The essence of the concept of “readiness for schooling”. Coursework: Psychological readiness for learning at school

Speech by a teacher-psychologist to parents of future first-graders “Child’s readiness for school.”

Target: To update parents' knowledge on the problem of psychological readiness for school.
Objectives of the speech:
1. Arming parents with psychological and pedagogical knowledge.
2. Creating conditions for the inclusion of parents of future first-graders in the process of preparing their child for school.
3. Give practical recommendations for preparing a child for school.

Good evening, dear parents! For the first time in first class! These words sound solemn and exciting. It’s as if you are sending a child to a strange and unfamiliar world, in which he will have to independently undergo tests under new circumstances.

Is your treasure ready for a new stage in its life? Are you ready for your child to begin his journey to self-sufficiency and independence?

A lot has been written and said about preparing children for school. Teachers say, parents say, psychologists say, and their opinions do not always coincide. There are a huge number of books and manuals in the stores, in the titles of which the words are highlighted in large letters"Preparation for school". What does this phrase “ready to learn” mean?

This is a complex concept that includes qualities, abilities, skills and abilities that, due to heredity, development and upbringing, a child possesses by the time he enters school and which, in combination, determine the level of adaptation and success (failure) of the child at school.

So, when we talk about readiness for school, we mean a set of intellectual, physical, emotional, communicative, and personal qualities that help a child enter a new school life as easily and painlessly as possible, accept a new social position as a “school student,” successfully master a new educational activity and painlessly and without conflict to enter a new world of people for him. When experts talk about readiness for school, they sometimes focus on different aspects of children’s development, based on their own experience of working with them, so I will give several classifications to get the most complete picture of the components of the concept of a child’s readiness for school.

The concept of school readiness includes 3 closely interrelated aspects:

Physiological readiness for learning;

Psychological readiness for schooling;

Social (personal) readiness for learning at school.

Physiological readiness for school is assessed by doctors (frequently ill children, physically weakened, even with a high level of development of mental abilities, as a rule, experience difficulties in learning).

Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity refers to differentiated perception (perceptual maturity), including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.

Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time.

Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school situation.training.

L.I. Bozhovich indicated thatreadiness for school- this is a combination of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation of one’s cognitive activity and the social position of the student.

The term “psychological readiness for schooling” (“readiness for school”, “school maturity”) is used in psychology to designate a certain level of mental development of a child, upon reaching which he can be taught at school.Psychological readinesschild’s ability to study at school is a complex indicator that allows one to predict the success or failure of a first-grader’s education.

Psychological readiness for school means that a child can and wants to study at school.

The structure of a child’s psychological readiness for school.

In the structure of a child’s psychological readiness for school, it is customary to distinguish:

The child’s intellectual readiness for school (the child’s horizons and the development of cognitive processes)

- Personalreadiness (readiness of the child to accept the position of a schoolchild)

- Emotionally-volitionalreadiness (the child must be able to set a goal, make decisions, outline an action plan and make an effort to implement it)

Socio-psychological readiness (the child’s moral and communication abilities).

1. Intellectual readiness. It involves the development of certain skills in the child:

Ability to identify a learning task;

The ability to identify similarities and differences between objects, phenomena, and their new properties.

A future first-grader must not only have a system of knowledge about the world around him, but be able to apply it, establish patterns between cause and effect, observe, reason, compare, generalize, put forward hypotheses, draw conclusions - these are the intellectual skills and abilities that will help a child master school disciplines . These are his main associates and assistants in such a difficult and new learning activity for him.

Motor readiness for school. Motor readiness for school means not only how much control a child has over his body, but also his ability to perceive his body, feel and voluntarily direct movements (possess internal mobility), and express his impulses with the help of his body and movement. When they talk about motor readiness for school, they mean coordination of the eye-hand system and the development of fine motor skills necessary for learning to write. Here it must be said that the speed of mastering hand movements associated with writing may be different for different children. This is due to uneven and individual maturation of the corresponding areas of the human brain. Therefore, it is good if, before school, the child has mastered to a certain extent the movement of the arm, hand and fingers. Fine motor skills are an important characteristic of a child’s motor readiness for school.

Cognitive readiness to school, which has long been considered and is still considered by many to be the main form of readiness for school, plays, although not the main, but very significant role. It is important that the child can concentrate on a task for some time and complete it. This is not so simple: at any given moment we are exposed to stimuli of the most varied kinds: noises, optical impressions, smells, other people, etc. In a large class, there are always some distracting events happening. Therefore, the ability to concentrate for some time and maintain attention on the task at hand is the most important prerequisite for successful learning. It is believed that a child has developed good concentration if he can carefully complete the task assigned to him for 15–20 minutes without getting tired. Therefore, along with the ability to listen carefully, it is necessary for the child to remember what he heard and saw and retain it in memory for some time. Therefore, the ability to short-term auditory and visual memory, which allows one to mentally process incoming information, is an important prerequisite for the success of the educational process. It goes without saying that hearing and vision must also be well developed. In order for a child to be able to integrate the information he receives into what he already has and build an extensive network of interconnected knowledge on its basis, it is necessary that by the time he learns he already has the rudiments of logical (sequential) thinking and understands the relationships and patterns (expressed in the words “if”, “then”). ", "because"). At the same time, we are not talking about some special “scientific” concepts, but about simple relationships found in life, in language, in human activity.

2. Personal readiness. Personal readiness is the degree to which a child has developed personal qualities that help him feel his changed position and understand his new social role - the role of a schoolchild. This is the ability to understand and accept one’s new responsibilities, to find one’s place in the new school routine of life.

The ability for adequate self-esteem. This is the child’s ability to evaluate himself more or less realistically, without going to the extremes of “I can do everything” or “I can’t do anything.” Prerequisites for adequate assessment of oneself and the results of one’s work will help the future student navigate the school’s assessment system. This is the start to the emergence of the ability to evaluate one’s abilities and the degree of mastery of academic disciplines.

The ability to subordinate motives of behavior. This is when a child understands the need to first do his homework and then play, that is, the motive “to be a good student, earn the teacher’s praise” dominates the motive “to enjoy the game.” Of course, at this age there cannot be a stable priority of educational motivation over play. Learning motivation is formed during the first 2-3 years of school. Therefore, educational tasks are often presented to children in an attractive playful form.

3. Social readiness. Social readiness is the possession of the skills necessary for a child to coexist in a team. Your child will be more likely to succeed in school if he:

Knows how to communicate with peers, can establish contacts with other children;

The ability to fulfill the demands of an adult (including a teacher), not only listens, but hears a request, instruction, advice;

Can control his behavior, explain the reasons for his actions;

Self-service (be able to dress and undress independently, tie your shoelaces, the ability to organize your workplace and maintain order in it).

The beginning of schooling is a natural stage in a child’s life path. For a child going to school for the first time is the same as for us going to work for the first time. How they will greet you, what they will say, what if I do something wrong, what will happen, what if they don’t understand—anxiety of expectations, wariness. And, if suddenly they really don’t understand - pain, resentment, tears, capriciousness. Who can help, only we are family - parents. Support, caress, stroke (a child needs 16 strokes a day for normal development). Through a game or a fairy tale, try to set him up for learning. Have a calm conversation with your child.

1) tell us about the school: without embellishing or exaggerating the colors of school life;

2) talk about possible relationships with peers and teachers, without intimidating or painting rosy pictures;

3) remember the joyful moments of your school childhood and disappointments;

4) try to remember your school surprises, gifts, holidays and positive assessments (where and for what);

5) tell us how you walked to school (smells);

6) never express your concerns about school, do not scare people with school, school anxiety develops;

7) discuss with your child what worries and upsets him. What happened during the day. Help us understand the actions of other people. For example, the teacher didn’t ask. From 6-7 summer child you can and should argue, he is ready to understand your arguments

8) reconsider your requirements for your child, whether they are always justified, and whether you want too much from him. It is useful to “pass” the requirements through your own childhood experiences. Be objective.

9) more love, warmth and affection. Say that you love him more often.

The child must understand the main thing:“If you suddenly find it difficult, I will definitely help you and I will definitely understand you, and together we will cope with all the difficulties.”

Reminders for parents are distributed.

Rule 2.

Rule 3.

Rule 1. Do not interfere with what your child is doing unless he asks for help. By your non-interference you will tell him: “You’re okay! Of course you can handle it!”

Rule 2. Gradually but steadily, relieve yourself of care and responsibility for your child's personal affairs and transfer them to him.

Rule 3. Let your child feel the negative consequences of their actions (or inactions). Only then will he grow up and become “conscious”.

Rule 1. Do not interfere with what your child is doing unless he asks for help. By your non-interference you will tell him: “You’re okay! Of course you can handle it!”

Rule 2. Gradually but steadily, relieve yourself of care and responsibility for your child's personal affairs and transfer them to him.

Rule 3. Let your child feel the negative consequences of their actions (or inactions). Only then will he grow up and become “conscious”.

Used Books:

1. V.G. Dmitreeva. Getting ready for school. A book for parents. – M.: Eksmo, 2007. – 352 p.

2. E. Kovaleva, E. Sinitsyna Preparing the child for school. - M.: List-New, 2000, - 336 p., ill.

3. M.M. Bezrukikh Is your child ready for school? – M.: Ventana-Grant, 2004 – 64 p.: ill.

Assessing a child's readiness for school

Spring is the time to enroll your preschooler in 1st grade. Preparing for school and choosing a direction in a child’s education raise many questions among parents. Assess whether your requests meet the development and capabilities of the child himself?

Typically, psychological readiness for school is formed around the age of seven. However, the norm for the development of this characteristic is between six and eight years of age. Moreover, while six-and-a-half-year-old children quite often turn out to be ready for school, six-year-olds are in rare cases. At such an early age, in six months a child is able to do very big leap in development.

What is school readiness?

First of all, it must be said that this concept is not pedagogical, but psychological, even psychophysiological. Scientifically speaking, readiness lies in the maturation of certain mental functions in a child. An analogy can be drawn with the moment when a child begins to walk. In order for him to be ready to take the first step, a sufficient level of development of the muscles of the legs, back, and level of coordination of movements is necessary. Parents, of course, can influence these functions with the help of special exercises, but very weakly; nevertheless, human development follows its own laws. The same applies to readiness for school, with the only difference being that this readiness is a more complex education, consisting of several components.

In fact, psychological readiness for school largely determines future success. School psychologists know that if a child was accepted into school despite his unpreparedness, for example, at the insistence of his parents, then by the end of the first half of the year he will most likely be recognized as having so-called “school maladjustment.”

So diagnosing a child’s readiness for school is certainly important in order to understand whether your child needs it, whether he is ready to sit at a desk.

Many parents say that they themselves clearly see that the child is ready for school, but at the same time they focus, first of all, on the level of intellectual development of the child (“He already reads, writes and counts to one hundred, but you tell him to wait!” - they say to the teacher and psychologist). But the level of intellectual development, although it is one of the components of readiness for school, is not the only one and not the most important.

Don't scold your child for mistakes. They need to be corrected calmly.

Preparation “under pressure”, based on the child’s fear, is completely unacceptable, since in this case a persistent negative attitude towards learning is developed even before school.

Do not give your child tasks that are too difficult for his age.

Remember that a child's success in school depends not only on his numeracy and writing skills, but also on his level of readiness for learning in general. Therefore, be sure to explain to your child what school is, why it is important for him, and how to behave correctly at school. Talk to your child about why it is necessary to listen carefully to the teacher in class, remember and understand what is said, and do your homework conscientiously every day.

And in conclusion, one more piece of advice: when preparing your child for school, do not deprive him of the opportunity to play, since in preschool age many games significantly determine the child’s intellectual development. Get acquainted with the relevant techniques that rely specifically on educational games.

Important components

which can be used to assess a child’s readiness for school

1. Self-regulation is the basis of school readiness

The first and one of the most important components is self-regulation. By about the age of seven, a child develops a completely new mental mechanism - he learns to consciously manage his behavior. Psychologists also call this volitionality. Try playing the famous children's game “Yes and no, don’t talk, don’t wear black and white” with your three-year-old child. You will notice that, most likely, the child will not cope with the task; the “wrong” words will constantly come out. Have you tried to force your child to sit quietly when you are talking with one of the adults, and he wants to play with you? Can a three-year-old child hold back his joy or tears? Of course not, and it's not his fault. It’s just that in preschool age there is still no mechanism of voluntariness - purposeful control of one’s attention, speech, and emotions. A child can tinker with a game for a long time and easily remember a poem, but only if he is emotionally involved in the activity, that is, he does it involuntarily.

For learning at school, a mechanism of arbitrariness is necessary. After all, the child will have to control himself, starting from memorizing things that are uninteresting to him and ending with the fact that you need to wait until the teacher asks you. Moreover, you need to sit for a whole 30 minutes in class!

It is voluntariness that six-year-old first-graders most often lack. Developing this mechanism is quite difficult. As they say, he must mature. And you certainly shouldn’t train your child to learn uninteresting poems or sit without moving for half an hour. It is impossible to train arbitrariness. You can encourage perseverance when the child shows it, talk about the need for self-control.

2. Volitional readiness.

At school, the child will face intense work. He will be required to do not only what he wants, but also what the teacher, school regime, and program require.

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, is able to overcome his fear of a dark room, and not cry when he is bruised. This is important for development harmonious personality. Another important aspect is the formation of cognitive activity in a child. It consists in developing in children a 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.

3. Motivation – should a child want to go to school?

When diagnosing school readiness, psychologists always pay attention to motivation. The best motive for successful learning is an interest in acquiring new knowledge. However, this motive does not occur so often at the age of six or seven. Also considered a favorable motive is the child’s desire to gain a new status (“I’ll be big at school”). Many first-graders start studying in order to “please their mother.” This motive is not the most effective, but usually it is enough for the first time, and then interest in the study itself can become involved.

It is more difficult if the child does not want to go to school. Whatever the reason, at first such a negative attitude can seriously affect the effectiveness of training. If your child says he doesn't want to go to school, it's important to understand the reasons. Depending on the reason, you need to act.

One way or another, it is important to form a positive attitude in the child towards his new role, towards school, in general.

4. Social readiness for school

One more component. Social (personal) readiness for school means the child’s readiness to enter into relationships with other people - with peers and with adults (teachers). Low social readiness is often found in children who have not attended kindergarten, and can lead to quite serious stress and problems with learning. For example, it happens that a child is accustomed to having all the adult’s attention directed at him, as was the case in the family. There are twenty of the same children in the class. Inability to communicate with peers can lead to difficulties in participating in group work at the lesson.

Can have an effect on a shy child Negative influence the presence of a large number of new people, if he is not used to it. The result is fear of answering in class, inability to ask the teacher for help, and a variety of other difficulties.

Typically, children who attended preschool institutions have a sufficient level of social readiness. If your child does not attend kindergarten, try to take him to a sports or other section, temporary groups, etc., so that the child gets used to the future school environment.

A child’s ability to communicate with peers, act together with others, give in, obey when necessary - qualities that provide him with painless adaptation to a new social environment. This helps create favorable conditions for further learning at school.

The child must be prepared for the social position of a schoolchild, without which it will be difficult for him, even if he is intellectually developed. Such children often study unevenly, success appears only in those classes that are interesting to the child, and he completes other tasks carelessly and hastily. It’s even worse if children don’t want to go to school and learn at all. This is a lack of upbringing, and such behavior is the result of intimidation by the school, especially if the child is unsure of himself and timid (“You can’t put two words together, how are you going to go to school?”, “If you go to school, they will show you!”) . Therefore, it is necessary to develop a correct idea of ​​school, a positive attitude towards teachers and books. Parents should pay special attention to personal readiness for school. They are obliged to teach the child relationships with peers, to create such an environment at home so that the child feels confident and wants to go to school.

5. Intellectual readiness for school

In order to study successfully, a child needs a certain level of development of cognitive functions - memory, attention, thinking, speech. In school preparation classes, much attention is usually paid to the development of precisely these characteristics. But, as mentioned, this is not the most important component of readiness to learn. And if, in the process of too intense classes, the child loses interest in learning altogether, then there will be no point in developing memory and thinking.

Develop cognitive functions When preparing for school, you need to play a game that is interesting for the child. We will not dwell here on listing specific educational games; quite a lot of them are described in the specialized literature for parents.

Intellectual readiness. It is important that the child is mentally developed before school. But mental development is not about having a large vocabulary. Living conditions have changed. Now the child is surrounded different sources information, and children literally absorb new words and expressions. Their vocabulary increases sharply, but this does not mean that their thinking also develops. There is no direct relationship here. The child must learn to compare, generalize, draw independent conclusions, and analyze. Therefore, researchers of preschool children have established that a 6-year-old child is able to learn the facts of the interaction of the body with the environment, the relationship between the form of an object and its function, aspiration and behavior. But he achieves this ability only when he works with the child. And not by specifically teaching, but by communicating. Preschool children are characterized by 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.

Even when he himself can discover all the new properties of objects, notice their similarities and differences. Therefore, it is necessary, together with the child, to acquire knowledge about the world around him and to form his thinking skills. Let him learn to navigate the environment and comprehend the information received.

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 and flowers, distinguish between domestic and wild animals.

Children must navigate time, space and their immediate social environment. By observing nature, they learn to notice spatio-temporal and cause-and-effect relationships, generalize, and draw conclusions. For preschoolers, this knowledge often comes from experience. But if there is no understanding adult nearby, then information about the world around us is scattered, superficial, and not included in the overall picture. 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.

Children often understand everything in their own way. If this is fantasy (Santa Claus brings gifts in winter), you should not dissuade the child from this, but if this is a clear misunderstanding of what is happening, you need to explain the situation simply enough for the child’s consciousness. An example is the question: “Who is the strongest in the fairy tale “Turnip”?” Children often answer this: “Mouse.” And only after questions and explanations do they come to the right decision.

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.

You should not develop your child in only one direction, as he may not be oriented in other areas of knowledge. This warning applies to those parents who want to make a child prodigy out of their son or daughter. There is no need to rush, as your gifted, extraordinary child may not find a place in the team and may not adapt to the school curriculum. We must try not to fix his attention on a narrow “specialization,” but to help him develop harmoniously, comprehensively, taking into account the age-related characteristics of the child’s psyche and health status.

6. A successful student is a healthy student

In fact, entering first grade is both emotional stress and a serious intellectual load for a child. A future schoolchild must have health-improving procedures in his daily routine - he should spend more time outdoors, move a lot, and, if possible, play sports.

If a child has poor health, it is undesirable for him to study in a school with an enhanced program; you can choose for him a so-called “health school”, where, along with general educational problems, the problems of children's health are also solved.

In any case, I would like parents to listen more to the recommendations of psychologists conducting testing for school admissions. If you don’t trust the school psychologist, take your child for diagnosis to an independent psychologist at a children’s psychological center. It is best to do this in the spring, so that, taking into account the recommendations, you can prepare your child for school as much as possible over the summer. The specialist will tell you which education system is suitable for your child.

So, let's conclude:

When they talk about “readiness for school,” they do not mean individual skills and knowledge, but a specific set of them, in which all the main components are present. Traditionally, there are three aspects of school maturity: intellectual, emotional and social.

Intellectual maturity- this is the ability to concentrate attention, the ability to grasp the basic connections between phenomena (analytical thinking); this is differentiated perception (for example, the ability to distinguish a figure from the background), the ability to reproduce a pattern, as well as a sufficient level of development of visual-motor coordination. A criterion for intellectual readiness is also the child’s developed speech. We can say that intellectual maturity reflects the functional maturation of brain structures.

Emotional maturity- the ability to regulate one’s behavior, the ability to perform a not very attractive task for a sufficiently long time.

Towards social maturity This includes the child’s need to communicate with peers and the ability to communicate, as well as the ability to play the role of a student.

This is the foundation on which knowledge and skills are built.

If there is no foundation, which is the formation of the listed categories, then the superstructures in the form of acquired knowledge, skills (learning to count, read, etc.) will crumble like a house of cards.

Six years have flown by completely unnoticed - and now it’s time to see off your baby to first grade. How can you tell if a child is ready for school? Is it worth starting education at the age of 6 or is it better to postpone this important step until the 7th birthday? There are a number of criteria for a child’s readiness to study at school, by which one can judge whether a preschooler is “fully armed” and whether he will withstand such loads.

At what age is it better to start schooling?

At 6-7 years old, this is the age at which the baby acquires a new status - the status of a schoolchild, student. This is an important and responsible period in the life of not only the child himself, but also his parents.

Very often, children find it difficult to adapt to new working conditions; they become capricious, nervous, increasingly wake up in a bad mood, eat poorly, thereby causing a lot of trouble for their parents. Child psychologists say that the beginning of schooling, unfortunately, often also becomes the beginning of neuropsychic disorders. What's the matter?

You cannot approach all children with the same requirements.

In education, it is extremely important to take into account age characteristics. That is why children of primary school age are divided into two large groups: six-year-olds - children who began schooling at the age of 6, and seven-year-olds - children who began their education at the age of 7.

The difference between these two groups in the learning process is almost unnoticeable, however, teachers note that six-year-olds are more active, smart and energetic, while seven-year-olds are more consistent, reasonable and attentive. This is most likely due to the flow rate mental processes, allowing some children to easily perceive educational material as early as 6 years old, while others require a longer time to prepare.

The answer to the question of what age is best to start schooling is purely individual. A child’s readiness for school is determined not only by mental, but also by psychological and moral development. This is extremely important to know for those parents who want to early age to give your child as much knowledge as possible, and to those parents who, feeling sorry for their child, give him another year to rest.

In pedagogy, there are many techniques for determining whether a child is ready for school. A huge number of psychological research methods are used here: observation, conversation, comparison, testing, analysis, and the like.

How to determine whether a child is ready for school: outlook and attentiveness

Many parents believe that the main thing about readiness for school is the mental development of the child. Of course, knowledge of the alphabet, numbers, and the ability to add syllables is a good help for a child, but special hours are allocated for this in the school curriculum. The concept of “intellectual readiness for school” refers to the child’s horizons, that is, how well he knows children’s fairy tales, stories, whether he can read poems, whether he understands their meaning, how inquisitive he is.

In addition, it is extremely important to take into account the child’s psychological readiness for school. Pedagogy very often faces the fact that smart children who learned to read and count early face serious problems in the learning process, and vice versa. How can this be explained? Psychologists and primary school teachers have their own criteria.

When selecting children for the first grade of a general education school, psychologists first of all pay attention to such a component of school readiness as the skill of quickly mastering new material. This is very important, since during home or kindergarten training, parents and educators most often resort to games, during which it is easier for the child to remember letters, numbers, add syllables, etc.

At school, he will have to accumulate knowledge from the teacher’s stories, from exercises performed in class, from visual material, and examples. In order to perceive educational material and gain skills, a child entering first grade must be attentive. Readiness for learning at school depends on whether the child knows how to listen and highlight the main thing, observe and draw appropriate conclusions, ask questions and, most importantly, remember the answers to them.

Most often, only an experienced teacher and psychologist can determine whether a child is ready for school, so every summer (before the start of the new school year) schools conduct interviews with children 6-7 years old.

Attentiveness– one of the main criteria for a child’s readiness for school, one of the main requirements for first-graders. You can determine how carefully your child listens to adults’ stories or looks at pictures in books using simple tasks. For example, ask your child to come up with a name for the picture. For this test, it is better to select simple drawings that clearly indicate the main character or action. Give him a few minutes to prepare, and then ask him to announce the name he came up with and explain why he chose it. As a rule, children quickly cope with this task. Do not rush to scold your child if he comes up with an unexpected name for a simple drawing; final conclusions should be drawn only after his explanation.

Another simple task to test your child’s intellectual readiness for school can be fun puzzles. For example: a birch tree grows in the yard, there are 5 large branches, 3 medium and 2 small branches on the tree. One large apple ripened on each branch. How many apples will grandpa pick? An attentive child will immediately understand that there is no need to count anything here, since apples do not grow on birch trees. Don’t rush your child to answer, but don’t procrastinate. As a general rule, attention tests should not take more than 5 minutes to complete.

Another important criterion for a child’s readiness for school is the ability to read - a skill necessary for successful completion of the school curriculum, therefore, when preparing for school, special attention is paid to it.

How to understand if a child is ready for school: social criteria

The next component of a child’s readiness for school is his readiness for life in the school community.

Practice shows that children who attended kindergarten adapt to a new team much easier than those raised at home. The classroom environment is very important to the learning process. Friendly relationships between children instill in them a sense of mutual assistance, mutual support, and friendship.

Communicating with peers, first-graders form a unified model of behavior (which is controlled and set, of course, by the teacher), they look up to positive results and notice the negative ones. You can understand whether a child is ready for school, find out how sociable, friendly, and contactable he is, by observation. By watching how your child plays with other children, you can easily determine his social readiness for school, how easy or difficult it will be for him to get along in the school community. First of all, monitor your preschooler’s speech. At this age, a child may well ask for the right thing, say hello or goodbye to friends, ask permission to play team games, etc. At school, it is extremely important that the child knows how to communicate; this will help him not only show curiosity, answer well in lessons, but also share information with your classmates.

Factors such as friendliness and contact are no less important for social readiness to study at school. Excessive aggression, rudeness, greed at this age indicate mental disorders. If the child does not want to communicate with the guys on preparatory courses, tries to seem worse than he is, dramatically changes his behavior in the presence of teachers, perhaps he is not yet mentally ready for school or he needs the help of a psychologist.

Discipline deserves special attention when determining social readiness for school. Therefore, it is extremely important that a child entering school is disciplined. He must be responsible, diligent, calm, show respect for adults and his peers, know the rules of behavior in an educational institution, at the table, in the company of strangers, realize the importance of schooling, and not perceive it as a game.

How to find out if a child is ready for school: interests and inclinations

In addition to identifying the above criteria for a child’s readiness for school, when enrolling in first grade, psychologists often try to identify the child’s interests and inclinations. Today, the school teaching process is constantly being modernized. This is done with the goal that schoolchildren can not only gain knowledge, but also realize themselves, develop their talents and abilities.

The practice of enrolling children in first grade shows how diverse their backgrounds and hobbies are. Therefore in Lately The practice of dividing classes by profile is increasingly practiced. Thus, children with well-developed humanitarian abilities are assigned to the humanities class, mathematical ones to the mathematical class, creative ones to the creative class, and sports ones to the sports class.

If the first two profiles are quite understandable (they teach based on inclinations), then the latter are not yet so popular.

Sports and creative classes, along with the general education program (which is standard for classes of any profile), introduce a large number of electives. In the first case it is sports, in the second it is creativity. Despite some exoticism, this is very convenient, since the child will be able to combine study and development of his talents.

In addition to the division by profile, the first classes are divided according to the level of preparation of students. Thus, it is quite understandable that children with low intellectual readiness for school will find it very difficult to keep up with their more prepared peers. For this purpose, classes with increased and decreased loads are created within one school. In the first case, the main material is presented more widely, additional information is offered, many electives are introduced, in the second case, the main educational material is presented as simply and accessible as possible, and more time is given to study complex topics.

There is no need to worry if your child does not yet meet the school readiness criteria and therefore did not start first grade at age 6. There is nothing wrong with this; on the contrary, after the interview, teachers and school psychologists will give recommendations on what abilities need to be developed in the child, what methods of education are best to use, and what methods to give preference to. In this case, it makes sense to attend special additional classes in which professional teachers and psychologists will prepare the child for school. Also, don’t be upset if your child is in a class with a lighter load. The material here is the same, only the teaching approach is different.

This article has been read 1,608 times.

The problem of readiness to learn becomes especially acute and practically significant due to the fact that there is a choice of when to send a child to school, and a choice of the type of school, class and nature of educational services that will be available to him. Premature inclusion in school life makes it difficult for a child to adapt to new conditions and can cause disturbances in personal development: uncertainty, anxiety, loss of interest in learning, the desire to avoid failures instead of trying to achieve success, etc. However, a late start to school life is also dangerous due to loss interest in learning (Sh. A. Amonashvili).

Readiness to learn includes both physiological components - school maturity, and psychological components. At school, a child has to maintain a static sitting position for a long time and perform intense mental work; Many learning activities, especially writing, require fine coordinated movements of the fingers and hand, while the child develops mainly gross motor skills. Physically strong children with sufficiently developed physiological systems adapt more easily to school conditions.

The cerebral cortex reaches the level of physiological maturity in most children not by 6, but by 6.5 years (L. A. Wenger, A. A. Ibatullina, 1989); children under 6.5 years old are not recommended to be sent to school. Children perceive a strict teacher with increased anxiety, which causes painful phenomena in them (abdominal pain, nocturnal enuresis). Moreover, painful symptoms can be observed even in well-prepared six-year-olds, with whom teachers are satisfied.

Maturity indicator physiological systems The cortex shows the child’s stable performance, coordination of movements, emotional balance, calm reaction to the stern teacher’s voice, fairly quick compensation for school fatigue after school.

Psychological readiness for learning is divided into general and specific.

Specific readiness includes educational skills necessary for initial school success: the ability to read, write, and count. Gymnasiums and elite educational institutions make high demands in this regard, organizing the education of children before enrolling in school. 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 for school is expressed in the fact that the child internalizes the internal position of a schoolchild. He stops liking children's activities; a need arises for activities that would be valuable and significant in the eyes of adults. In modern conditions, school is such an important matter, and even strangers increasingly ask the child: “Well, are you going to school soon?” School life in the eyes of children is so adult and important that they sometimes don’t like drawing lessons - “It’s like being in kindergarten!” A normally developed child wants to go to school, do assignments, and get grades. His social environment pushes him to do this.

At the same time, the attitude towards adults changes, the child expects an assessment of the correctness of his actions. If the action was not successful and effective, he is no longer pleased with the praise. (The phenomenon of “bitter candy” - A. N. Leontyev). At the same time, the circle of people whose assessment is important and significant expands significantly. The child is determined to do everything correctly at school and get straight A’s.

Social maturity is also expressed in a certain erudition of the child: he must know the full name and place of work of his parents, their profession, his home address, including street, city, country, etc.

Intellectual readiness for learning is presented as a sufficient level of development of cognitive processes and assimilation of elements of educational activity.
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 trace the shape in the air (and are not limited to a quick glance). They are able to compare and find differences in the details of objects.
Focused attention, both visual (going through mazes) and auditory - the ability to listen to stories, tasks, instructions.
Memory based on logic, a sequence of events, and not a set of vivid images. Tenacious operational memorization of presented pictures, numbers, words (selection tests are based on this).
The imagination is detailed and flexible, allowing you to imagine the events described in given conditions, and not in stereotypical images created by everyday experience.
Visual-schematic thinking, with the help of which children analyze objects according to given characteristics and can indicate the results on a diagram (for example, the sound composition of a word), can classify, generalize, and lay out a serial series.
Sufficient development of speech, in which children freely understand a simple text and can construct a message (monologue) themselves, can convey emotions, intention, and characteristics of an object in words. There is a difference in the development of children if one, when comparing drawings, says, “Here it is like this and here it is,” and the other points out: “Your pipe is a triangle and I have a triangle.”
The controlled nature of cognitive activity in general, elements of arbitrary types in each cognitive process.
Elements of the ability to learn, that is, to accept and understand a learning task, try to reproduce a given way of working, be able to compare your work with a model, and notice your mistakes.

The listed indicators of a high level of cognitive processes are absorbed by children by the age of 6-7, provided that children’s activities are properly organized: productive, labor, play and educational. However, in a number of cases, they resort to special training, using recently popular manuals such as “Developing Memory”, “Developing Attention”, etc. The tasks in them are designed to be entertaining, but without the interested attention of adults, without encouraging the child’s success will not practice for a long time; training requires significant mental effort.

Personal readiness for schooling is expressed as the formation of a child’s self-awareness. He sets himself apart from his family environment and contrasts himself with his comrades. From the most significant forms of behavior, from the assessments of others, his ideas about himself as a member of the community are formed. Role behavior appears, that is, a system of socially approved actions that meet the expectations of others. The child loses the spontaneity of his reactions and displays mannerisms (7-year-old crisis). 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. Imitation becomes to a certain extent conscious; the child intentionally adopts certain actions and reactions. Begins to see yourself from the outside, which contributes to objective self-esteem.

An important indicator of readiness for school are changes in a child’s communication with adults. An adult’s assessments begin to be perceived not from the position of “loves or dislikes,” but in a conditional sense: does he approve of the child’s way of acting? This is a rather complex restructuring of relationships; it also depends on the goodwill of the adult. Many children, even at school age, are offended by comments and believe that the teacher does not like them.

Relationships with comrades are also restructured and acquire a cooperative-competitive character. The child begins to see the position of the partner, keeps the competitive task and the method of solving it in the field of attention (this is especially noticeable in games with rules). A motive appears to be no worse than others, to answer earlier and more successfully than others, to ensure that his craft is in a prominent place at the exhibition, etc. Competitiveness at 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. If a child’s actions are subordinated to this leading motive, he will learn successfully even with average abilities. However, the formation of such a motive depends on ensuring success and recognition in educational activities, which, in turn, depends on the methodological skill and goodwill of teachers and parents.

Role-playing play prepares and develops in the child the desire to do the right thing, but self-confidence and the desire to learn, necessary for a schoolchild, are laid down in educational activities, even if it is of a preparatory nature and is formalized as didactic game. Success in completing tasks reinforces learning motivation.

The problem of children's readiness to study at school is very relevant. I present to you theoretical and practical materials that will help organize work with parents and children at the stage of preparation for school.

Download:

Preview:

Key aspects of school readiness

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 preschool children certain changes and skills necessary for learning at school.

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

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

4. Study of changes in the child to consciously subordinate his actions to the given ones while consistently following the verbal instructions of an adult. This skill is associated with the ability to master the general way of following an adult’s verbal instructions.

Readiness for school in modern conditions is considered, first of all, as readiness for schooling or educational activities. This approach is justified by looking at the problem from the perspective of the periodization of the child’s mental development and the change of leading types of activity. According to E.E. Kravtsova, the problem of psychological readiness for schooling is specified as a problem of changing the leading types of activity, i.e. this is a transition from role-playing games to educational activities. This approach is relevant and significant, but readiness for educational activities does not fully cover the phenomenon of readiness for school. Readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, 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 whole system interrelated qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms.

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

Traditionally, three aspects of school maturity are distinguished:intellectual, emotional and social.

Intellectual maturity refers to differentiated perception (including distinguishing a figure from the background); concentration; analytical thinking (expressed in the ability to comprehend the basic connections between phenomena); possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine motor skills and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.

Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time.

Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.

Based on the selected parameters, tests for determining school maturity are created. Several parameters can be selected psychological development child that most significantly influences the success of schooling. Among them is a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and intellectuality of the sphere. The most important thing in a child’s psychological readiness for school is the motivational plan. Let us distinguish two groups of teaching motives:

1. Broad social motives for learning, or motives associated with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desires to occupy a certain place in the system of social relations available to him.

2. Motives related directly to educational activities, or the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge. A child who is ready for school wants to study because he wants to know a certain position in human society that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home.

The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment (the internal position of the student). The new formation “internal position of the schoolchild,” which arises at the turn of preschool and primary school age and represents a fusion of two needs - cognitive and the need to communicate with adults at a new level, allows the child to be involved in the educational process as a subject of activity. This is expressed in the social formation and execution of intentions and goals, or, in other words, the voluntary behavior of the student.

Poor development of voluntariness is the main stumbling block to psychological readiness for school (it interferes with the start of school).

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

In the works of E.E. Kravtsova, when characterizing the psychological readiness of children for school, focuses on the role of communication in the development of the child. Three areas are distinguished - attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.

As indicators of psychological readiness, it is also necessary to highlight the intellectual development of the child. In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also not an unimportant factor, but on the level of development of intellectual processes. 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. 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, we will highlight another one - speech development. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must have developed phonemic hearing.

To summarize all that has been said, we list the psychological spheres by the level of development of which psychological readiness for school is judged:motivational, voluntary, intellectual and speech. We will try to consider these areas in more detail.

Intellectual readiness for school learning.

Intellectual readiness for school learning is associated with the development of thought processes. From solving problems that require the establishment of connections and relationships between objects and phenomena with the help of external indicative actions, children move on to solving them in their minds with the help of elementary mental actions using images. In other words, on the basis of a visually effective form of thinking, a visually figurative form of thinking begins to take shape. At the same time, children become capable of the first generalizations, based on the experience of their first practical objective activity and fixed in words. A child at this age has to solve increasingly complex and varied problems that require the identification and use of connections and relationships between objects, phenomena, and actions. In playing, drawing, constructing, and when performing educational and work tasks, he not only uses memorized actions, but constantly modifies them, obtaining new results.

Developing thinking gives children the opportunity to foresee the results of their actions in advance and plan them. As curiosity and cognitive processes develop, thinking is increasingly used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities.

The child begins to set cognitive tasks for himself and seeks explanations for observed phenomena. He resorts to a kind of experiment to clarify questions that interest him, observes phenomena, reasons and draws conclusions.

At preschool age, attention is voluntary. Crucial moment in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention by 6-7 years old are already quite large.

Similar age-related patterns are observed in the process of memory development. The child may be given a goal aimed at memorizing the material. He begins to use techniques aimed at increasing the efficiency of memorization: repetition, semantic and associative linking of material. Thus, by the age of 6-7 years, the structure of memory undergoes significant changes associated with the significant development of voluntary forms of memorization and recall.

The study of the characteristics of the intellectual sphere can begin with the study of memory - a mental process inextricably linked with the mental one. To determine the level of mechanical memorization, a meaningless set of words is given:year, elephant, sword, soap, salt, noise, hand, floor, spring, son.The child, having listened to this entire series, repeats the words that he remembers. Repeated playback (after additional reading of the same words) and delayed playback, for example, an hour after listening, can be used. A. L. Wenger gives the following indicators of mechanical memory (typical for 6-7 years of age): the first time the child perceives at least 5 words out of 10; after 3-4 readings, reproduces 9-10 words; after one hour, forgets no more than 2 words reproduced earlier; in the process of sequential memorization of material, “gaps” do not appear when, after one of the readings, the child remembers fewer words than before and later (which is usually a sign of overwork).

The level of development of spatial thinking is revealed different ways. A.L.’s method is effective and convenient. Wenger "Labyrinth". The child needs to find the way to a certain house among other, wrong paths and dead ends of the maze. In this he is helped by figuratively given instructions - he will pass by such objects (trees, bushes, flowers, mushrooms). The child must navigate the maze itself and the diagram that displays the sequence of the path, i.e. solving the problem.

The most common methods that diagnose the level of development of verbal-logical thinking are the following:

a) “Explanation of plot pictures”: the child is shown a picture and asked to tell what is drawn on it. This technique gives an idea of ​​whether the child correctly understands the meaning of what is depicted, whether he can highlight the main thing or is lost in individual details. It also helps to determine the level of development of his speech.

b) “Sequence of events” is a more complex technique. This is a series of plot pictures (from 3 to 6), which depict the stages of some action familiar to the child. He must build the correct series of these drawings and tell how events developed. Series of pictures can have varying degrees of complexity in content. “Sequence of events” gives the psychologist the same data as the previous method, but, in addition, it reveals the child’s understanding of cause-and-effect relationships.

Generalization and abstraction, sequence of inferences and some other aspects of thinking are studied using the method of subject classification. The child makes groups of cards with inanimate objects and living beings depicted on them. By classifying various objects, he can distinguish groups according to functional characteristics and give them general names. For example: furniture, clothes. Maybe by external characteristics (“all are big” or “they are red”), or by situational characteristics (the closet and the dress are combined into one group because “the dress is hanging in the closet”).

Complex thought processes of analysis and synthesis are studied when children define concepts and interpret proverbs. The well-known method of interpreting proverbs has an interesting variant. In addition to the proverb, the child is given phrases, one of which corresponds in meaning to the proverb, and the second does not correspond to the proverb in meaning, but superficially resembles it. The child, choosing one of two phrases, explains why it fits the proverb, but the choice itself clearly shows whether the child is guided by meaningful or external signs when analyzing judgments.

Thus, the child’s intellectual readiness is characterized by the maturation of analytical psychological processes and the mastery of mental activity skills.

Personal readiness for schooling.

In order for a child to study successfully, he must strive for a new school life, for “serious” studies, “responsible” assignments. The emergence of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the play of a preschooler. The attitude of other children, the very opportunity to rise to a new age level in the eyes of the younger ones and become equal in position with the older ones, also influences. The child’s desire to occupy a new social position leads to the formation of his internal position. It is personal positioning, which characterizes the child’s personality as a whole, that determines the child’s behavior and activities, and the entire system of his relationships to reality, to himself and to 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.”

From the moment that in the child’s mind the idea of ​​school acquired the features of the desired way of life, we can say that his internal position received new content - it became the internal position of the schoolchild. And this means that the child has psychologically moved into a new age period of his development - junior school age.

The internal position of a schoolchild can be defined as a system of needs and aspirations of the child associated with school, i.e. 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 the schoolchild’s internal position 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 educational activities in general, especially to those aspects of it that are directly related to learning.

Such a positive focus of the child on school, as on his own educational institution- the most important prerequisite for his successful entry into school educational reality, i.e. acceptance of relevant school requirements and full inclusion in the educational process.

The classroom-lesson education system presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. New form communication with peers develops at the very beginning of schooling.

Personal readiness for school also includes certain attitude child to yourself. Productive educational activity presupposes an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-awareness.

A child’s personal readiness for school is usually judged by his behavior in group classes and during a conversation with a psychologist.

There are also specially developed conversation plans that reveal the student’s position (N.I. Gutkina’s technique), and special experimental techniques. For example, the predominance of a cognitive and playful motive in a child is determined by the choice of the activity of listening to a fairy tale or playing with toys. After the child has looked at the toys for a minute, they begin to read fairy tales to him, but at the most interesting point the reading is interrupted. The psychologist asks what he wants to do now - listen to the rest of the story or play with toys. Obviously, with personal readiness for school, preparatory interest dominates and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with weak cognitive needs, are more attracted to games.

Volitional readiness.

When determining a child’s personal readiness for school, it is necessary to identify the specifics of the development of an arbitrary sphere. The arbitrariness of the child’s behavior manifests itself when the requirements of specific rules set by the teacher when working according to the model are fulfilled. Already at preschool age, the child faces the need to overcome emerging difficulties and subordinate his actions to the set goal. This leads to the fact that he begins to consciously control himself, manages his internal and external actions, his cognitive processes and behavior in general. This gives reason to believe that will already emerges in preschool age. Certainly, volitional actions preschoolers have their own specifics: they coexist with unintentional actions under the influence of situational feelings and desires. L.S. Vygotsky considered volitional behavior to be social, and saw the source of the development of a child’s will in the child’s relationship with the outside world. At the same time, the leading role in the social conditioning of the will was assigned to verbal communication with adults. Genetically, L.S. Vygotsky considered will as a stage of mastering one’s own behavioral processes. First, adults regulate the child’s behavior with the help of words, then, practically assimilating the content of the adults’ demands, he gradually learns to regulate his behavior, thereby making a significant step forward along the path of volitional development. After mastering speech, the word becomes for schoolchildren not only a means of communication, but also a means of organizing behavior.

In modern scientific research, the concept of volitional action is practiced in different aspects. Some psychologists consider the initial link to be the choice of decision and goal setting, while others limit volitional action to its executive part. A.V. Zaporozhets considers the most essential for the psychology of will to be the transformation of certain social and, above all, moral requirements into certain moral motives and qualities of the individual that determine his actions.

One of the central questions of the will is the question of the motivational conditionality of those specific volitional actions and deeds that a person is capable of in different periods own life.

The question is also raised about the intellectual and moral foundations of the volitional regulation of a preschooler. During preschool childhood, the nature of the volitional sphere of the individual becomes more complex and its share in the general structure of behavior changes, which is manifested in an increasing desire to overcome difficulties. The development of will at this age is closely related to changes in motives of behavior and subordination to them.

The emergence of a certain volitional orientation, highlighting a group of motives that become the most important for the child, leads to the fact that, guided by these motives in his behavior, the child consciously achieves his goal, without succumbing to distracting influences environment. He gradually masters the ability to subordinate his actions to motives that are significantly removed from the goal of the action. In particular, for motives of a social nature, he develops a level of purposefulness typical of a preschooler.

At the same time, despite the fact that volitional actions appear in preschool age, the scope of their application and their place in the child’s behavior remain extremely limited. Research shows that only older preschoolers are capable of prolonged volitional efforts.

Features of voluntary behavior can be observed not only when observing a child in individual and group lessons, but also with the help of special techniques.

It follows from this that the development of volition for purposeful activity, work according to a model, largely determines the child’s school readiness.

Moral readiness for schooling.

The moral formation of a preschooler is closely related to the change in the nature of his relationships with adults and the birth on this basis of moral ideas and feelings, which L. S. Vygotsky called internal ethical authorities.

D. B. Elkonin connects the emergence of ethical authorities with changes in the relationship between adults and children. He writes that children of preschool age, unlike children of early childhood, develop relationships of a new type, which creates a special social development situation characteristic of this period.

In early childhood, the child’s activities are carried out mainly in collaboration with adults: in preschool age, the child becomes able to independently satisfy many of his needs and desires. As a result, his joint activity with adults seems to disintegrate, and at the same time, the direct unity of his existence with the life and activities of adults and children weakens.

However, adults continue to remain a constant center of attraction around which the child’s life is built. This creates in children the need to participate in the lives of adults, to act according to the model. At the same time, they want not only to reproduce the individual actions of an adult, but also to imitate all the complex forms of his activity, his actions, his relationships with other people - in a word, the entire way of life of adults.

In the conditions of everyday behavior and his communication with adults, as well as in the practice of role-playing, a preschool child develops social knowledge of many social norms, but this meaning is not yet fully recognized by the child and is directly linked to his positive and negative emotional experiences. The first ethical authorities are still relatively simple systemic formations, which are the embryos of moral feelings, on the basis of which fully mature moral feelings and beliefs are subsequently formed. Moral authorities give rise to moral motives of behavior in preschoolers, which can be stronger in their impact than many immediate, including elementary needs.

A system of subordinate motives begins to control the child’s behavior in preschool age and determines his entire development. This position is supplemented by data from subsequent psychological studies. In preschool children, firstly, not just a subordination of motives arises, but a relatively stable non-situational subordination. At the head of the emerging hierarchical system are motives that are mediated in their structure. In preschoolers, they are mediated by the behavior and activities of adults, their relationships, social norms, fixed in the relevant moral authorities.

The emergence of a relatively stable hierarchical structure of motives in a child by the end of preschool age transforms him from a situational being into a being with a certain internal unity and organization, capable of being guided by social norms of life that are stable to him. This characterizes a new stage of the original, actual personality make-up.

Thus, summarizing all of the above, we can say that school readiness is a complex phenomenon that includes intellectual, personal, and volitional readiness. For successful learning, a child must meet the requirements set for him.

Literature

1. Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation. / “Primary School”, 1999, No. 1.
2. Vygotsky L. S. History of the development of higher mental functions. / Collected works / M., 1983.
3. Wenger A L. Diagnostics of orientation towards the system of requirements in primary school age./ Diagnostics of educational activity and intellectual development of children. / M., 1981.
4. Kravtsova E. E. Psychological problems of children’s readiness for school. / M., 1991.
5. Features of the psychological development of children 6 - 7 years of age. / Ed. D. B. Elkonin, A. L. Venger. / M., 1988.
6. Elkonin D. B. Psychology of play. / M., 1978.

Preview:

The main reasons for children’s unpreparedness for schooling

Psychological readiness for schooling is a multi-complex phenomenon; when children enter school, insufficient development of any one component of psychological readiness is often revealed. This leads to difficulty or disruption of the child’s adaptation to school. Conventionally, psychological readiness can be divided into educational readiness and socio-psychological readiness.

Students with socio-psychological unpreparedness for learning, displaying childlike spontaneity, answer simultaneously in class (without raising their hands and interrupting each other), and share their thoughts and feelings with the teacher. They usually get involved in work only when the teacher directly addresses them, and the rest of the time they are distracted, do not follow what is happening in the class, and violate discipline. Having high self-esteem, they are offended by comments when the teacher or parents express dissatisfaction with their behavior, they complain that the lessons are uninteresting, the school is bad and the teacher is angry.

There are various options for the development of children 6-7 years old with personal characteristics that affect success in school.

1. Anxiety.

High anxiety becomes stable with constant dissatisfaction with the child’s academic work on the part of the teacher and parents, with an abundance of comments and reproaches. Anxiety arises from the fear of doing something badly or incorrectly. The same result is achieved in a situation where the child studies well, but the parents expect more from him and make inflated demands, sometimes unrealistic.

Due to the increase in anxiety and associated low self-esteem, educational achievements decrease and failure is consolidated. Uncertainty leads to a number of other features - the desire to madly follow the instructions of an adult, to act only according to samples and templates, the fear of taking initiative, the formal assimilation of knowledge and methods of action. Adults who are not satisfied with the low productivity of their child’s educational work focus more and more on these issues when communicating with him, which increases emotional discomfort.

It turns out to be a vicious circle: unfavorable personal characteristics of the child are reflected in the quality of his educational activities, low performance results in a corresponding reaction from others, and this negative reaction, in turn, strengthens the child’s existing characteristics.

This vicious circle can be broken by changing the assessment settings of both the parent and the teacher. Close adults, concentrating attention on the child’s slightest achievements, without blaming him for individual shortcomings, reduce his level of anxiety and thereby contribute to the successful completion of educational tasks.

2. Negativistic demonstrativeness.

Demonstrativeness is a personality trait associated with an increased need for success and attention from others. A child with this property behaves in a mannered manner. His exaggerated emotional reactions serve as a means of achieving the main goal - to attract attention and gain approval. If for a child with high anxiety the main problem is the constant disapproval of adults, then for a demonstrative child it is a lack of praise. Negativism extends not only to the norms of school discipline, but also to the teaching requirements of the teacher. Without accepting educational tasks, periodically “falling out” of the educational process, the child cannot master the necessary knowledge and methods of action, and learn successfully.

The source of demonstrativeness, which clearly manifests itself already in preschool age, is usually the lack of attention of adults to children who feel “abandoned” and “unloved” in the family. It happens that a child receives sufficient attention, but it does not satisfy him due to an exaggerated need for emotional contacts. Excessive demands are usually made by spoiled children. Children with negativistic demonstrativeness, violating the rules of behavior, achieve the attention they need. It may even be unkind attention, but it still serves as reinforcement of demonstrativeness. The child, acting on the principle: “it’s better to be scolded than not noticed,” reacts perversely to attention and continues to do what he is being punished for.

It is advisable for such children to find an opportunity for self-realization. The best place to be demonstrative is the stage. In addition to participating in matinees, concerts, and performances, children enjoy other types of artistic activities, including visual arts. But the most important thing is to remove or at least weaken the reinforcement of unacceptable forms of behavior. The task of adults is to do without lectures and edifications, to make comments and punish as less emotionally as possible.

3. “Escape from reality”- This is another option for unfavorable development.

It manifests itself when children's demonstrativeness is combined with anxiety. These children also have a strong need for attention to themselves, but they cannot realize it in a sharp theatrical form because of their anxiety. They are inconspicuous, afraid of causing disapproval, and strive to fulfill the demands of adults. An unsatisfied need for attention leads to an increase in anxiety and even greater passivity and invisibility, which are usually combined with immaturity and lack of self-control. Without achieving significant progress in learning, such children, just like purely demonstrative ones, “drop out” from the learning process in the classroom. But it looks different; Without violating discipline, without interfering with the work of the teacher and classmates, they “have their head in the clouds.” Such children love to fantasize. In dreams and various fantasies, the child gets the opportunity to become the main actor, to achieve the recognition he lacks. In some cases, fantasy manifests itself in artistic and literary creativity. But the desire for success and attention is always reflected in fantasy and detachment from academic work. This also involves avoiding a reality that does not satisfy the child.

When adults encourage children to be active, pay attention to the results of their educational activities and search for ways of creative self-realization, a relatively easy correction of their development is achieved.

Another pressing problem of a child’s socio-psychological readiness is the problem of developing qualities in children, thanks to which they could communicate with other children and the teacher. A child comes to school, a class in which children are engaged in a common task and he needs to have fairly flexible ways of establishing relationships with other children, he needs the ability to enter the children's society, act together with others, the ability to retreat and defend himself.

Thus, socio-psychological readiness for learning presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.

Psychological readiness for school - holistic education. A lag in the development of one component sooner or later entails a lag or distortion in the development of others. Complex deviations are observed in cases where the initial psychological readiness for schooling may be quite high, but due to some personal characteristics children experience significant difficulties in learning. The prevailing intellectual unpreparedness for learning leads to unsuccessful learning activities, the inability to understand and fulfill the teacher’s requirements and, consequently, low grades. With intellectual unpreparedness, different development options for children are possible. A unique option is verbalism. Verbalism is associated with high level speech development, good development memory against the background of insufficient development of perception and thinking. In such children, speech develops early and intensively. They master complex grammatical structures and a rich vocabulary. At the same time, preferring purely verbal communication with adults, children are not sufficiently involved in practical activities, business cooperation with teachers and games with other children.

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 and some other features, which does not allow one to study successfully at school.

Correctional work with these children consists of teaching activities typical of preschool age - playing, designing, drawing, i.e. those that correspond to the development of thinking.

Academic readiness also includes a certain level of development of the motivational sphere. A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - a briefcase, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of preparatory processes. The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with the formation of a hierarchical system of motives. Thus, the child must have developed learning motivation.

Motivational immaturity often leads to problems in knowledge and low productivity of educational activities.

A child’s admission to school is associated with the emergence of the most important personal new formation - an internal position. This is the motivational center that ensures that the child is focused on learning, has an emotionally positive attitude towards school, and strives to live up to the example of a good student. In cases where the student’s internal position is not satisfied, he may experience persistent emotional distress: expectation of success at school, poor attitude towards himself, fear of school, reluctance to attend it.

Thus, the child develops a feeling of anxiety, this is the beginning of the appearance of fear and anxiety. Fears can be age-related or neurotic. Age-related fears are noted in emotional, sensitive children as a reflection of the characteristics of their mental and personal development. They arise under the influence of the following factors: the presence of fears in parents (anxiety in relationships with the child, excessive protection from dangers and isolation from communication with peers, a large number of prohibitions and threats from adults). Neurotic fears are characterized by greater emotional intensity and direction, long-term course or persistence. The social position of a schoolchild, which imposes on him a sense of responsibility, duty, obligation, can provoke the fear of “being the wrong one.” The child is afraid of not being on time, being late, doing the wrong thing, being judged, punished.

First graders who various reasons cannot cope with the academic load, over time they fall into the ranks of underachievers, which, in turn, leads to both neuroses and fear of school. Children who have not acquired the necessary experience of communicating with adults and peers before school are not confident in themselves, are afraid of not meeting the expectations of adults, have difficulty adapting to the school community and are afraid of the teacher.

You can identify the fears of younger schoolchildren using the methods of unfinished sentences and drawing fears.

School anxiety is a relatively mild form of manifestation of a child’s emotional distress. It is expressed in excitement, increased anxiety in educational situations, in the classroom, the expectation of a bad attitude towards oneself, negative evaluation from teachers and peers. The child feels his own inferiority. However, this usually does not cause much concern on the part of adults. However, anxiety is one of the precursors of neurosis and work to overcome it is work on psychoprophylaxis of neurosis.

After an adaptation period, usually lasting from one to three months, the situation changes: emotional well-being and self-esteem stabilizes. It is after this that children with genuine school anxiety can be identified. This can be done using an anxiety test.

The work of a teacher or psychologist to relieve school anxiety and fears can be carried out directly during classes, when individual methods and techniques are used, as well as in a special group. It will have an effect only if favorable conditions are created in the family and school, supporting the child in a positive attitude towards him from others.

All of the above says that the lack of formation of one component of school readiness leads the child to psychological difficulties and problems in adapting to school.

This makes it necessary psychological assistance at the stage of preparing the child for school, in order to eliminate possible deviations.

Preview:

Psychological and pedagogical assistance to children with insufficient readiness for schooling

The problem of psychological readiness for schooling is extremely relevant. Determining its essence, indicators of readiness, and ways of its formation determine, on the one hand, the determination of the goals and content of education and upbringing in preschool institutions, and, on the other hand, the success of the subsequent development and education of children at school. Many teachers (Gutkina N.I., Kravtsova E.E., etc.) and psychologists associate the successful adaptation of a child in 1st grade with readiness for schooling.

Adaptation in 1st grade is a special and difficult period of adaptation in a child’s life: he learns a new social role as a student, the new kind activity - educational, the social environment changes - classmates, teachers and school appear, as a large social group into which the child is included, his way of life changes. A child who is psychologically unprepared for learning in one or another aspect of school maturity experiences difficulties in adapting to school and may be maladjusted.

School maladaptation is understood as a certain set of signs indicating a discrepancy between the socio-psychological and psychophysical status of the child and the requirements of the school learning situation, the mastery of which for a number of reasons becomes difficult or, in extreme cases, impossible. Mental development disorders lead to certain disruptions in school adaptation. Intellectual impairments lead to difficulties in mastering educational activities, personal impairments lead to difficulties in communication and interaction with others, neurodynamic features (hyperdynamic syndrome, psychomotor retardation or instability of mental processes) affect behavior, which can disrupt both educational activities and relationships with others.

In this regard, it seems that in the concept of “readiness for school” it is possible to distinguish two substructures: readiness for educational activities (as a prevention of educational maladjustment) and socio-psychological

readiness for school (as a line of prevention of socio-psychological disadaptation to school).

To what extent is the problem of socio-psychological readiness for school relevant and is it stated in primary school?

Research by R.V. Ovcharova indicate that the phenomenon of socio-psychological maladaptation exists among elementary school students and can manifest itself in approximately 37% of cases.

The degree of maladjustment varies: from problematic to conflict and sociocultural neglect. Manifestations of maladaptation are different - they can be identified according to objective and externally expressed indicators: sociometric status, unwillingness or uncertainty, or aggressive behavior, as well as by subjective experiences: dissatisfaction, anxiety and hostility.

In order to prevent and correct socio-psychological maladaptation of children aged 6-7 years, developmental work is necessary.

Developmental work with children who are not ready for school should be carried out even before the start of systematic schooling. But since the diagnosis of psychological readiness for school is actually carried out only 3-4 months before the start of school, it is possible to carry out developmental work with first-graders.

Such work is carried out successfully in specialdevelopment groups,in which a program that develops the child’s psyche is implemented, not an educational one.

The development group does not set special tasks to teach children to read, count, and write. But the task is considered to be the mental development of the child to the level of readiness for school.

Development groups are fundamentally different fromtraining groups,in which individual mental functions are trained in children.

For In order for the development group to bring the expected result, scrupulous adherence tomethodological principles,laid down in its foundation. These are the principles:

1. the development of individual mental processes through the restructuring and development of the child’s motivational sphere;
2. subjective attitude towards the child;
3. developmental work should be based on an individual approach, taking into account the child’s “zone of proximal development”;
4. classes should be held in a playful way and arouse keen interest among group members;
5. relationships with children should be friendly and friendly; A mentoring position and censure for failure are unacceptable;
6. the child must have the right to make mistakes;
7. children should experience success as joy; this is facilitated by a positive emotional assessment of any student’s achievement on the part of the group leader;
8. Much attention in classes should be paid to developing children’s ability to independently evaluate their work.

The last point requires further clarification. An assessment is not a mark expressed by one point or another (“one”, “two”, ... “five”), but a verbal detailed analysis of the advantages and disadvantages of the quality of the work performed. First, the adult himself explains to the child what he did well and what did not work, and this kind of explanation should be in the most friendly form; in no case should the student be scolded for mistakes. Then the leader of the group, together with the child, evaluates the result of his work. After some time, the student is asked to independently analyze the quality of his work.

You can invite group members to evaluate each other's work. This kind of training in self-analysis of the results of one’s own work contributes to the development of self-control while completing tasks, as well as an adequate perception of the teacher’s assessment.

Particular attention should be paid to the behavior of the person leading the group. First of all, a psychologist or teacher leading classes must infect children with his emotionality. He seems to pour his energy into the guys, trying to stir them up and ignite their interest in the proposed tasks. Figuratively, we can say that the leader of the group is an emotional donor for its participants. Emotional background, where classes are held, is also very important because it facilitates the assimilation of information coming from an adult. The more diverse the latter’s behavior (facial expressions, gestures, intonation of speech, etc.), the easier and faster the information transmitted by him is assimilated, since the background against which some content is presented constantly evokes an indicative reaction in listeners. The leader of the group can be compared to an actor who keeps the audience in suspense throughout the entire performance.

The principles of running a development group are the basis that allows you to apply special methods for the development of children. The main methodology developed specifically for such a group is the development of cognitive motivation and voluntariness in a learning situation for children of preschool and primary school age (Gutkina N.I., 2000, 2003). This technique is the main one, because it allows you to work even with those children who are not ready for school, who are almost not interested in anything, want nothing, and have no needs in the spiritual sphere. Therefore, the primary task in working withthem - to awaken their desire to learn something. It's about specifically about awakening such a desire, since every baby is born withthe need for new experiences. But the need for new experiences is a cognitive need, which means the desire to learn new things is a basic human need that is inherent in every normal person, but can be expressed to varying degrees. And this degree of expression depends on how we satiate this need, since it belongs to the highest unsatisfied needs. Cognitive interest can be compared to a fire, which constantly needs new fuel in the form of new impressions, knowledge, and skills to burn. Without this “fuel” the fire of knowledgebegins to smolder and go out. This metaphor applies especially to children, for whom cognitive interest is like a weak fire that must be fanned so that it does not go out. And if we fan it, then the strong, raging flame itself captures the new “fuel”. In children who in childhood do not receive the communication they need with parents and other close adults who satisfy and stimulate their cognitive needs, the latter is extinguished in the bud, but it does not die, but remains in an undeveloped form.

The main task of the development group is the formation of cognitive motivation and, on its basis, the development of children as a whole. As a result, the child becomes motivated to learn.

The main content material used in development groups is educational games, which must include the following:

Games that expand a child’s horizons and vocabulary;

Logic games;

Games with rules;

Games that develop phonemic awareness;

Games that develop attention and memory;

Games that develop a child’s fine and gross motor skills;

Games for orientation in space.

Due to the fact that many of today's preschoolers do not know how to play role-playing games, an adult has to organize these games in a development group and teach children role-playing games, during which the symbolic function, internal plan of action, fantasy, etc. are developed.

But in addition to all kinds of games, a significant place in the development group program should be given to literature classes, in which children become acquainted with good children's books. At these same classes, children learn to speak correctly and literary.

The program of literature read to children should be different depending on the degree of their development. Children with a lack of cognitive interest should start reading the simplest fairy tales (such as “Teremok”, “Kolobok”, “Ryaba the Hen”). Moreover, at first the reading should be very short, no more than 5 minutes, since these children are not used to listening to books, and they are not interested in it. After finishing reading, you need to talk with the guys about what you read and ask them questions about the text. When answering questions, you need to praise children for any attempt to answer.

Dramatizations of what they read, which are acted out by children immediately after reading a fairy tale or story, are very good at stimulating interest in reading. This is done as follows. The leader of the group warns the children that now they will listen to a fairy tale, and then they will stage a small play based on this fairy tale. After the first reading of the text, the adult asks which of the fairy tale characters the children remember and who wants to be who. Having distributed the roles, listen to the fairy tale once or twice more, and then, with the help of an adult, dramatize it. If someone does not get the role, then he participates in the same re-enactment when it is performed again. In addition, it is recommended to repeat the same dramatization several times so that children can change roles.

The method of using dramatization is based on the fact that, having received a role, the child perceives the text with a different motivational attitude, which helps to highlight and remember the main meaning of the plot, as well as speech patterns that enrich the literary speech of children.

Gradually, the children get used to reading, listen willingly, can answer questions based on the text, and even ask to read the books they love.

During classes, it is imperative to devote time to children compiling stories based on plot pictures. First, you can use pictures for this, which are illustrations of the literary works you have read. Then the children must compose stories based on pictures with a plot unknown to them. In addition, it is necessary to teach children to retell the text they read. This is done as follows. An adult reads a short passage of text to the child and asks him to highlight the main idea in it. Then he reads the next passage and again asks to highlight the main idea. After this, the child must connect together the highlighted main ideas. Then reading the text, highlighting and sequentially connecting the main ideas continues until the child retells the entire text.

As children develop cognitive interest and improve their mental development in general, after they begin to listen to books with pleasure, they will cope with phonemic awareness games and logic games, you can begin learning to read and count. But the basics of reading and counting should also be taught in a playful way, and not in the form of lessons.

The proposed development groups are best carried out with children aged 5.5 to 7 years before the start of the first grade of school. The development group, which functions in parallel with studies in the first grade, produces an effect only if the actions of the psychologist and the teacher are coordinated. But, unfortunately, this does not always work out. Most often, a child who is not ready for school learning, while studying in the first grade, also acquires a negative attitude towards school and towards learning in general, since he constantly experiences failure in class. In this regard, in a development group that works in parallel with schooling, it is very difficult to solve one of the main tasks for which it is created, namely, to develop educational motivation in a child.

Development groups also have a diagnostic function. After a year of classes, they can quite accurately identify children who require training in a special school or correctional and developmental class. These will be mentally retarded children and children with severe forms of mental retardation, for whom targeted developmental work does not give the expected effect. It can be said that development groups make it possible to more accurately determine the population of special schools, since sending a child to such schools by a psychological, medical and pedagogical commission before the start of education does not exclude errors. After development groups, many problem children will be able to successfully study further in the primary grades of general education schools.

Literature

1. Gutkina N.I. Psychological readiness for school. / M., 2000.

1. Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy / Edited by A.V. Zaporozhets, G.A. Markova. / M., 1980.

1. Ovcharova R.V. Practical psychology in primary school. / M., 1999.

1. Practical educational psychology: Textbook. / Ed. I. V. Dubrovina. / St. Petersburg: Peter, 2007.

Preview:

“Your child is going to school”

Speech by V.V. Kvasova at a school-wide parent meeting

Your child is going to first grade, you are happy and proud. And you are naturally worried. You think about how his school life will turn out in the future. And even if he is well prepared for school (reads, counts, talks well, writes in block letters), you still feel some kind of anxiety. Other parents worry: “We don’t know how to write and read yet!” Nothing wrong with that. It is more important to determine what qualities your child has for successful schooling.

To understand how ready your child is to study at school, you must know what qualities a child must first of all have in order to successfully study in 1st grade. These qualities can be represented as follows:

1. Positive motivation

I want to learn

Parents should make every effort to develop this wonderful quality in their children, because it will be the key to their successful studies in the future. Parents must not forget that when entering school, almost every child is trusting and open to any school endeavor. And this is the most favorable opportunity to develop the necessary positive qualities in a child. One of them is the desire to learn. And if before school you tell your perhaps not very successful experience of studying at school or you frighten the child, “When you go to school, they will teach you!”, then it will be very difficult for the child to enter school life.

2. Student's position

I am a pupil

From the first days at school, support your child's new status. It's good if in last days On August or September 1st, you will host a family celebration with activities and gifts in honor of the new student.

Remember! In 1st grade there are no grades, and your child goes to school not for an A or a D, not for candy or a star, but for new knowledge. In every possible way support your child’s desire to learn new things, be sincerely interested in daily “What interested you? What are you interested in? What new things have you learned?”

3. Organized behavior

I know how to behave

To study successfully in the first grade, a child must learn to understand the educational task, that is, the method of activity that the teacher proposes. This requires voluntary attention, the ability to plan and control one’s activities and behavior. It is difficult for those children who for the first time have to comprehend the meaning of the words “should” and “shouldn’t.”

4. Communication skills

I can communicate

An equally important condition for a child’s readiness for school is the ability to live in a team and take into account the interests of the people around him. If a child quarrels over trifles and does not know how to correctly evaluate his behavior, it is difficult for him to get used to school.

1. Don't take someone else's, but don't give away yours.
2. If you ask, give it, they try to take it away, try to defend yourself.
3. Don't fight - do nothing.
4. Don't pester anyone yourself.
5. If they call you to play, go, if they don’t call you, ask, there’s no shame in it.
6. If you don’t play, go, if they don’t call you, ask, there’s no shame in it.
7. Don't tease, don't tease, don't beg for anything. Don't ask anyone for anything twice.
8. Don't snitch behind your comrades' backs.
9. Don't be dirty, children don't like dirty people, don't be neat either.
10. Say more often: let's be friends, let's play.
11. And don't show off! You are no better than everyone else, you are no worse than everyone else, you are my favorite, go to school, and let it be a joy for you, and I will wait and think about you.

I hope you noticed that all the positions we looked at begin with the word"I". It is not you, the parents, but a separate, independent-minded person from you, with his own views and abilities, with his own habits and character, who must be ready for school according to the following criteria.

School readiness criteria:

1. physical,
2. moral,
3. psychological,
4. thinking.

Physical fitness:
According to the sanitary and epidemiological rules “Hygienic requirements for learning conditions in educational institutions”
Children of the seventh or eighth year of life are admitted to the first grades of schools at the discretion of the parents or on the basis of the conclusion of the psychological, medical and pedagogical commission on the child’s readiness for education.

A prerequisite for admitting children in their seventh year to school is that they reach at least six and a half years of age by September 1. Education for children under six and a half years old at the beginning of the school year is carried out in a kindergarten.

Before going to school with your child, you must undergo a medical examination and listen to its recommendations. If necessary, treat the child. Check your child's vision and hearing before school and during school.

Success in learning directly depends on the child’s health. By attending school every day, the child gets used to the rhythm of her life, to the daily routine, and learns to fulfill the teacher’s requirements. Frequent illnesses knock him out of the usual rhythm of school life, he has to catch up with the class, and this makes many children lose faith in their abilities. Problems with vision or hearing detected at the wrong time reduce the likelihood of successful learning by 2 times.

Moral readiness:
- ability to build relationships with the teacher;
- ability to communicate with peers;
- politeness, restraint, obedience.
- attitude towards oneself (lack of low self-esteem).
- You cannot compare your child's achievements with the achievements of other children.
- You cannot force a child to work for a “grade.”
- We need to praise our children more often, even for the slightest successes.

Psychological readiness:
- These are the 4 “I”s that we talked about: -

I want to learn

I am a pupil

I know how to behave

I can communicate

A certain level of development of thinking, memory, attention, fine motor skills, spatial orientation.

Development of school-significant psychological functions:

- development of small muscles of the hand (the hand is well developed, the child confidently wields a pencil and scissors);
- spatial organization, coordination of movements (the ability to correctly determine above - below, forward - backward, left - right);
- coordination in the eye-hand system (the child can correctly transfer into a notebook the simplest graphic image - a pattern, a figure - visually perceived at a distance (for example, from books);

Development of logical thinking (the ability to find similarities and differences between different objects when comparing, the ability to correctly combine objects into groups according to common essential features);
- development of voluntary attention (the ability to maintain attention on the work being performed for 15-20 minutes);
- development of voluntary memory (the ability for indirect memorization: to associate the memorized material with a specific symbol /word - picture or word - situation/).

Mental readiness:
The most important indicators are the development of thinking and speech.
It is very useful to teach a child to build simple reasoning and conclusions using the words: “because”; “if, then”; "That's why".
Teach kids to ask questions. It is very useful. Thinking always begins with a question. You cannot make a thought work by simply saying “think.”
Speech is the basis on which the educational process is built. Mastery of monologue speech is especially important. For a child, this is a retelling. After reading, ask your child a few questions about the content and ask them to retell it.
Pay special attention to orientation in space. Does your child correctly understand and use prepositions and concepts in speech: above, below, on, over, under, below, on top, between, in front, behind, in front of..., behind from..., closer, further, left, right, to the left, to the right, closest to..., farthest from... etc.

What is important is not the amount of knowledge a child has, but the quality of knowledge:
It is important to teach not to read, but to develop speech.

All parents need to have their son or daughter checked by a speech therapist in a timely manner. Classes started on time will help the child correct speech defects. Otherwise, under the influence of stuttering, burr, lisp and other speech defects, the child becomes shy and withdrawn. In addition, speech defects make it difficult to master literacy and inhibit the formation of the skill of correct writing by ear.

It is important not to teach writing, but to create conditions for the development of fine motor skills of the hand.
For full development, a preschooler needs to communicate with peers and adults, play educational games, listen to reading books, draw, sculpt, and fantasize.
The more the child is involved in preparing for school, discussing the future, the more he knows about school, about his new life, the easier it will be for him to personally become involved in it.

Now try to very gradually correlate your baby’s daily routine with the schoolchild’s daily routine.
In order for your child to be able to hear the teacher, pay attention to how he understands your verbal instructions and requirements, which should be clear, friendly, laconic, and calm.
Don't scare your child with future difficulties at school!
Pay special attention to preparing for the letter:
The child must grasp the handle correctly and with warm fingers. Start your activities with coloring books. Then gradually replace the coloring with stenciling and shading. The line should be directed from top to bottom, from right to left, and if it is curved, then counterclockwise. The distance between lines of 0.5 cm is the basic principle of our written alphabet. Remember, children get just as tired from these activities as they do from reading.

If your child is left-handed, individually seek advice from a primary school teacher or psychologist.

Success in preparation for mathematicsdepends on the development and ability to move in three-dimensional space. Therefore, help your child to be fluent in the following concepts: “up-down”, “right-left”, “straight, in a circle, diagonally”, “more-less”, “older-younger”, “horizontal-vertical”, etc. ., combine objects into groups according to one characteristic, compare, count within 10 and back, add and subtract within 5.

REMEMBER:

When preparing for school, you must remain a loving and understanding parent for your child and not take on the role of a teacher!

A child willingly does only what he can do, so he cannot be lazy.
Try not to compare your child’s achievements with your own, or with the achievements of your older brother or classmates (do not voice this in front of your child, even if they are in his favor!).
Your love and patience will guarantee confident progress in your child’s studies.