Consultation (preparatory group) on the topic: The problem of children's readiness for school. School readiness issues
The child's readiness for schooling can be divided into psychophysiological, intellectual and personal.
Under psychophysiological readiness a certain level of physical maturation of the child is understood, as well as the level of maturity of brain structures, the state of the main functional systems of the body and the state of the child’s health, ensuring the functioning of mental processes that corresponds to age standards (Fig. 10.5). Readiness for school implies a certain level of physical development and physical health of the child, since they have a significant impact on educational activities. Children who are often sick and physically weak may have problems learning even if they have high level development of cognitive processes.
Data on the somatic health of children as a component of psychophysiological readiness for school are given in medical card in sufficient detail (weight, height, body proportions, their correlation with age standards). However, there is often no information about the status nervous system, while in many preschool children, additional examination reveals various types minimal brain dysfunction (MCD). A large number of children of senior preschool and primary school age have neuroses.
Rice. 10.5.
From the point of view of mental development, such preschoolers correspond to the norm and can be educated in a regular school. Minimal organic disorders of the nervous system can be compensated by favorable conditions education, training and timely psychocorrectional work. Children with MMD and neuroses are distinguished by a number of characteristics of behavior and activity that should be taken into account during the educational process: a decrease in the level of development of mnemonic processes and properties of attention, reduced performance, increased exhaustion, irritability, problems in the process of communication with peers, hyperactivity or inhibition, Difficulties in accepting a learning task and exercising self-control. As a result of a psychodiagnostic examination, such preschoolers may show a normal level of readiness for school, but in the process of studying in programs of an increased level of complexity, with intense intellectual load, they may experience certain difficulties in educational activities; the success of developing knowledge, skills and abilities is reduced compared to other children who do not have deviations in the functioning of the nervous system.
There are various factors that determine the occurrence of functional and organic disorders in the development of the nervous system of children: pathology of pregnancy and childbirth, some somatic and infectious diseases in infancy and early age, head injuries and bruises, severe stress(death of a loved one, flood, fire, parental divorce), unfavorable family parenting styles.
With the start of schooling, the level of stress on the child’s body and psyche increases significantly. Systematic completion of educational tasks, a large amount of new information to be assimilated, the need to maintain a certain posture for a long time, changes in the usual daily routine, and being in a large student group cause great mental and physical stress for the child.
Towards the end preschool age The restructuring of the child’s physiological systems has not yet been completed, and intensive physiological development continues. Psychophysiologists note that, in general, in their functional features The body of an older preschooler is ready for systematic learning at school, but there is an increased sensitivity to negative environmental factors, in particular to great mental and physical stress. Children more younger age The more difficult it is to cope with school loads, the higher the likelihood of problems occurring in his health. It should be taken into account that the child’s actual age does not always correspond to the biological age: one older preschooler may be ready for schooling in terms of his physical development, while for another child, even at seven years old, everyday educational tasks will cause significant difficulties.
The conclusion about the physiological readiness of older preschool children for school education is formulated taking into account the data of a medical examination. A child is considered ready for systematic schooling if the level of his physical and biological development corresponds to or exceeds his passport age and there are no medical contraindications.
To examine the physical development of a child, three main indicators are most often assessed: height (standing and sitting), body weight and chest circumference. Researchers note that in terms of physical development indicators, modern six- to seven-year-old children are significantly different from their peers in the 1960-1970s, significantly ahead of them in height and general development.
In older preschool age, children grow very quickly, which is due to neuroendocrine changes in the children's body (height increases by 7-10 cm per year, weight by 2.2-2.5 kg, chest circumference by 2.0-2.5 cm ), therefore this age period is called the period of “lengthening”. Girls tend to be more intense physical development compared to boys. Senior preschool age can be considered critical due to the fact that it is characterized by a decrease in physical and mental endurance and an increased risk of diseases. Criteria biological age may be the number of erupted permanent teeth (Table 10.5), the formation of certain proportional relationships between the dimensions of head circumference and height (Table 10.6).
Table 10.5
Number of permanent teeth in preschool children
Table 10.6
Body proportions of a child in preschool age
In accordance with the comprehensive health assessment scheme, children can be divided into five groups:
- children who have no functional abnormalities, a high level of physical development, and who rarely get sick (on average, this is 20-25% of the total number of future first-graders);
- children with some functional impairments, with a borderline state between health and a disease that has not yet become chronic. Under unfavorable factors, they may develop more or less pronounced health problems (on average, this is 30-35% of the total number of future first-graders);
- children with various chronic diseases who have pronounced somatic disorders, as well as children with a low level of physical development, for whom schooling from the age of six is contraindicated due to increased intellectual stress (on average, 30-35% of the total number of future first-graders);
- children with chronic diseases who require long-term treatment, clinical examination and constant observation by a doctor of the appropriate specialty and who are recommended to study at home, in sanatorium-type educational institutions, specialized schools;
- children with significant health problems that exclude the possibility of studying in a comprehensive school.
In addition to diagnosing indicators of a child’s physical development (height, weight, chest circumference), when determining physiological readiness for school learning, the state of the main physiological systems of the body is revealed. During the medical examination, the heart rate is determined, blood pressure, lung capacity, arm muscle strength, etc.
In older preschoolers, the reserve capabilities of the cardiovascular system increase, the circulatory system improves, they restructure and develop intensively respiratory system and metabolism. Senior preschool age is characterized by intensive development of the musculoskeletal system: skeleton, muscles, joint-ligamentous apparatus, changes in skeletal bones in shape, size and structure, continuation of the ossification process (especially the bones of the wrist and phalanges of the fingers, which should be taken into account when conducting classes with children ). In older preschool age, the large muscles of the trunk and limbs are quite well developed, which allow them to perform various complex movements (running, jumping, swimming). However fine motor skills The hands of many children are not sufficiently developed, which causes difficulties in writing and rapid fatigue when performing graphic tasks. Incorrect posture, prolonged sitting at a desk, prolonged performance of graphic tasks can cause poor posture, curvature of the spine, and deformation of the dominant hand.
An important component of a child’s psychophysiological readiness is the normal functioning of the nervous system. Disorders of nervous activity can lead to rapid fatigue in children, exhaustion, instability of attention, low memory productivity and, in general, have a negative impact on educational activities. Identifying the parameters of psychophysiological readiness for learning makes it possible to take into account the individual characteristics of children in the learning process and thus prevent many psychological and pedagogical problems.
Under intellectual readiness for a child to learn, a certain level of development of cognitive processes is understood - mental operations of generalization, comparison, classification, identification of essential features, the ability to make inferences; a certain stock of ideas, including figurative and moral ones; level of development of speech and cognitive activity.
The intellectual component of readiness also presupposes that the child has an outlook, a stock of specific knowledge, including:
- formed elementary concepts such as: species of plants and animals, weather phenomena, units of time, quantity;
- series of performances general: about the types of work of adults, about their native country, about holidays;
- concept of space (distance, direction of movement, size and shape of objects, their location);
- ideas about time, its units of measurement (hour, minute, week, month, year).
The correspondence of this awareness of children with the requirements of the school is achieved by the program according to which the kindergarten teacher works.
However, in domestic psychology When studying the intellectual component of a child’s psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also an important 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.
Intellectual readiness for school education implies the formation in children of elementary skills in the field of educational activities, namely the ability to identify and accept an educational task as an independent goal of activity, an understanding of the content of learning, educational actions and operations.
Children’s intellectual readiness for learning is judged by the following criteria:
- differentiation, selectivity and integrity of perception;
- concentration and stability of attention;
- developed analytical thinking, providing the ability to establish basic connections between objects and phenomena;
- logical memory;
- ability to reproduce a sample;
- sensorimotor coordination.
A child’s intellectual readiness for schooling is directly related to the development of thought processes. It is necessary to have developed visual-figurative thinking, a sufficient level of development of generalizations (prerequisites for verbal logical thinking). An older preschooler has to solve increasingly complex and varied problems that involve identifying and using various connections and relationships between objects and phenomena. Curiosity and cognitive activity stimulate children's use of thinking processes to understand the surrounding reality, which goes beyond the boundaries of their immediate practical activity. It is important that children have the opportunity to foresee the results of their mental actions in advance and plan them.
An important component of a child’s intellectual readiness for school is speech development. Speech development is closely related to intelligence and is an indicator of both the general mental development of a preschooler and the level of his logical thinking, while the ability to find individual sounds in words is important, i.e. developed phonemic awareness. Sufficient vocabulary, correct sound pronunciation, ability to construct a phrase, sound analysis skills of a word, knowledge of letters, ability to read.
Attention must be of a voluntary nature. Children need to be able to voluntarily control their attention, directing and holding it on the necessary objects. To this end, older preschoolers use certain methods that they adopt from adults. Memory should also include elements of arbitrariness, the ability to formulate and accept a mnemonic task. To implement them, it is necessary to use techniques that help increase the productivity of memorization: repetition, drawing up a plan, establishing semantic and associative connections in the memorized material, etc.
Thus, the intellectual readiness of children for school education consists of ideas about the content of educational activity and methods of its implementation, basic knowledge and skills, a certain level of development of cognitive processes that ensure the perception, processing and preservation of various information in the learning process (Table 10.7). Therefore, preparing preschoolers for learning should be aimed at mastering the means of cognitive activity, developing the cognitive sphere, cognitive decentration and intellectual activity of the child.
Table 10.7
Characteristics of children's intellectual readiness for schooling
|
Stock of knowledge, horizons |
Elementary concepts of mud: types of plants and animals, weather phenomena, units of time, quantity; a number of ideas of a general nature: about the types of work of adults, about their native country, about holidays; concept of space (distance, direction of movement, size and shape of objects, their location); ideas about time, its units of measurement (hour, minute, week, month, year) |
|
Ideas about the content and methods of carrying out educational activities |
Elementary ideas about the specific content of training; academic work skills (sitting at a desk, orientation on a page in a notebook, ability to act in accordance with the rule, etc.) |
|
Development of cognitive processes |
Ability to highlight the essential; the ability to see similarities and differences; ability to concentrate; ability to remember necessary information; ability to explain and reason; |
|
ability to generalize and differentiate; speech understanding; the ability to formulate statements to express one’s thoughts; correct pronunciation; developed phonemic hearing; cognitive activity. |
|
Under the child’s personal readiness for school the presence of developed educational motivation, communication skills and joint activities, emotional and volitional stability, which ensures the success of educational activities (Fig. 10.6).
Rice. 10.6.
L. I. Bozhovich identifies several aspects of a child’s mental development that have the most significant impact on the success of educational activities. These include a certain level of development of the child’s motivational-need sphere, which presupposes developed cognitive and social learning motives, developed voluntary regulation of behavior. L. I. Bozhovich considers educational motives, which she divided into two groups, to be the most significant component in a child’s psychological readiness for schooling:
- 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;
- motives directly related to educational activities, or the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge.
N.V. Nizhegorodtseva and V.D. Shadrikov identify six groups of motives in the structure of the motivational sphere of future first-graders:
- social motives based on an understanding of the social significance and necessity of learning and the desire for the social role of the student (“I want to go to school, because all children should study, this is necessary and important”);
- educational and cognitive motives, interest in new knowledge, desire to learn something new;
- evaluative motives, the desire to receive a high assessment from an adult, his approval and disposition (“I want to go to school, because there I will only get A’s);
- positional motives associated with interest in the external attributes of school life and the student’s position (“I want to go to school, because there are big ones, and small ones in kindergarten, they will buy me notebooks, a pencil case and a briefcase”);
- motives external to school and learning (“I’ll go to school because my mother said so);
- a play motive that is inadequately transferred to educational activities (“I want to go to school because there I can play with friends”).
A child who is ready for schooling wants to study because he strives to take a certain position in society, which gives him the opportunity to be included in the world of adults, and also because he has developed a cognitive need that cannot be satisfied at home. The synthesis of these two needs leads to the formation of a new attitude of the child to the surrounding reality, which L. I. Bozhovich called “the internal position of the schoolchild,” i.e. a system of needs and aspirations of the child associated with school, such an attitude towards school when involvement in it is experienced by the child as his own need. L. I. Bozhovich considered this new formation to be a purely historical phenomenon and very significant, regarding it as a central personal positioning that characterizes the child’s personality structure, determines his behavior and activities, and also determines the characteristics of his relationship to the surrounding reality, to other people and to to myself. With the schoolchild’s internal position formed, the child recognizes the school lifestyle as the life of a person who is engaged in educational, socially useful activities that are evaluated by other people. The internal position of the schoolchild is characterized by the fact that the child rejects preschool playful, individually direct methods of action and develops a positive attitude towards learning activities in general, especially towards its aspects directly related to learning. The child considers educational activity to be an adequate path to adulthood for him, since it makes it possible to move to a new age level in the eyes of the younger ones and find himself in an equal position with the elders, and corresponds to his motives and needs to be like an adult and perform his functions. The formation of a student’s internal position directly depends on the attitude of close adults and other children to learning. The formation of a student’s internal position is one of the most important prerequisites for the successful inclusion of a child in school life.
Case Study
An experimental study by M. S. Grineva revealed that older preschoolers undergo a structural restructuring of personal readiness for school. At five years old, the internal position of a schoolchild is associated only with the child’s ability to accept and maintain a role in the process of solving a social problem; the components of self-awareness, motives for learning and emotional attitude towards school are not associated with the idea of oneself as a schoolchild. In six- and seven-year-old children, a relationship appears between the student’s internal position and the sphere of self-awareness, which is mediated by the motivational aspects of the attitude towards school.
The structure of a child’s personal readiness for school includes characteristics of the volitional sphere. The arbitrariness of a child’s behavior manifests itself when fulfilling the requirements and specific rules of an adult. Already in preschool age, a child needs to overcome emerging difficulties and subordinate his actions to the goal. Many skills as prerequisites for the successful mastery of educational activities by a primary school student arise precisely on the basis of voluntary regulation of activity, namely:
- conscious subordination of one’s actions to a certain rule, which generally determines the method of action;
- performing activities based on orientation to a given task system of requirements;
- attentive perception of the speaker’s speech and accurate performance of tasks in accordance with oral instructions;
- independent performance of necessary actions based on a visually perceived model.
In essence, these skills are indicators of the level of actual development of voluntariness, on which the educational activity of a primary school student is based. But this level of voluntary regulation of activity can only manifest itself if play or learning motivation is formed.
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, which is expressed in social formation and fulfillment of intentions and goals, or, in other words, voluntary behavior of the student. There is no point in talking about voluntariness as an independent component of readiness for school, since voluntariness is inextricably linked with motivation. The emergence of a certain volitional orientation, the highlighting of a group of educational motives that become the most important for the child, leads to the fact that, guided in his behavior by these motives, he consciously achieves his goal, without succumbing to any distracting influence. The child needs to be able to subordinate his actions to motives that are significantly removed from the goal of the action. The development of volition for purposeful activity and work according to a model largely determines the child’s school readiness.
An important component of a child’s personal readiness for school is also the development of communication skills, the ability to interact in a group, performing joint educational activities. Features of relationships with adults, peers and attitude towards oneself also determine the level of a child’s psychological readiness for school, since it correlates with the main structural components of educational activity. Communication in a lesson situation is characterized by the exclusion of direct emotional contacts and the absence of conversations on extraneous topics. Therefore, preschoolers should develop a certain attitude towards the teacher as an indisputable authority and role model, and non-situational forms of communication should be formed. Personal readiness for school also implies a certain attitude of the child towards himself, a certain level of development of self-awareness.
The effectiveness of educational activities largely depends on the child’s adequate attitude towards his abilities, the results of educational activities, and behavior. Personal readiness also presupposes the formation of mechanisms of emotional anticipation and emotional self-regulation of behavior.
Thus, personal readiness for schooling presupposes a combination of certain characteristics volitional, motivational, emotional spheres and the sphere of self-awareness of the child, necessary for the successful start of educational activities.
Psychological readiness for learning at school is considered at
the current stage of development of psychology as a complex characteristic
child, which reveals the levels of development of psychological qualities,
which are the most important prerequisites for normal inclusion in the new
social environment and for the formation of educational activities.
In the psychological dictionary the concept of “readiness for schooling”
is considered as a set of morpho-physiological characteristics
child of senior preschool age, ensuring a successful transition to
systematic, organized school education.
V.S. Mukhina argues that readiness for schooling is
desire and awareness of the need to learn, resulting from
social maturation of the child, the appearance of internal contradictions,
setting motivation for learning activities.
D.B. Elkonin believes that a child’s readiness for schooling
involves "rotation" social rule, that is, social systems
relationship between child and adult.
The concept of “readiness for school” is most fully given in the definition
L.A. Wenger, by which he understood a certain set of knowledge and skills, in
which all other elements must be present, although their level
development may be different. The components of this set are primarily
is motivation, personal readiness, which includes “internal
student’s position”, strong-willed and intellectual readiness. (10)
The child's new attitude towards environment, which occurs when
entering school, L.I. Bozhovich called “the internal position of the student”,
considering this new formation a criterion of readiness for school.(8)
In her research, T.A. Nezhnova points out that the new social
position and the activity corresponding to it develop insofar as
they are accepted by the subject, that is, they become the subject of his own
needs and aspirations, the content of his “internal position”. (36)
A.N. Leontiev considers the direct driving force of child development
his real activity with changes in his “internal position.”(28)
IN recent years increasing attention to the problem of school readiness
training is given abroad. In resolving this issue, as noted
J. Jirasek, theoretical constructions are combined, on the one hand,
practical experience, on the other. The peculiarity of the research is that in
At the center of this problem are the intellectual capabilities of children. It finds
reflected in tests showing the child’s development in the area of thinking,
memory, perception and other mental processes. (35)
According to S. Strebel, A. Kern, J. Jirasek, a child entering school
must have certain characteristics of a schoolchild: be mature in
mental, emotional and social relations.(28)
differentiated perception, voluntary attention, analytical
By emotional maturity they understand emotional stability and
almost complete absence of impulsive reactions of the child.
They associate social maturity with the child’s need to communicate with
children, with the ability to obey interests and accepted conventions
children's groups, as well as with the ability to take on a social role
schoolchild in the social situation of schooling.
It should be noted that, despite the diversity of positions, everyone
readiness for schooling use the concept of “school maturity”,
based on the false concept that the emergence of this maturity
is mainly due to the individual characteristics of the process of spontaneous
maturation of the innate inclinations of the child and not significantly dependent on
social conditions of life and education. In the spirit of this concept, the main
attention is paid to the development of tests that serve as diagnostics at the school level
children's maturity. Only a small number of foreign authors - Vronfenvrenner,
Vruner - criticize the provisions of the concept of “school maturity” and emphasize
the role of social factors, as well as the characteristics of social and family
education in its occurrence.
Components of a child’s psychological readiness for school
are:
Motivational (personal),
Intelligent,
Emotionally – strong-willed.
Motivational readiness is the child’s desire to learn. IN
research by A.K. Markova, T.A. Matis, A.B. Orlova shows that
the emergence of a child’s conscious attitude towards school is determined by the way
providing information about it. It is important that information provided to children about school
were not only understood, but also felt by them. Emotional Experience
is ensured by the inclusion of children in activities that activate both
thinking and feeling.(31)
In terms of motivation, two groups of teaching motives were identified:
1. Broad social motives of teaching or motives related to needs
child in communication with other people, in their assessment and approval, with desire
student to take a certain place in the system of social
relationships.
2. Motives related directly to educational activities, or
cognitive interests of children, need for intellectual activity
and in mastering new skills, abilities and knowledge.
Personal readiness for school is expressed in the child’s attitude towards school,
teachers and educational activities, also includes the formation in children
qualities that would help them communicate with teachers and
classmates.
Intellectual readiness presupposes that the child has an outlook,
stock of specific knowledge. The child must master systematic and dissected
perception, elements of theoretical attitude to the material being studied,
generalized forms of thinking and basic logical operations, semantic
memorization. Intellectual readiness also involves the formation of
child's initial skills in the field of educational activities, in particular,
the ability to identify a learning task and turn it into an independent goal
activities.
V.V. Davydov believes that a child should have the ability to think
operations, be able to generalize and differentiate objects and phenomena
surrounding world, be able to plan their activities and carry out
self-control. At the same time, it is important to have a positive attitude towards learning, the ability
to self-regulation of behavior and the manifestation of volitional efforts to carry out
assigned tasks. (18)
In domestic psychology when studying the intellectual component
psychological readiness for school, the emphasis is not on the amount of learning
child's knowledge, but on the level of development of intellectual processes. That is
the child must be able to identify the essential in environmental phenomena
in reality, to be able to compare them, to see similarities and differences; He
must learn to reason, find the causes of phenomena, and draw conclusions.
Discussing the problem of school readiness, D.B. Elkonin comes first
set the formation of the necessary prerequisites for educational activities.
Analyzing these premises, he and his collaborators identified the following:
parameters:
The ability of children to consciously subordinate their actions to rules, generally
determining the method of action,
Ability to navigate a given system of requirements,
Ability to listen carefully to the speaker and accurately complete tasks,
offered orally,
Ability to independently perform the required task visually
perceived pattern.
These parameters of the development of voluntariness are part of the psychological
readiness for school; teaching in the first grade is based on them.
D.B. Elkonin believed that voluntary behavior is born in a game in
team of children, allowing the child to rise to a higher
step.(41)
Research by E.E. Kravtsova (25) showed that for development
When a child is at work, a number of conditions must be met:
It is necessary to combine individual and collective forms
activities,
Take into account the age characteristics of the child,
Use games with rules.
Research by N.G. Salmina showed that for first grade schoolchildren
with a low level of arbitrariness, a low level of play is characteristic
activities, and, therefore, are characterized by learning difficulties. (53)
In addition to the indicated components of psychological readiness for school,
researchers highlight the level of speech development.
R.S. Nemov argues that children’s speech readiness for learning and
learning is primarily manifested in their ability to use for arbitrary
control of behavior and cognitive processes. No less important
is the development of speech as a means of communication and a prerequisite for the acquisition of writing.
This function of speech should be taken special care during middle and
senior preschool childhood, since the development of written speech is essential
determines the progress of the child’s intellectual development. (35).
By the age of 6–7 years, a more complex independent
form of speech - an extended monologue utterance. By this time
A child's vocabulary consists of approximately 14 thousand words. He already owns
word measurement, formation of tenses, rules for composing sentences.
Speech develops in children of preschool and primary school age
in parallel with the improvement of thinking, especially verbal -
logical, therefore, when psychodiagnostics of the development of thinking is carried out,
it partially affects speech, and vice versa: when a child’s speech is studied, then
the resulting indicators cannot but reflect the level of development of thinking.
Completely separate linguistic and psychological types analysis
speech is not possible, nor is it possible to conduct separate psychodiagnostics of thinking and speech.
The fact is that human speech in its practical form contains both
linguistic (linguistic) and human (personal)
psychological) beginning.
Summarizing what was said in the above paragraph, we see that in
cognitively, by the time a child enters school he has already reached a very
high level of development, ensuring free assimilation of school
In addition to the development of cognitive processes: perception, attention,
imagination, memory, thinking and speech, in psychological readiness for school
includes formed personal characteristics. To enter school
The child must develop self-control, work skills and abilities, the ability
communicate with people, role behavior. In order for the child to be ready for
learning and assimilation of knowledge, it is necessary that each of these
his characteristics were quite developed, including the level
speech development.
At preschool age, the process of mastering speech is basically completed:
* by the age of 7, language becomes the child’s means of communication and thinking,
also a subject of conscious study, since in preparation for
school begins teaching reading and writing;
* the sound side of speech develops. Younger preschoolers start
become aware of the peculiarities of your pronunciation, the process is completed
phonemic development;
* the grammatical structure of speech develops. Children assimilate
patterns of morphological order and syntactic order. Assimilation
grammatical forms of the language and acquisition of a larger active vocabulary
allow them to move on to concreteness at the end of preschool age
Thus, the high demands of life on the organization of education and
training intensifies the search for new, more effective psychological -
pedagogical approaches aimed at bringing teaching methods into
compliance with the psychological characteristics of the child. Therefore the problem
children's psychological readiness to study at school receives special
significance, since the success of subsequent training depends on its solution
The problem of school readiness.
On the continuity of preschool education and elementary level school education is talked about a lot in lately. The lack of unified education and training programs, inconsistency in the content of educational programs and the requirements of kindergarten and school, diagnostic imperfections during the transition of children from kindergarten to school, etc. are discussed. Continuity involves, on the one hand, the transfer of children to school with a level of general development and education that meets the requirements of school education, on the other hand, the school’s reliance on the knowledge, skills and abilities that have already been acquired by preschoolers, active use them for the further comprehensive development of students.
One of the main factors ensuring the effectiveness of education is continuity and continuity in learning. These factors imply the development and adoptiona unified system of goals and content of educationthroughout education from kindergarten to the end of all levels of schooling. It is necessary to create conditions that ensure the formation of the child’s readiness for school.
General goal
continuing education children of preschool and primary age:
Harmonious physical and mental development of the child, ensuring the preservation of his individuality, adaptation to a changing social situation, readiness for active interaction with the outside world.
The continuity of preschool and primary educational programs involves achieving the following priority goals:
At the preschool level:
Strengthening the health and physical development of the child, developing his general psychological and mental abilities;
Development of cognitive activity, communication and self-confidence, ensuring his emotional well-being and successful education at the next stage.
Personality-oriented interaction between teacher and child.
Formation of gaming activities as the most important factor child development
Creating an educational environment that promotes the personal and cognitive development of the child.
On the steps primary school:
Cognitive development and socialization appropriate to the child's age.
Mastering different forms of interaction with the outside world.
Formation of UUD and readiness for education at the secondary level of school.
The focus of the learning process on the formation of the ability to learn as the most important achievement of this age period development.
The specific goals of each age stage of education, taking into account its continuity, are formulated along substantive lines that reflectthe most important aspects of personality development:
· physical development;
· cognitive development;
· social and personal development;
· artistic and aesthetic.
The ideas of continuity of the content of primary and preschool education programs were laid down by the authors-developers of preschool basic programs and the authors of textbooks for primary school.
Analysis of pedagogical experience allows us to talk about continuity as a two-way process. In this case, at the preschool level of education, the fundamental personal qualities of the child are formed, which serve as the basis for the success of school-type education. At the same time, the school, as the receiver of the preschool level, does not build its work from “scratch”, but “pick up” the achievements of the preschool child and develop his accumulated potential.
The key point succession is the definitionchild's readiness to the beginning of systematic schooling.
The problem of readiness for schooling in Russian psychology and pedagogy has been studied very deeply. There isgeneral and special readiness, shaping the overall readiness of children for school. TOgeneral readiness includes physical, personal and intellectual, andspecial - children’s ability to master primary school course subjects, ensuring and general development, and the acquisition of initial numeracy and reading skills.
Physical fitness (A.V. Zaporozhets, M.Yu. Kistyakovskaya, N.T. Terekhova, etc.) includes the health status of the future schoolchild, correct physique, good posture, development of motor skills and qualities (voluntariness, endurance, coordination, fine motor coordination) , physical and mental performance. Taking into account the so-called"school maturity" It refers to the level of morphological and functional development, which allows us to conclude that the requirements of systematic training, workload various kinds, the new lifestyle will not be overly burdensome for the child and will not worsen his health. The basis for identifying “school maturity” is the discrepancy between the child’s passport and biological ages. According to research, the percentage of mature and immature children at different ages has been revealed. Thus, among 6-year-old children, mature children make up 49%, at 6.5 years old - 68%, at 7 years old - 87% and at 7.5-8 years old - 98%. At the same time, girls are significantly ahead of boys in achieving “school maturity.” For the vast majority of girls, “school maturation” is noted from 5 to 6 years, for boys from 6: to 6.5 years, i.e. six months later.
Personal readiness of children for school (M.I. Lisina, L.I. Bozhovich, R.S. Bure, R.B. Sterkina, etc.) covers three main areas of a child’s life relationships:
Relationships with surrounding adults; What is important here is arbitrariness, i.e. the ability to act in accordance with a consciously set goal, to understand the conventions of educational situations; accept an adult in a new capacity - as a teacher;
Relationships with peers; they are characterized by the phenomenon of a cooperative-competitive type of communication, which begins to form in the game. Meaningful communication between children that occurs in jointly distributed activities (games, construction, etc.) allows them to understand and take into account the actions and positions of their partners;
The child's attitude towards himself. By the end of senior preschool age, the child’s inflated self-esteem begins to give way to more adequate and objective one. This is one of the most important indicators of readiness for school-type learning and a new way of life.
Of particular importance in a child’s personal readiness for school is the motivational plan or the so-called"the internal position of the student" (L.I. Bozhovich). It includes two types of teaching motives:social (connected with the child’s need to communicate with other people, acquire new social status), Andcognitive (encourages the preschooler to be intellectually active and learn new things directly in educational activities). The most important new development of senior preschool age is the emergence of moral motives (sense of duty), which encourage children to engage in activities that are not attractive to them (L.I. Bozhovich, D.B. Elkonin). A preschooler also develops “social emotions” when the child is happy that he was able to cope with certain difficulties (including intellectual ones), help someone, act fairly, etc. (A.V. Zaporozhets, Ya.Z. Neverovich, A.D. Kosheleva).
Central indicatormental development Children by the end of preschool age are considered to have developed their figurative and fundamental verbal and logical thinking (A.V. Zaporozhets, N.N. Poddyakov, L.A. Venger).
Achievements in the development of imaginative thinking lead the child to the ability to think logically. He is already able to establish the simplest cause-and-effect relationships and classify objects in accordance with generally accepted concepts. Children begin to understand general principles, connections and patterns underlying scientific knowledge. However, the preschooler’s thinking remains primarilyfigurative and is based on real actions with objects and their substitutes, which allows the use of various kinds of object and graphic (materialized) means. Subsequently, this becomes one of the most important means of transferring theoretical knowledge (A.V. Zaporozhets, N.G. Salmina, A.S. Turchin). In general, due to the huge role of emotions in regulating the activities of a preschool child, he wears itemotional-figurative a character that remains dominant for a long time in the structure of children's intelligence (A.V. Zaporozhets, Ya.Z. Neverovich).
The success of schooling also depends on the level of children’s proficiency in their native language, on the development of speech, on which all educational activities are based. The mastery of language structures is carried out in older preschool age in conjunction with an elementary awareness of linguistic reality: the verbal composition of a sentence, the sound and semantic aspects of a word, the grammatical correctness of speech, the structure of a coherent text. The development of coherent monologue speech plays a special role in school readiness. With its help, a child can independently, without the intervention of an adult, express his own thoughts and retell the text. And in establishing mutual understanding with others, establishing partnerships with teachers and classmates, the dialogical form of speech is important. In the process of speech classes, most important property speech - arbitrariness, which will allow the future student to listen attentively to the speech addressed to him and understand the linguistic information contained in educational tasks, and plan his actions.
Special preparation of a child for school pays special attention to those areas of knowledge that will be in demand in primary school - reading, writing and elementary mathematics. By the end of preschool age, having mastered the elements of literacy and specifically children's activities, primarily playing, designing and drawing, the child shows awareness and volition. These qualitatively new formations make it possible to plan and control, understand and generalize ways to solve the most different tasks, which are the most important prerequisites for educational activities. It is advisable to supplement the determination of readiness for schooling with data from pedagogical observations, which should be brought to the attention of first-grade teachers long before the child’s first days at school.
Ensuring continuity that creates a favorable background for the physical, emotional and intellectual development of a child in preschool and primary school will help maintain and strengthen his physical and mental health.
Interaction between preschool educational institutions and schools can be carried out in several ways.First option is that an educational institution, having the appropriate licenses, implements both preschool and school educational programs. Such experience in Russia has taken place since 1984, when mainly in rural areas, educational institutions "School - kindergarten" began to be created. Long-term practice of employees of educational institutions " school-kindergarten" allows us to conclude that the implementation of several programs in an educational institution, including preschool, is justified only if it hasrelevant conditions for the upbringing and education of children of both preschool and school age. Unfortunately, it is not always possible to create such conditions.
Second option involves placement primary classes schools on the educational premises of preschool educational institutions. Between educational institutions at the same time a contract is concluded. School No. 70 had experience of such work, when for two years six-year-old first-graders studied at preschool educational institution No. 74. For objective reasons, unfortunately, such work was stopped.
Continuity cannot be carried out separately “in mathematics”, “in Russian and literature”, “in music”, etc. Preschool education is intended to ensure the creation of a basicfoundation of child development - formation of the basic culture of his personality, the basis of personal culture. This will allow him to successfully master different types activities and areas of knowledge at other levels of education.
To ensure continuity, it is necessary to take into account the complex experiences of the child that arise on the threshold of school, in the interval between preschool and school childhood. He still has to experience the sadness of parting, and joyful impatience, and the fear of the unknown, and much more. There are no small things here for a child who has become a student.
Therefore, teachers and educators should pay special attention to children, since their emotional well-being and the formation of their image of a “real schoolchild” will entirely depend on how adults help him with this. The means of such assistance should be all subsequent work aimed at making the child aware of his new status. Holding the “Dedication to First-Graders” holiday, in which both parents and children take part, can also help with this. of different ages, and teachers.
The child's readiness to enter into new relationships with society at the end of preschool age is expressed in readiness for schooling. The transition of a child from preschool to school lifestyle is a very large complex problem that has been widely studied in Russian psychology. This problem has become especially widespread in our country in connection with the transition to schooling from the age of six. Many studies and monographs are devoted to it (V.S. Mukhina, E.E. Kravtsova, N.I. Gutkina, A.L. Wenger, K.N. Polivanova, etc.).
Personal (or motivational), intellectual and volitional readiness are usually considered as components of psychological readiness for school.
Personal, or motivational, readiness for school includes the child’s desire for a new social position as a student. This position is expressed in the child’s attitude to school, to educational activities, to teachers and to himself as a student. In the well-known work of L. I. Bozhovich, N. G. Morozova and L. S. Slavina (1951) it was shown that by the end of preschool childhood, the child’s desire to go to school is stimulated by broad social motives and is specified in his relation to the new social, “official” adult - to the teacher.
The figure of a teacher is extremely important for a 6-7 year old child. This is the first adult with whom the child enters into social relationships that are not reducible to direct personal connections, but are mediated by role positions (teacher - student). Observations and research (in particular by K.N. Polivanova) show that six-year-olds fulfill any teacher’s requirement with readiness and eagerness. The symptoms of learning difficulties described above arise only in a familiar environment, in the child’s relationships with close adults. Parents are not carriers of a new way of life and a new social role for the child. Only at school, only following the teacher, is the child ready to do everything that is required, without any objections or discussions.
In a study by T. A. Nezhnova (1988), the formation of a schoolchild’s internal position was studied. This position, according to L. I. Bozhovich, is the main new formation of the crisis period and represents a system of needs associated with the new social meaningful activity- teaching. This activity represents a new, more adult way of life for the child. At the same time, the child’s desire to take a new social position as a schoolchild is not always connected with his desire and ability to learn.
The work of T. A. Nezhnova showed that the school attracts many children primarily with its formal accessories. Such children are focused primarily on the external attributes of school life - a briefcase, notebooks, grades, some rules of behavior at school that they know. For many six-year-olds, the desire to study at school is not associated with a desire to change their preschool lifestyle. On the contrary, school for them is a kind of game of becoming an adult. Such a student primarily emphasizes the social, rather than the actual educational aspects of school reality.
An interesting approach to understanding readiness for school was carried out in the work of A. L. Wenger and K. N. Polivanova (1989). In this work, the child’s ability to identify educational content for himself and separate it from the figure of an adult is considered as the main condition for school readiness. The authors show that at the age of 6-7 years, only the external, formal side of school life is revealed to the child. Therefore, he carefully tries to behave “like a schoolboy,” that is, sit up straight, raise his hand, stand up while answering, etc. But what the teacher says and what he needs to answer is not so important. For a child of the seventh year of life, any task is woven into the situation of communication with the teacher. The child sees him as the main character, often without noticing the educational subject itself. The main link - the content of training - falls out. The teacher’s task in this situation is to introduce the child to a school subject, introduce him to new content, open it (and not cover it with his figure). The child should see in the teacher not just a respected “official” adult, but a bearer of socially developed norms and methods of action. The educational content and its carrier - the teacher - must be separated in the child’s mind. Otherwise, even minimal progress in educational material becomes impossible. The main thing for such a child remains the relationship with the teacher; his goal is not to solve the problem, but to guess what the teacher wants and please him. But a child’s behavior at school should be determined not by his attitude towards the teacher, but by the logic of the subject and the rules of school life. Isolating the subject of learning and separating it from the adult is the central point of the ability to learn. Without this ability, children will not be able to become students in the true sense of the word.
Thus, personal readiness for school should include not only broad social motives - “to be a schoolchild”, “to take one’s place in society”, but also cognitive interests in the content that the teacher offers. But these interests themselves in 6-7 year olds develop only in the joint educational (and not communicative) activity of the child with an adult, and the figure of the teacher remains key in the formation of educational motivation.
Absolutely a necessary condition school readiness is the development of voluntary behavior, which is usually considered as volitional readiness for school. School life requires the child to strictly follow certain rules of behavior and independently organize his activities. The ability to obey the rules and requirements of an adult is the central element of readiness for schooling.
D. B. Elkonin gives such an interesting experiment. The adult asked the child to sort out the pile of matches, carefully moving them one at a time to another place, and then left the room. It was assumed that if a child had developed psychological readiness for schooling, then he would be able to cope with this task despite his immediate desire to stop this not very exciting activity. Children 6-7 years old, who were ready for schooling, scrupulously performed this difficult work and could sit at this activity for an hour. Children who were not ready for school completed this meaningless task for some time, and then abandoned it or began to build something of their own. For these children, a doll was introduced into the same experimental situation and had to be present and watch the child perform the task. At the same time, the children’s behavior changed: they looked at the doll and diligently completed the task given by the adults. The introduction of a doll replaced the presence of a controlling adult for the children and gave this educational situation a new meaning. Thus, behind the implementation of the rule, Elkonin believed, lies a system of relations between a child and an adult. At first, the rules are followed only in the presence and under the direct control of an adult, then with the support of an object that replaces the adult, and, finally, the rule set by the adult teacher becomes an internal regulator of the child’s actions. A child’s readiness for schooling presupposes the “incorporation” of the rules and the ability to be guided by them independently.
To identify this ability, there are many interesting techniques that are used to diagnose a child’s readiness for school.
For example, L.A. Wenger developed a diagnostically very valuable technique in which children must draw a pattern under dictation. For correct execution For this task, the child must both learn a number of rules that were previously explained to him and subordinate his actions to the words of the adult and these rules. In another method, children are asked to color the Christmas tree with a green pencil so as to leave room for Christmas tree decorations that other children will draw and color. Here the child needs to adhere to the given rule and not break it when performing an activity that is familiar and exciting to him - do not draw Christmas decorations don't paint the whole tree yourself green etc., which is quite difficult for a six-year-old.
In these and other situations, the child needs to stop the immediate, automatic action and mediate it with an accepted rule.
Studying at school places serious demands on the child’s cognitive sphere. He must overcome his preschool egocentrism and learn to distinguish between different aspects of reality. Therefore, to determine school readiness, Piaget's quantity conservation tasks are usually used, which clearly and unambiguously reveal the presence or absence of cognitive egocentrism: pouring liquid from a wide vessel into a narrow one, comparing two rows of buttons at different intervals, comparing the length of two pencils located at different levels , etc. (see Chapter 2).
The child must see in a subject its individual aspects and parameters - only under this condition can one move on to subject-based learning. And this, in turn, presupposes mastery of the means of cognitive activity: sensory standards in the sphere of perception, measures and visual models, and some intellectual operations in the sphere of thinking. This makes it possible for indirect, quantitative comparison and knowledge of individual aspects of reality. By mastering the means of identifying individual parameters and properties of things and his own mental activity, the child masters socially developed ways of understanding reality, which is the essence of learning at school.
An important aspect of mental readiness for school is also the mental activity and cognitive interests of the child: his desire to learn something new, understand the essence of observed phenomena, and solve a mental problem. The intellectual passivity of children, their reluctance to think and solve problems that are not directly related to a gaming or everyday situation, can become a significant obstacle to their educational activities.
The educational content and educational task must not only be highlighted and understood by the child, but become the motive for his own educational activities. Only in this case can we talk about their assimilation and appropriation (and not about simply completing the teacher’s tasks). But here we return to the question of motivational readiness for school.
Thus, different aspects of school readiness turn out to be interconnected, and the connecting link is the mediation of various aspects of the child’s mental life. Relationships with adults are mediated by educational content, behavior is mediated by rules given by adults, and mental activity is mediated by socially developed ways of understanding reality. The universal carrier of all these means and their “transmitter” at the beginning of school life is the teacher, who at this stage becomes an intermediary between the child and more wide world science, art and society as a whole.
“Loss of spontaneity,” which is the result of preschool childhood, becomes a prerequisite for entering a new stage of child development - school age.
“The problem of a child’s psychological readiness for school. (theoretical aspect) The problem of preparing children for school has been considered by many domestic and...”
The problem of the child’s psychological readiness
to schooling.
(theoretical aspect)
The problem of preparing children for school has been considered by many
domestic and foreign scientists: L.A. Venger, A.L. Venger, A.V.
Zaporozhets, L.I. Bozhovich, M.I. Lisina, G.I. Kapchelya, N.G. Salmina,
E.O.Smirnova, A.M.Leushina, L.E.Zhurova, N.S.Denisenkova, R.S.Bure,
K.A.Klimova, E.V.Shtimmer, A.V.Petrovsky, S.M.Grombakh, Ya.L.Kolominsky,
E.A. Panko, Ya.Ch. Shchepansky, A.A. Nalchadzhyan, D.V. Olshansky, E.E.
Kravtsova, D.M. Elkonin, etc.
One of the main problems of educational psychology is the problem of children’s psychological readiness for conscious upbringing and learning. When solving it, it is necessary not only to accurately determine what readiness for training and education actually means, but also to find out in what sense of the word this readiness should be understood: either in the sense of the child having inclinations or already developed abilities to learn, or in in the sense of the current level of development and the “zone of proximal development” of the child, or in the sense of achieving a certain stage of intellectual and personal maturity. It is quite difficult to find valid and sufficiently reliable methods of psychodiagnostics of readiness for school education and upbringing, on the basis of which one could assess the capabilities and predict the child’s success in psychological development.
We can talk about psychological readiness for schooling when a child enters school, when moving from primary school to the secondary level of a comprehensive school, when entering a vocational, specialized secondary, or higher educational institution.
The most studied issue is the psychological readiness for teaching and upbringing of children entering school.
Preparing children for school is a complex task, covering all areas of a child’s life. Psychological readiness for school is only one aspect of this task. But within this aspect there are different approaches.
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.
L. I Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation, and the social position of the student. Similar views were developed by A.V. Zaporozhets, noting that readiness for school is a holistic system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms.
Today, it is almost universally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.
K.D. was one of the first to address this problem. Ushinsky. Studying the psychological and logical foundations of learning, he examined the processes of attention, memory, imagination, thinking and established that successful learning is achieved with certain indicators of the development of these mental functions. As a contraindication to starting training K.D.
Ushinsky called weakness of attention, abruptness and incoherence of speech, poor “pronunciation of words.”
Traditionally, three aspects of school maturity are distinguished:
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 long time perform a not very attractive task. Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation. Based on the selected parameters, tests for determining school maturity are created. If foreign studies of school maturity are mainly aimed at creating tests and are much less focused on the theory of the issue, then the works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school, rooted in the works of L.S. Vygotsky (see Bozhovich L.I., 1968; D.B. Elkonin, 1989; N.G.
Salmina, 1988; HER. Kravtsova, 1991, etc.). So, L.I. Bozhovich (1968) identifies several parameters of a child’s psychological development that most significantly influence 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. She considered the motivational plan to be the most important in a child’s psychological readiness for school.
Two groups of teaching motives were identified:
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 directly related to educational activities, or “cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich, 1972
With. 23-24). A child who is ready for school wants to study because he wants to take 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, called L.I. Bozovic “the inner position of a schoolchild” (1968). This neoplasm L.I. Bozovic gave a lot great value, believing that the “internal position of the student” and the broad social motives of learning are purely historical phenomena.
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, which is expressed in social formation and fulfillment of intentions and goals, or, in other words, voluntary behavior of the student. Almost all authors studying psychological readiness for school give voluntariness a special place in the problem being studied. There is a point of view that poor development of voluntariness is the main stumbling block to psychological readiness for school. But to what extent should voluntariness be developed by the beginning of schooling is a question that has been very poorly studied in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntariness interferes with the beginning of schooling. D.B. Elkonin (1978) believed that voluntary behavior is born in role-playing play in a group of children, which allows the child to rise to a higher level of development than he can do in a game alone because The team in this case 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 (1991), when characterizing the psychological readiness of children for school, the main emphasis is on the role of communication in the development of the child. Three areas are distinguished: attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.
N.G. Salmina (1988) also identified as indicators of psychological readiness intellectual development child. It must be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also an important factor, but on the level of development of intellectual processes. “... a 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” (L.I. Bozhovich, 1968, p. 210). 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 additionally highlight one more - 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. Also relevant are psychological areas, the level of development of which is used to judge psychological readiness for school: affect-need, voluntary, intellectual and speech.
L.A. Wenger, A.L. Wenger, L.I. Bozhovich, M.I. Lisina, G.I. Kapchelya, E.O. Smirnova, A.M. Leushina, L.E. Zhurova, N. S. Denisenkova, R. S. Bure, K. A. Klimova, E. V. Shtimmer, etc.) paid close attention to the formation and development of knowledge, skills and abilities necessary for studying at school or provided for by the primary school curriculum. L.A. Venger, E.L Ageeva, V.V. Kholmovskaya studied the possibilities of purposeful management of the formation of cognitive abilities in preschool childhood. M.I. Lisina, E.E. Kravtsova, G.I. Kapchelya, E.O. Smirnova studied this problem in connection with the peculiarities of communication. The theme of the works of R.S. Bure and K.A. Klimova was the formation of “broad social” motives.
N.S. Denisenkova explored the cognitive orientation in the classroom.
The works of E.V. Shtimmer are devoted to studying the level of verbal and nonverbal activity and cognitive orientation in the classroom. An important place in the system of psychological training has been occupied by a system for assessing the results of this process - basically such an assessment is carried out according to indicators of psychological readiness. A.V. Petrovsky, S.M. Grombach, Ya.L. Kolominsky, E.A. Panko, Ya.Ch. Shchepansky, A.A. Nalchadzhyan, D.V. Olshansky, E.M. Aleksandrovskaya believe that students' adaptation to school is the main criterion for assessing the effectiveness of children's psychological readiness for school.
An absolutely necessary condition for school readiness is the development of voluntary behavior, which is usually considered as volitional readiness for school. School life requires the child to strictly follow certain rules of behavior and independently organize his activities. The ability to obey the rules and requirements of an adult is the central element of readiness for schooling.
In all studies, despite the difference in approaches, the fact is recognized that school teaching will be effective only if the first grader has the necessary and sufficient initial stage teaching qualities, which are then developed and improved in the educational process.
In addition to the development of cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, a child must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready to learn and acquire knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development.
Speech is the ability to connect, consistently describe objects, pictures, events; convey a train of thought, explain this or that phenomenon, rule. The development of speech is closely related to the development of intelligence and reflects both the general development of the child and the level of his logical thinking. In addition, the method of teaching reading used today is based on the sound analysis of words, which presupposes developed phonemic hearing.
In recent years, increasing attention to the problem of school readiness has been paid abroad. This problem was solved not only by teachers and psychologists, but also by doctors and anthropologists. Many foreign authors dealing with the problem of children’s maturity (A. Getzen, A.
Kern, S. Strebel), indicate the absence of impulsive reactions as the most important criterion psychological preparedness of children for school.
The largest number of studies are devoted to establishing relationships between various mental, physical indicators, their influence and relationship with school performance (S. Strebel, J. Jirasek).
According to these authors, a child entering school must have certain characteristics of a schoolchild: be mature mentally, emotionally and socially. By mental maturity, the authors understand the child’s ability to differentiated perception, voluntary attention, and analytical thinking; under emotional maturity - emotional stability and almost complete absence of impulsive reactions of the child; social maturity is associated with the child’s need to communicate with children, with the ability to obey the interests and accepted conventions of children’s groups, as well as with the ability to take on the role of a schoolchild in the social situation of schooling.
Thus, the high demands of life on the organization of education in teaching intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in accordance with the psychological characteristics of the child. Therefore, the problem of children’s psychological readiness to study at school is of particular importance, since the success of children’s subsequent education at school depends on its solution.
Our society at the present stage of its development is faced with the task of further improving educational work with preschool children, preparing them for school. Psychological readiness for school is a necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment. It is formed gradually and depends on the conditions in which the child develops.
List of used literature:
1. Bozhovich L.I., Personality and its formation in childhood. - M., 1968.
2. Wenger L.A. Is your child ready for school? -M., 1994- 192 p.
3. Wenger A.L., Tsukerman N.K. Scheme of individual examination of children of primary school age - Tomsk, 2000.
4. Wenger L.A., Pilyugina E.G., Wenger N.B. Nurturing a child’s sensory culture. - M., 1998. - 130 p.
5. Vygotsky L.S. Child psychology / Collected works. in 6 volumes. - M.: Education, 1984. - T
6. Vygotsky L.S. Thinking and speech // Collection. op. T. 2. M., 1982.
7.Gutkina N.I. Psychological readiness for school. - M., 2003. - 216 p.
8. Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy / Edited by A.V. Zaporozhets, G.A. Markova M. 1980 -250 p.
9. Kravtsov G.G., Kravtsova E.E. Six year old child. Psychological readiness for school. - M., 1987. - p.80
10. Kravtsova E.E. Psychological problems of children's readiness to study at school. - M., 1991. - P. 56.
11. Lisina M.I. Problems of ontogenesis of communication. M., 1986.
12. Mukhina V.S. Six year old child at school. -M., 1986.
13. Mukhina V.S. What is readiness to learn? //Family and school. - 1987. - No. 4, p. 25-27
14. Nartova-Bochaver S.K., Mukhortova E.A. Back to school soon!, Globus LLP, 1995.
15. Features of the mental development of children 6-7 years of age / Ed.
D.B. Elkonina, L.A. Wenger. -M., 1988.
16. Salmina N.G. Sign and symbol in teaching. Moscow State University, 1988.
17. Smirnova E.O. On the communicative readiness of six-year-old children for schooling // Results of psychological research - into the practice of teaching and education. M., 1985.
18. Usova A.P. Education in kindergarten / Ed. A.V. Zaporozhets. M., 1981p.
