieving results.

5. Evaluate performance results.

6. Accept help from adults when completing tasks.

Personality also plays an important role readiness for school. This includes the need baby in communicating with peers and the ability to communicate, the ability to play the role of a student, as well as the adequacy of the child’s self-esteem.

Since classes in modern schools mainly consist of 20-30 students, the ability to baby learn in a group atmosphere. Many children have a group education causes additional difficulties: Difficulty paying attention, defending your point of view, feeling like the worst or best at something, speaking in front of a large number of people, and much more.

All these skills and abilities make up the psychological child's readiness for school, which, unfortunately, is Lately parents pay little attention. Psychological readiness for school does not arise in children on its own, but is formed gradually and requires special classes, the content of which is determined by the system of requirements imposed child's school curriculum.

And if the children who have passed training in preschool institutions , the rudiments of educational collective activity, then for "domestic" children school the conditions will be much more unexpected, and it will take some time to get used to them preschoolers it will take more time. Children who do not attend kindergarten receive significant assistance in adapting to the school can provide preparatory classes in a group of peers, psychological classes, the purpose of which is the development of cognitive processes, the emotional-volitional sphere, communication skills with peers and adults, the formation of basic skills in educational activities (the ability to listen and hear, remember and follow instructions, objectively evaluate one’s work and correct mistakes , complete the task to the end, etc.).

Admission to school– an exciting and very important stage in everyone’s life baby, and the task of parents is to help the future first-grader, with the least psychological difficulties, open the doors to a new, unknown, but fascinating world.

No. 11. Problem psychological readiness child for schooling. The essence and structure of psychological readiness for school, ways and means of its research and formation.

Plan:

1. Relevance of the problem.

2. Psychological readiness for learning of children entering school: the concept of psychological readiness for learning; reasons for poor preparedness and problems facing gifted children in the learning process.

3. Components of school readiness: mental and personal readiness. How does a psychologist determine a child’s psychological readiness for school?

4. Three groups of diagnostic programs for school readiness.

5. Ways to develop school readiness.

Relevance of the problem.

One of the main problems of educational psychology is the problem of children’s psychological readiness for conscious upbringing and learning. When solving it, it is necessary not only to accurately determine what readiness for training and education actually means, but also to find out in what sense of the word this readiness should be understood: either in the sense of the child having inclinations or already developed abilities for learning, or in the sense the current level of development and the “zone of proximal development” of the child, or in the sense of achieving a certain stage of intellectual and personal maturity. It is quite difficult to find valid and sufficiently reliable methods of psychodiagnostics of readiness for school education and upbringing, on the basis of which one could assess the capabilities and predict the child’s success in psychological development.

We can talk about psychological readiness for schooling when a child enters school, when moving from primary school to the secondary level of a comprehensive school, when entering a vocational, specialized secondary, or higher educational institution.

The most studied issue is the psychological readiness for learning and education of children entering school.

Psychological readiness for learning of children entering school.

Russian psychologist L.S. Vygotsky said that a child is always ready to learn. What do we understand by this concept? A modern school can only educate children with certain characteristics. School like social institution, with its values ​​and norms, methods and regime, makes certain demands on the child. It is necessary to find out how much the child’s psychological capabilities correspond to the requirements of the school.

The psychological readiness of a child for systematic education (school maturity) is that level of morphological, functional and mental development of the child at which the requirements of systematic education will not be excessive and will not lead to impairment of the child’s health.

The standard requirements lie in the fact that there is a uniform training program for the entire class, within which it is assumed that all students will master a precisely defined amount of knowledge within a certain time frame and perform the same tasks. Requirements for the level of mastery and implementation, criteria for grading, organization of educational activities, mode and form of conducting classes are the same for all children sitting in the same class.

The very fact that standards exist suggests that someone will fall outside them. Reasons for poor readiness: 1) reduced level of intelligence, when underdevelopment of conceptual thinking is masked by talkativeness and good memory; 2) a sharp disharmony in the development of the child’s intellect with insufficient development of his verbal substructures; 3) the presence of deviations in emotional and personal development (elements of neuroticism, autism, psychopathy, etc.); 4) neurological complications, mild organic matter, functional abnormalities in the brain, reducing attention, performance and hand-eye coordination.

From the first grade, difficulties may arise not only for poorly prepared children, but also for gifted children. During my studies at primary school If they do not receive additional workload, they make virtually no progress in intellectual development, and other students gradually begin to catch up with them. This is due to the fact that these students experience a decrease in the rate of development, which leads to a decrease in development potential.

Thus, the school framework creates different problems for different children (poorly prepared and gifted children). Psychological readiness must be considered not only as an opportunity to study in the first grade, but also as an opportunity to learn and develop within modern school.

Components of school readiness: mental and personal readiness.

The different requirements imposed by teaching the child’s psyche determine the structure of psychological readiness. Its main components are mental and personal readiness (K.M. Gurevich, E.M. Borisova).

Mental readiness presupposes the maturity of cognitive processes (perception, memory, thinking, imagination), knowledge of knowledge according to the kindergarten program and the formation of general intellectual skills.

Personal readiness presupposes the maturity of motives for educational activities, a developed cognitive attitude towards to the outside world, a certain level of self-awareness, communicative maturity as the formation of means, skills and desire to communicate, a sufficient level of emotional and volitional development of the human psyche.

Determining the child’s psychological readiness helps the psychologist solve a number of problems related to the beginning of education: 1) determine favorable dates for the child to enter school; 2) carrying out correctional and developmental work with children who are not ready for school; 3) providing parents and teachers with advisory assistance in the targeted development of the child and optimal learning.

Diagnostics of school readiness(3 groups of diagnostic programs):

1) programs diagnosing the level of development of individual mental functions used in teaching: program for speech development by H. Breuer and M. Woiffen; Kern–Jirásek School Maturation Test.

2) diagnostics of the formation of prerequisites for mastering educational activities. It is based on the position of D.B. Elkonin that in adolescence one should evaluate: the formation of new formations of the previous age stage (play activity, visual-figurative thinking); the appearance of symptoms characterizing the transition to the next age stage (learning motivation, self-control, individual mental functions - perception, motor skills, speech, individual elements of educational activity).

Methodology “Pattern” by L.I. Tsekhanskaya (1988), “Graphic dictation” by D.B. Elkonina (1988); Methodology “Drawing by points” by A.L. Wenger (1981). All these methods are aimed at studying the child’s ability to consciously subordinate his actions to the rules that determine the method of action (an important skill among educational skills). “Pattern” and “Graphic Dictation” also assess the ability to listen carefully to an adult’s instructions, and “Drawing by Dots” and “Graphic Dictation” evaluate the ability to focus on a visually perceived pattern.

3) mixed programs for diagnosing individual mental functions and prerequisites for educational activities.

Methodology of P.I. Gudkina. The methodology consists of 4 parts that assess: 1) motivational-need sphere; 2) intellectual sphere (“Sequence of events”); 3) speech sphere (“Sound hide and seek”); 4) an arbitrary sphere (“House”, “Yes and No”);

Methodology of L.A. Yasyukova: 2 parts: group and individual examination.

Includes: 1) drawing techniques: Tree, My Family; 2) diagnosis of MMD and arbitrariness of attention: Toulouse-Pieron test; 3) diagnosis of anxiety; 4) diagnostics of attitude towards school, family, personal development– Luscher test; 5) diagnostics of visual thinking - Raven's matrix; 6) diagnostics of conceptual thinking.

Ways to develop school readiness.

This depends on which program for diagnosing school readiness we take as a basis, what exactly we will determine (parameters of school readiness, as well as readiness to study in 1st grade or within primary school).

For example, L.A. Yasyukova’s methodology allows us to identify possible learning difficulties in children long before they may encounter them (before starting school, in kindergarten). This allows the psychologist to organize individual and group, correctional and developmental classes with these children, as well as provide appropriate advice to parents and teachers on working with them.

In the methodology of L.A. Yasyukova, the connection between the diagnosed components of school readiness is considered, and possible reasons poor readiness of children for learning and programs for their correction (Zach A. Development mental abilities younger schoolchildren. M., 1994; Zakharov A.I. How to help our children get rid of fear. St. Petersburg, 1995; Nikolskaya I., Bardier G. Psychology lessons in elementary school. St. Petersburg - Riga, 1998; Yasyukova L.A. Optimizing learning and development of children with MMD. St. Petersburg, 1997, etc.).

Literature.

1. Nemov R.S. Psychology. Part 2. Moscow, 1998.

2. Mukhina V.S.. Developmental psychology. Moscow, 1999

3. Obukhova L.F. Age-related psychology. Moscow, 1999.

4. Psychological diagnostics. Ed. Gurevich K.M., Borisova E.M.. Moscow - Voronezh, 2001.

5. Yasyukova L.A. Toolkit to determine a child’s psychological readiness for school. St. Petersburg, 1999.

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The problem of a child’s psychological readiness for school

Introduction

Recently, the task of preparing children for school education has occupied one of the important places in the development of psychological science. The successful solution of problems in the development of 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. In modern psychology, unfortunately, there is not yet a single and clear definition of the concept of “readiness for school” or “school maturity.”

A. Anastasi interprets the concept of school maturity as “mastery of skills, knowledge, abilities, motivation and others necessary for an optimal level of learning school curriculum behavioral characteristics."

I. Shvantsara more succinctly defines school maturity as the achievement of such a degree in development when the child “becomes able to take part in school education.” I. Shvantsara identifies mental, social and emotional components as components of readiness to learn at school.

L.I. Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive processes, readiness for voluntary regulation of one’s cognitive activity and the social position of the student.

Similar views were developed by A.V. Zaporozhets, noting that readiness to study at school “represents an integral system of interconnected qualities of a person, including the characteristics of his motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of the mechanisms of volitional regulation of actions, and so on.”

In psychological and pedagogical literature, the concept of “school maturity” is interpreted as the achieved level of morphological, functional and intellectual development of a child, which allows him to successfully overcome the loads associated with systematic learning and a new daily routine at school.

The high demands of life for the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school takes on special significance. Its decision is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.

The main goal of determining psychological readiness for schooling is to prevent school maladjustment. To successfully achieve this goal, various classes have recently been created, the task of which is to implement an individual approach to education in relation to children, both ready and not ready for school. Preparing children for school is a complex task, covering all areas of a child’s life. Psychological readiness for school is only one aspect of this task, but within this aspect there are different approaches:

1. Research aimed at developing in children preschool age certain skills and abilities necessary for learning at school.

2. Study of neoplasms and changes in the child’s psyche.

3. Study of the genesis of individual components of educational activity and identification of ways of their formation.

4. Studying the child’s skills to consciously subordinate his actions to the given ones, while consistently following the verbal instructions of an adult.

The internal position of the student in in a broad sense words are defined as a system of needs and aspirations of a child associated with school, that is, such an attitude towards school when involvement in it is experienced by the child as his own need (“I want to go to school!”). The presence of an internal position of a schoolchild is revealed in the fact that the child resolutely rejects the preschool playful, individually direct way of existence and shows a clearly positive attitude towards school and educational activities in general, and especially to those aspects of it that are directly related to learning.

It is this desire to “become a schoolchild,” to follow the rules of behavior of a schoolchild and to have his rights and responsibilities that constitute the “internal position of a schoolchild,” his school maturity. In the child’s mind, the idea of ​​school has acquired the features of the desired way of life, which means that the child has psychologically moved into a new age period of his development - junior school age.

Today, it is almost universally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.

1 . OSnew componentspsychological readinesschild to school

Psychological readiness for learning is divided into general and specific. Specific readiness includes the learning skills necessary for initial success: the ability to write, count, and read. However, for sustainable school success, the child’s overall readiness for learning is more important. It consists of three components: social readiness, intellectual and personal.

Social readiness to school is expressed in the fact that the child masters the internal position of a schoolchild. The emergence of learning is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than playing. The attitude of other children and the very opportunity to rise to a new age level also influences. The child’s desire for a new social position is a prerequisite and basis for the formation of many psychological characteristics. In particular, a responsible attitude towards school responsibilities.

In addition to the attitude towards learning in general, the attitude towards the teacher, peers, and himself is important for a child entering school. The child’s desire to occupy a new social position leads to the formation of his internal position. L.I. Bozovic characterizes this as a central personal new formation 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. The way of life of a schoolchild 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 to become an adult and actually carry out his functions.

A school is a social institution that exists and lives according to certain rules. They are very conventional, and the child must be ready to “play” according to the rules of school life, understand and accept the conventionality of the situation in which he finds himself.

Intelligent Readiness for learning is presented as a sufficient level of development of cognitive processes and assimilation of elements of educational activity.

Two qualitatively unique levels of development of cognitive interests have been identified, differing both in their content and breadth, and in stability.

Depending on the degree of stability, two types of interests are distinguished: I/ situational, episodic and 2/ personal, persistent. Situational interest shows how the child experiences his or her relationship to an object. Persistent interest is long-lasting and is a property of a person, determining his behavior, actions, and character. The basis for the emergence of cognitive interest is children's curiosity, which reaches its greatest development by 6-7 years. Interest in learning appears, which, according to a number of researchers, is associated not with entertainment, but with intellectual activity. However, intellectual activity and the interest associated with it arise and persist only in a situation of direct interaction with an object, otherwise they quickly fade away. The child must have the following skills:

· Detailed perception, perceptual actions based on standards, phonemic hearing. In the “Draw the same house” test, developed children carefully examine the sample, calculate the details, and do not limit themselves to a quick glance. They are able to compare and find differences in the details of objects.

· Focused attention, both visual (traversing a maze) and auditory - the ability to listen to stories and instructions.

· Memory based on logic, sequence of events, not a set bright images. Tenacious, rapid memorization of presented pictures, numbers, words.

· Imagination is detailed and flexible, allowing you to imagine the events presented in given conditions, and not in stereotypical images created by everyday experience.

· Visual - schematic thinking - analysis of objects according to given characteristics, the ability to classify, generalize, lay out a serial series

· Speech development, in which children freely understand simple text and can construct a message themselves, convey emotions, intentions, and characteristics of an object in words.

· The controlled nature of cognitive activity in general, elements of arbitrary types in each cognitive process.

· Elements of learning ability, i.e. accept and understand the learning task, try to reproduce a given way of working, be able to compare your work with a model, and notice your mistakes.

These indicators of a high level of cognitive processes are absorbed by children by the age of 6-7 years, provided that children's activities are properly organized. in some cases they resort to special training. The most important thing in preparing and developing a child’s skills is the interested attention of adults, mandatory encouragement of success and faith in his strength.

Personal readiness to schooling is expressed as the formation of the child’s self-awareness. His idea of ​​himself as a member of the community begins to take shape. Role behavior appears, i.e. a system of socially approved actions that meet the expectations of others. A self-image and self-esteem are formed, which to a certain extent become the basis for self-regulation of behavior in significant social contacts.

An equally important characteristic of personal readiness for school is the child’s ability to think critically about his abilities, knowledge, and actions. This indicator is very important for effective inclusion in school life. It demonstrates how much a child is able to independently, without the help of an adult, evaluate his actions and their results as correct, corresponding to the conditions of the task or the requirements of the teacher, or as erroneous, and how much he is able to correct his actions if they turn out to be ineffective.

For psychological readiness for school, it turns out that it is much more important not whether the child can read, but how adequately he assesses the formation of this skill. After all, if a child does not know the letters firmly, but says that he can read, then he will not have the need to learn to read. If a child says: “I count well only within ten,” this means that he not only knows how to count, but also adequately evaluates his knowledge, sees its limitations, which means that he may have a desire and need to study mathematics. Productive educational activity presupposes an adequate attitude of the child to his abilities, work results, behavior, that is, a certain level of development of self-awareness.

It is easiest to form a critical attitude towards one’s actions in a child in activities that require the reproduction of a model. You can take a sample, offer to compare your work with a given picture, together look for what matches and what does not match the sample, ask them to correct it so that it looks exactly like the picture. And then the child will master and independently exercise control over his actions, evaluate them, and learn to correct his mistakes.

The most important indicator of readiness for school is a specific attitude towards an adult performing the function of a teacher. The organization of communication between a child and an adult also plays an important role. By the end of preschool age, a form of communication between a child and adults should have developed, such as non-situational-personal communication - an adequate perception of the teacher’s position, an understanding of his professional role. This is a rather complex restructuring of relationships.

Relationships with comrades are also restructured and acquire a cooperative-competitive character. A motive appears to be no worse than others. Competitiveness in school will be a motive for high performance.

Personal maturity is manifested in the mechanisms of the hierarchy of motives, in the consolidation of the leading motive to do the right thing, to earn the approval of adults. In this case, the child will study successfully even with average abilities.

2. The problem of psychological readiness for schooling

The problem of children's readiness for schooling is primarily considered from the point of view of compliance of the child's development level with the requirements of educational activities.

In Russia, K.D. was one of the first to address this problem. Ushinsky. Studying the psychological and logical foundations of learning, he examined the processes of attention, memory, imagination, thinking and established that successful learning is achieved with certain indicators of the development of these mental functions. As a contraindication to starting training K.D. Ushinsky called weakness of attention, abruptness and incoherence of speech, poor “pronunciation of words.”

A significant contribution to the problem of readiness for educational activities was made by L.S. Vygotsky. First of all, it should be noted that L.S. Vygotsky did not separate school education from the previous stage of development. It is during the preschool period that the prerequisites for learning at school are formed: ideas about number, quantity, nature and society; during this period, intensive development of mental functions occurs: perception, memory, attention, thinking. We would like to draw attention to the following two points in the works of L.S. Vygotsky, who have general character: firstly, the prerequisites for a certain type, type and level of education must be laid at the previous stage of development and, secondly, an appeal to the development of higher mental functions as a prerequisite for schooling. At the same time, L.S. Vygotsky pointed out that the success of learning is determined not so much by changes in individual functions, but by the restructuring of functional connections and relationships.

The level of development of mental functions is only a prerequisite for schooling. Its success is determined by how the educational process is structured based on these premises.

According to researchers, approximately a third of 7-year-old first-graders are not sufficiently prepared for school. With 6-year-old children the situation is even more complicated. Often, insufficient formation of any one component of psychological readiness is revealed. As N.I. showed Gutkin, among 6-year-old children enrolled in school, less than half (40%) have the internal position of a student, the rest do not have it.

Teachers tend to believe that in the learning process it is easier to develop intellectual mechanisms than personal ones. And when enrolling in a school, the emphasis is on certain academic skills, because... Many believe that intellectual readiness is the main component of psychological readiness for school, and its basis is teaching children the skills of writing, reading and counting. This belief is the reason for many mistakes when preparing children for school.

In fact, intellectual readiness does not imply that the child has any specific knowledge or skills (for example, reading), although, of course, the child must have certain skills. However, the main thing is that the child has a higher level of psychological development, which ensures the voluntary regulation of attention, memory, and thinking, and enables the child to read, count, and solve problems “to himself,” that is, internally.

Personal and intellectual unpreparedness for schooling

Students with a personal unpreparedness for school learning, showing childish spontaneity, answer simultaneously during the lesson, interrupting each other, sharing their feelings and considerations with the teacher.

The prevailing intellectual unpreparedness for learning directly leads to the failure of educational activities, the inability to understand and fulfill all the teacher’s requirements and, consequently, to low grades. This, in turn, affects motivation: the child does not want to do what chronically fails. In case of intellectual unpreparedness, it is possible different variants children's development. For example, the so-called verbalism. It is associated with a high level of speech development, good memory development against the background of insufficient development of perception and thinking. Verbalism leads to one-sidedness in the development of thinking, the inability to work according to a model, to correlate one’s actions with given methods, etc., which does not allow one to study successfully at school.

Due to some personal characteristics children experience significant difficulties in learning. It could be:

High anxiety. She gains stability through constant dissatisfaction. academic work child from the teacher and parent. Low self-esteem develops, failure and inability to take initiative are consolidated.

Negative demonstrativeness is a personality trait associated with an increased need for success and attention from others.

“Escape from reality” is observed in cases where demonstrativeness is combined with anxiety. These features, which intensify over time, are usually combined with immaturity and lack of self-control.

Based on the foregoing, it is clear that psychological readiness is a holistic education that presupposes a fairly high level of development of the motivational, intellectual spheres and the sphere of volition. A lag in the development of one component sooner or later entails a lag or distortion in the development of others.

Conclusion

Thus, although the work does not provide the most full list psychological demands that school places on a child, several important conclusions can be drawn from the above.

Firstly, preparing a child for school requires serious work from the kindergarten, parents and teachers. Moreover, this work cannot be limited only to learning to read, write, and count.

Secondly, the traditional forms of work accepted in our school do not allow the teacher to recognize what psychological difficulties prevent this particular child from coping with the educational task. Therefore, the teacher, as a rule, finds himself helpless and cannot tell parents how to help a first-grader, what to work on. Hence the common complaints about inattention or poor memory and the general prescriptions: study more.

Thirdly, only the full development of all components of psychological readiness for school can guarantee success in learning. Underdevelopment of any sphere - personal, intellectual, social - can lead to specific difficulties and general failure. Timely diagnosis and proper use of its results will correct the situation.

Finally, fourthly: if you consult with specialist psychologists in a timely manner, assess the strengths and weaknesses of the child’s psychological readiness for school, and receive detailed recommendations, then you can prepare the child for school in such a way that he goes there with pleasure, feels confident and good studied.

Literature

training psychological readiness child

1. Abdurakhmanov R.A. Course: Developmental and developmental psychology. Unit 2. - M.: Modern Humanitarian Institute, 2002.

2. Gutkina N.I. Psychological readiness for school. - St. Petersburg: Peter, 2004.

3. Koneva O.B. Psychological readiness of children for school: Textbook. - Chelyabinsk: SUSU Publishing House, 2000.

4. Features of the mental development of children aged 6-7 years / Ed. D.B. Elkonina, A.L. Wenger. - M.: Pedagogy, 1988.

5. Palagina N.N. Developmental psychology and age psychology: a textbook for universities. - M.: MPSI, 2005.

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The senior preschool age (6-7 years) that interests us is traditionally identified in pedagogy and psychology as a transitional, critical period of childhood, called the seven-year crisis. The formulation and development of the problem of critical ages in Russian psychology was first carried out by L.S. Vygotsky. He developed a periodization of the child’s mental development, which was based on the concept of central psychological neoplasms. “The most essential content of development at critical ages,” Vygotsky L.S. pointed out, “is the emergence of new formations.”

Starting with Vygotsky L.S. crises are considered as internally necessary stages of development, as qualitative leaps, as a result of which the child’s psyche rises to new level. According to Wenger A.L. negative manifestations crisis is the other side of its positive new formations, indicating the disintegration, destruction of the previous system of relations between the child and adults, which became a brake on the path further development. The mental development of a child is a dialectical process. It does not occur smoothly and evenly, but contradictorily, through emergence and destruction. internal conflicts.

Vygotsky L.S. showed that crises are transitional periods of development, which, unlike stable ones, are characterized primarily not by quantitative, but by qualitative changes in the child’s psyche.

As a central psychological neoplasm of the preschool period, concentratedly expressing the essence of the seven-year crisis, Vygotsky L.S. distinguished “generalization of experience” or “intellectualization of affect.” In children who have gone through the seven-year crisis, the generalization of experience is expressed in the loss of spontaneity of behavior, in a generalized perception of the real, in arbitrariness of behavior. The child “... has a generalization of feelings, i.e. if some situation happens to him many times, he develops an affective formation, the nature of which also relates to a single experience or affect, as a concept relates to a single perception or memory.”

Kravtsova E.E. writes that by the end of preschool age children lose spontaneity and situational reactions. Their behavior becomes more independent of the existing influences of the environment, more arbitrary. The familiar mannerisms and antics are also associated with voluntariness - the child consciously takes on some role, takes some kind of pre-prepared internal position. Apparently not always adequate to the situation, and then behaves in accordance with this internal role. Hence - unnatural behavior, instability, inconsistency of emotions and causeless mood swings. The author points out that this will all pass. “There will remain the ability to act not only under the dictates of the current situation, but also extra-situationally, in accordance with a freely accepted internal position. The inner freedom to choose one position or another, the freedom to construct one’s personal attitude to various life situations, will remain. What will remain is the inner world of the individual, the world of feelings, internal actions and the work of the imagination.”

Thus, by the end of preschool childhood, the child acquires a certain “baggage” of all previous mental development, which is the result of the entire system of upbringing and education in the family and in kindergarten:

The child has appropriate physical development;

Mental processes acquire a voluntary, purposeful, intentional character;

There is an active development of children's intelligence, the formation of cognitive interests and motives;

The personality of a preschooler is being formed.

Rybalko E.F. says that in the elder up to school age the formation of a complex multi-level psychological organization occurs when, along with the emergence of a new socialized level of psychophysiological functions in individual system with their new properties (arbitrariness, verbality, mediation), new complex mental formations are formed, such as personality and the subject of communication, cognition and activity. The formation of this organization is determined by the inclusion of the child in social forms of life, in the process of cognition and communication, in various types of activities. “The development of the mental organization of a preschooler as a whole at all its levels and in its various forms creates psychological readiness for the next half-school period of development.”

The problem of psychological readiness for school is not new for psychology. It is reflected in the works of domestic and foreign psychologists.

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 requirements of life. In this context, the problem of preschoolers’ readiness to study at school receives special significance. Its decision is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.

Mukhina V.S. the psychological readiness of children includes: mental development, the presence of special knowledge and skills; level of development of cognitive processes, cognitive activity; speech development; level of volitional and personal development.

Psychological preparation, according to V.K. Kotyrlo, is the formation in children of a certain attitude towards school (as a serious and socially significant activity), i.e. appropriate motivation for learning, as well as ensuring a certain level of intellectual, emotional and volitional development. The position of T.D. Kondratenko and S.A. Ladyvir is very close; they highlight the following components:

Motivational, mental, volitional and moral readiness of children for school;

Kolominsky Ya.L., Panko E.A. include the following in the content of psychological readiness - intellectual, personal and volitional readiness;

Nemov R.S. writes about speech, personal and motivational readiness;

Domashenko I.A. indicates motivational-need, mental, volitional and moral readiness.

Rybalko E.F. speaks about the presence of a psychological complex of readiness for schooling. In it, she includes specific new formations necessary for the implementation of educational activities: “... the development of initial forms of social perception and communicative potential, on the one hand, and the assimilation of elementary forms of mental actions (for example, counting) - on the other.”

Bardin K.V. sets out the “main lines of mental preparation”: general development, including the development of memory, attention, the ability to act internally, the ability to voluntarily control behavior, motives that encourage learning.

Psychological readiness is a complex of psychological properties, points out Lebedeva S.A., it combines the following components: general training (physical, intellectual-volitional readiness), special training (training in elements of educational activities), personal readiness (positive attitude towards school, formation of motives teachings).

According to I.A. Yurov, the main “psychological criteria” for entering school are: preparedness, training, attitude, development of cognitive abilities, speech, emotions, and volitional qualities.

Thus, analyzing the psychological and pedagogical literature on the issue of determining the psychological readiness of children for school, one can notice many different views and a lack of unity in the content of this problem.

Currently, through targeted research, the named components of psychological readiness have been studied in sufficient detail and continue to be studied, so they are not constant, but change and are enriched.

Most children six or seven years old experience difficulties adapting to new conditions of upbringing and learning. The transition to school represents a significant disruption to children’s usual way of life. The process of restructuring is underway. Many first-graders experience certain difficulties and do not immediately become involved in school life. Lyublinskaya A.A., Davydov V.V. highlight the main types of difficulties of a child entering school.

A new school daily routine appears. Without proper habits, a child becomes excessively tired, fails in academic work, and misses regular routines.

The content of children's lives is changing. In kindergarten the whole day was filled with varied and interesting activities. For a preschooler, this was a play activity. “As soon as a seven-year-old child enters the classroom, he is already a schoolchild. From that time on, the game gradually loses its dominant role in his life... The leading activity of a junior schoolchild is learning...", writes V.V. Davydov.

Relationships with friends change. The children don't know each other at all. In the first days of their stay in the classroom, they often feel constrained and confused. Often a first-grader gets lost in a new environment, cannot immediately get to know children, and feels lonely.

The relationship with the teacher is developing in a completely new way. For a child attending kindergarten, the teacher was a close person. Relations with him were free and cordial. The teacher acts as an authoritative and strict mentor, putting forward certain rules of behavior and suppressing any deviations from them. He constantly evaluates the children's work. His position is such that the child cannot help but feel some shyness in front of him.

The situation of the children themselves is changing very dramatically. In kindergarten, 6-7 year old children were the eldest. They performed many responsibilities and felt “big.” They were entrusted with responsible matters. When they got to school, they turned out to be the smallest. They completely lose their position in kindergarten.

Many first-graders experience significant difficulties in the middle school year. As they get used to the external attributes of school, their initial craving for learning fades, and as a result, apathy and indifference often set in.

According to Aleksandrovskaya, the teacher’s organization of successful adaptation of a first-grader should include two periods - pre-adaptation and adaptation.

The task of the first period is to identify the prerequisites for the child’s successful adaptation. This period includes activities such as collecting and analyzing the necessary information about the child, predicting the nature of adaptation and planning propaedeutic work, as well as the nature of correctional work in case of serious adaptation disorders.

In the second period, the task of directly creating conditions for the child’s quick and painless adaptation is solved. This period combines the following stages: implementation of the propaedeutic approach, observation and analysis of the results of children’s adaptation and the teacher’s own activities, correctional work.

Ovcharova R.V. identifies four forms of school maladjustment:

1) Lack of adaptation to the subject side of the activity. The reason given is insufficient intellectual and psychomotor development of the child, lack of help and attention from parents.

2) Inability to voluntarily control one’s behavior. Reasons: improper upbringing in the family (lack of external norms, restrictions).

3) Inability to pace yourself school life(more common in somatically weakened children, children with developmental delays, and a weak type of nervous system).

4) School neurosis - the inability to resolve the contradiction between the family and school “we”.

The author uses the concept of “school phobia” in this case. This occurs in children who cannot go beyond the boundaries of the family community, more often in those whose parents unconsciously use them to solve their problems.

When studying various problems associated with children's education at school, the term “school maladjustment” is used. This term, as a rule, denotes deviations in a student’s educational activities, manifested in the form of difficulties in learning, violation of discipline, and conflicts with classmates. Symptoms of school maladaptation may not have a negative impact on the academic performance and discipline of students, manifesting themselves either in the subjective experiences of schoolchildren or in the form of psychogenic disorders, namely: inadequate reactions to problems and stress associated with behavioral disorders, the emergence of conflicts with others, a sudden sharp decline interest in learning, negativism, increased anxiety, with signs of decay in learning skills.

One of the forms of school maladaptation of primary school students is associated with the characteristics of their educational activities. At primary school age, children master, first of all, the subject side of educational activity - the techniques, skills, and abilities necessary to master new knowledge. Mastery of the motivational-need side of educational activity at primary school age occurs, as it were, latently: gradually mastering the norms and methods of social behavior of adults, the younger schoolchild does not yet actively use them, remaining for the most part dependent on adults in their relationships with people around them.

If a child does not develop learning skills or the techniques that he uses and which are consolidated in him turn out to be insufficiently productive, and are not designed to work with more complex material, he begins to lag behind his classmates and experience real difficulties in his studies.

One of the symptoms of school maladaptation occurs - a decrease in academic performance. One of the reasons for this may be individual characteristics level of intellectual and psychomotor development, which, however, are not fatal. According to many teachers, psychologists, and psychotherapists, if you properly organize work with such children, taking into account their individual qualities, and pay special attention to how they solve certain tasks, you can achieve success within several months, without isolating children from the class. not only to eliminate their educational delays, but also to compensate for developmental delays.

School maladaptation of younger schoolchildren lies in their inability to voluntarily control their behavior and attention to academic work. The inability to adapt to the demands of school and manage one’s behavior in accordance with accepted standards may be a consequence of improper upbringing in the family, which in some cases contributes to the aggravation of such psychological characteristics of children as increased excitability, difficulty concentrating, emotional lability, etc. The main thing that characterizes the style of relationships in the family towards such children is either a complete absence of external restrictions and norms that should be internalized by the child and become his own funds self-government, or “removal” of control means exclusively externally. The first is inherent in families where the child is completely left to his own devices, brought up in conditions of neglect, or families in which the “cult of the child” reigns, where he is allowed everything, he is not limited by anything. The reasons for the maladaptation of such children are improper upbringing in the family or “ignoring” by adults of their individual characteristics.

The listed forms of maladaptation of younger schoolchildren are inextricably linked with the social situation of their development: the emergence of new leading activities, new requirements. However, so that these forms of maladjustment do not lead to the formation of psychogenic diseases or psychogenic personality neoplasms, they must be recognized by children as their difficulties, problems, and failures. The cause of psychogenic disorders is not the mistakes themselves in the activities of younger schoolchildren, but their feelings about these mistakes. By the age of 6-7 years, according to L.S. Vygodsky, children are already quite clearly aware of their experiences, but it is the experiences caused by an adult’s assessment that lead to changes in their behavior and self-esteem.

So, psychogenic school maladaptation of younger schoolchildren is inextricably linked with the nature of the attitude of significant adults: parents and teachers towards the child.

The form of expression of this relationship is the style of communication. It is the style of communication between adults and younger schoolchildren that can make it difficult for a child to master educational activities, and can sometimes lead to the fact that real, and sometimes even imagined, difficulties associated with studying will begin to be perceived by the child as insoluble, generated by his incorrigible shortcomings. If these negative experiences of the child are not compensated for, if there is no significant people, which would be capable of increasing the student’s self-esteem, he may experience psychogenic reactions to school problems, which, if repeated or fixed, add up to the picture of a syndrome called psychogenic school maladaptation.

1) The formation of a child in a family occurs not only as a result of the deliberate influence of adults (upbringing), but also as a result of observing the behavior of all family members. The social experience of the emerging personality is enriched by communication with grandparents, conflicts with a younger sister, and as a result of imitation of an older brother. At the same time, not everything from the child’s adopted and absorbed experience may correspond to his parents’ ideas about the desired behavior, just as not all models of behavior taken from the mother and father themselves correspond to their calls and requirements for the child (formulated goals). The child also absorbs forms of behavior that are unconscious to parents, their attitudes towards others and towards themselves.

2) In psychological and pedagogical literature, the concept of “school maturity” is interpreted as the achieved level of morphological, functional and intellectual development of a child, which allows him to successfully overcome the loads associated with systematic learning and a new daily routine at school.

3) The main goal of determining psychological readiness for schooling is to prevent school maladjustment. To successfully achieve this goal, various classes have recently been created, the task of which is to implement an individual approach to learning in relation to children, both ready and not ready for school, in order to avoid school maladjustment.

4) Today, it is almost universally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.

The problem of a child's readiness for school

The task of preparing children for school education occupies one of the important places in the problems of child psychology. Recently, the importance of this problem in our country has especially increased. Gymnasiums and schools of various types, including non-state ones, appeared. Many of them put forward increased demands on the children entering them, and even conduct a selection process.

Successful implementation of tasks modern education largely depends on how fully the individual and age-related psychological characteristics of children and their level of preparedness for learning at school will be taken into account. Funds could provide invaluable assistance here psychological diagnostics readiness for schooling.

Although, in theoretical terms, psychologists, teachers, hygienists, and pediatricians have dealt with the problem of children’s readiness for school over the past 15-20 years, both in Russia and in other countries, there is no single and clear definition of the concept of “school maturity”, just as before Reliable and most informative criteria for a child’s readiness for systematic schooling have not yet been established.

Foreign psychologists interpret the concept of school maturity as the achievement of such a degree in development when the child “becomes able to take part in school education,” or as “mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of mastery of the school curriculum.”

I. Shvantsara identifies mental, social and emotional components as components of readiness to learn at school. G. Witzlack believes that for full-fledged education in the first grade of school, a certain level of mental development, ability to concentrate, endurance, certain levels of desire for achievement, development of interests, development of learning abilities (learnability), as well as social behavior are required.

The works of Russian researchers also emphasize that readiness for school is a multicomponent education. We find the origins of this approach in L.I. Bozhovich, who pointed out that readiness for learning at school consists of a certain level of development of mental activity and cognitive interests, readiness for arbitrary regulation of one’s cognitive activity and the social position of the student. This point of view was shared by A.V. Zaporozhets, who noted that readiness to study at school “represents an integral system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of the mechanisms of volitional regulation of actions etc." .

Distinctive feature approach of domestic psychologists to the problem of readiness for learning at school is to highlight motivational and social spheres individuals as leaders of particular importance. “Social maturity, not technical skills (reading, arithmetic) creates readiness for school.” This is also emphasized by many other researchers (L.I. Bozhovich, A.V. Zaporozhets, L.A. Venger, etc.).

Great importance For research into the problem of children's readiness to study at school, there is a theoretical position of Russian psychology that all psychological properties of a person are formed in his activities. For example, in the works of L. A. Wenger it is emphasized that a child of preschool age cannot have “school” qualities in their pure form, since they, like any mental processes, develop in the course of the activity for which they are necessary, and, therefore, cannot be formed without going beyond the specific conditions of life and activity that are characteristic of preschool age. Based on this, psychological readiness for school does not consist in the fact that the child has developed the “school” qualities themselves, but in the fact that he has the prerequisites for their subsequent assimilation.

In recent years, theoretical principles about psychological readiness for schooling have been increasingly operationalized in the form of psychodiagnostic techniques being created. Readiness for school is a certain state of mental development of the individual, which is a multicomponent formation. Consequently, according to many psychologists, there is not and cannot be a single test that measures readiness for school, just as there is no single test that measures personality development. The problem of school readiness is “multifaceted and requires complex psychological, physiological and morphological studies of various aspects age development in their interrelation and interdependence."

Now psychologists have at their disposal several different diagnostic systems and individual methods aimed at diagnosing psychological readiness for school education (works by L.A. Wenger, A.L. Venger, N.I. Gutkina, P.Ya. Kees, M.N. Kostikova, E.E. Kravtsova, E.V. Proskura, N.G. Salmina, S.V. Soldatova, V.V. Kholmovskaya, etc.).

In counseling on the psychological readiness of children for school, it is necessary to distinguish between three types of work of a psychologist-consultant, similar in procedures, but differing in their goals and objectives.

The first type of work. First of all, the psychologist faces the problem of children’s psychological readiness for school when selecting (or rather, enrolling) children in the first grades. This recording traditionally takes place in schools in April - May of each year. At the same time, each teacher uses a set of pedagogical tasks, by the level of solution of which he judges the so-called pedagogical preparedness of the child for studying at school. Typically, this set includes tasks on counting forward and backward, on the composition of numbers, recognizing printed letters in a text or reading, exercises on copying letters or a pattern, retelling or reading a poem.

When enrolling in a school, a consultant psychologist (or school psychologist) can conduct both mass (i.e., all children) examinations of psychological readiness, using a set of psychodiagnostic express methods, and individual ones, aimed at difficult cases when teachers find it difficult to make a decision about registering a child in the first grade of the relevant school or gymnasium. IN the latter case a more specialized set of psychological techniques is used.

During mass examinations, a psychologist, using methods for diagnosing attentiveness, volition, mental and speech abilities, voluntary and involuntary memory, learning ability, cognitive motivation, manual praxis, draws up a psychological express portrait of the child, which is subsequently used by the teacher during the individualization of education. In the same time psychological picture used by a consulting psychologist to advise the child’s parents on how to intensify their preparation for school during the remaining few months.

One of the methods that has proven itself in mass surveys of the psychological readiness of preschoolers for school education is the “Test of School Maturity” by the Estonian psychologist Paul Kees, translated and adapted for the Russian-language sample by A.G. Leaders and V.G. Kolesnikov. This test allows you to measure five parameters of intellectual readiness for learning: attentiveness, mental performance, voluntary visual memory, non-verbal thinking, and the ability to operate with images. Examination of children is possible both individually and in groups of 5-7 people. The entire testing procedure takes no more than 40 minutes.

In difficult cases, when the question is whether or not to take a child to school, the psychologist, in addition to specialized methods for diagnosing readiness for schooling, also uses diagnostic methods for determining mental development delays (hereinafter referred to as DSD). Specialized methods for diagnosing school maturity include, for example, the “Test of School Maturity” by G. Witzlack, which was created precisely as an auxiliary tool for objectifying decision-making in difficult cases. According to our data, this test has fairly good diagnostic, prognostic and differentiating (normal from mental retardation) characteristics. It is carried out exclusively individually with the child; using 22 different procedures, three parameters are measured: learning ability, level of thinking development and level of speech development.

Second type of work. If, in the case of the first type of work, the psychologist deals with a situation where the decision to enroll a child in school or gymnasium has already been made by the parents, then what is typical here is the desire of the parents to receive advice from a psychologist about the child’s readiness to study at school even before making such a decision. These are situations like: should a “well-developed” six-year-old child be sent to the first grade of school now or at seven years old; whether to send a physically weakened six and a half year old child to school or wait another year, but then he will be almost eight years old; Finally, it's a problem of type selection educational institution, the most appropriate for this particular child.

Our practical experience in examining children has shown that not all children, even those entering school at the age of seven, have the necessary set of prerequisites for a painless and successful entry into life. educational activities. Identification of this circumstance even several months before entering school allows for targeted organization preparatory classes with kids.

Let's give an example. The parents of six-year-old Maxim M. (5; 77) considered him not only well prepared for school, but in general “developed beyond his years,” mainly on the grounds that he could count forward and backward within a thousand, read, and knew how to write letters. His parents expected confirmation of their decision to send him to school at the age of six.

A psychological examination revealed a clear one-sidedness of the boy’s intellectual development: the ease of performing counting operations was combined with gross ineptitude in tests of constructive praxis, spatial concepts with a lack of orientation to the pattern of action and the proposed rules; the tendency to act “according to one’s own program” was dominant, and pronounced egocentrism was noted.

According to psychologists, these features turned out to be a consequence of the specific situation in which a child grew up up to five and a half years old: from the age of one, the boy was handed over by his student parents to be raised by his elderly grandparents, who, while caring for him, were nevertheless unable to play with him. him, drawing and other childhood activities, developed in him the habit of acting alone. The boy did not attend child care institutions and did not have regular contact with peers and children of other ages. As a result of the lack of joint games with children, poor communication, and lack of opportunities to master activities typical for preschool age cognitive activity the boy received one-sided development associated with the acquisition and application of counting skills, and partly reading. The parents were advised to delay the boy's enrollment in school for a year and send him to the preparatory group of the kindergarten. At the same time, in the home environment it was proposed to create additional conditions for the child to play together with children and adults (role-playing games, games with rules, construction, etc.), as well as conduct some other special activities with him.

The above example shows the objective difficulties of counseling about readiness to study at school. In addition to cases similar to the above, opposite cases are possible and actually occur when, for example, for a child of six or seven years old who is objectively not ready for school, a psychologist can recommend studying in the first grade for six-year-olds as the most acceptable way for him to prepare for teaching in primary school. This advice becomes justified, for example, if there is no preparatory group in the kindergarten that the child attends, and the psychologist is not confident that, by remaining in the senior group of the kindergarten during the sixth year of life, the child will be able to develop the skills necessary for the corresponding level of schooling. maturity of ability. The same, apparently, applies to the case when a psychologist consults a healthy, but not very developed and not attending kindergarten child of six years old, for example from large family, and comes to the conclusion that the child’s parents, with all their desire, will not be able to prepare him for the first grade (for seven-year-olds) in the remaining year better than the teacher will do in the first grade for six-year-olds.

Thus, in all cases, the objective diagnosis of psychological readiness for school is clarified by analyzing and taking into account the level of the child’s somatic health, his sociocultural and, above all, family development situation, and the possibilities of his preparation for school in kindergarten and at home.

Finally, the third type of work of a psychologist-consultant unfolds in the first months of the school year in the first grade, when the parameters of the child’s readiness and unpreparedness for learning begin to appear. A child’s motivational and/or intellectual unpreparedness for learning in some cases can quickly lead to various types of school maladaptation (we talk about this in more detail below), which is behaviorally manifested in wide circle symptoms - from reluctance to go to school to persistent academic failure, from inattention in class to conflicts with the teacher.

Requests from teachers and parents at this time are usually formulated in terms of behavioral disorders and poor academic performance of the child, but from the point of view psychological analysis behind them is often precisely the child’s unpreparedness for learning, which is methodically determined mainly by the same arsenal of means as in previous cases.

Let's give an example. In the office of trust (the office of trust is a form of providing short-term advisory psychological assistance The mother of a first-grader contacted parents directly at school at a pre-arranged time, often timed to coincide with parent-teacher meetings) at one of the Moscow schools in October (i.e., in the second month of school). The girl went to school at exactly seven years old from kindergarten. I didn’t know how to write or read before school; no serious problems were noted in the child’s development; the second child in the family - the girl's brother - was studying in the second grade at that time. The reason for contacting a psychologist was the following fact. The teacher complained to her mother that during class lessons the girl repeatedly raised her hand to answer, stood up and could not say anything, i.e. was silent. She completed written assignments in class and homework successfully. The parents had no other complaints. The parents tended to see the reasons for this unusual behavior in the peculiarities of the personal relationship between the girl and the teacher, which, however, was only just being established.

However, later, during the age-psychological examination of the girl in consultation, against the background of a sufficient level of motivational and intellectual readiness, an insufficient level of voluntary regulation of speech communication was discovered. Among others, the technique “Don’t say ‘Yes’ and ‘no’” was used (option by L.P. Krasilnikova). The child was asked questions that provoked a “yes” or “no” answer. But according to the instructions, he had to give detailed answers to them, without using the words “yes” and “no.” In a significant number of cases, the girl was silent, not giving either impulsive “yes” or “no” answers or detailed answers. In fact, the consultation was able to reproduce what worried parents and teachers about the girl’s behavior in the classroom.

According to L.P. Krasilnikova, such answers indicate an insufficient level of voluntary regulation of speech communication in a child. Parents spent too much time and attention in the previous year on their first-grader son; Looking at the general well-being of the girl, who was also in kindergarten for five days, they failed to see the lack of arbitrariness in her behavior, independence, dependence on adults and on her brother. Parents were given recommendations on the development of voluntariness, in particular, techniques for developing voluntary speech communication by changing the child’s position in the parent-child dyad were shown. Subsequently, the girl’s problems were quickly resolved.

We discuss some other aspects of school readiness in the next section in connection with the problems of the seven-year crisis.