Components of personal readiness of children to school. Components of a child's psychological readiness for school

By discipline: "Child psychology"

On the topic: The phenomenon of psychological readiness for schooling

Introduction

Output

Introduction

The problem of psychological readiness for school is not new for psychology. In foreign studies, it is reflected in works that study the school maturity of children.

Under the psychological readiness for schooling is understood the necessary and sufficient level of psychological development of the child for the assimilation of the school curriculum under certain learning conditions. The psychological readiness of a child for schooling is one of the most important outcomes of psychological development during preschool childhood.

We live in the 21st century and now the very high demands of life on the organization of education and training make us look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life. In this sense, the problem of readiness of preschoolers to study at school is of particular importance.

The solution of this problem involves the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of the subsequent education of children in school depends on its decision. The main goal of determining the psychological readiness for schooling is the prevention of school maladaptation.

To successfully achieve this goal, various classes have recently been created, the task of which is to implement individual approach in teaching in relation to children, both ready and not ready for school, in order to avoid school maladaptation.

IN different time psychologists dealt with the problem of readiness for school, many methods and programs have been developed (Gudkina N.N., Ovcharova R.V., Bezrukikh M.I., etc.) school readiness children and psychological assistance in the formation of components of school maturity.

But in practice, it is difficult for a psychologist to choose from this set the one that (completely) will help to comprehensively determine the readiness of the child for learning, to help prepare the child for school.

The urgency of this problem determined the theme of our work "Psychological assistance to the child in the period of preparation for schooling."

psychological readiness school training

1. The concept of readiness for schooling. The main aspects of school maturity

Psychological readiness for schooling is one of the most important problems in child and educational psychology. From its solution depends both the construction of an optimal program for the upbringing and education of preschoolers, and the formation of a full-fledged educational activity for primary school students.

Until relatively recently, preschool teachers and health workers, as well as primary school teachers and parents, rarely had to worry about the readiness of children for school. Every 7-year-old child (not earlier and not later) automatically became a student. And the requirements of the school for beginners to learn were quite adequate to the level of development of children of that time.

However, a few decades ago, the problem of readiness for school education. Practice shows that only healthy children with sufficient functional readiness can start systematic schooling, i.e. school maturity.

It was found that if the maturity of the child's body is insufficient, training loads lead to a deterioration in health, an increase in morbidity, and a decrease in working capacity. And vice versa, the better the child's body is ready for the changes associated with the beginning of schooling, the more painless the adaptation to new conditions is.

Unfortunately, in last years, on the one hand, an increase in the number of children with poor health, immaturity nervous system, slowing down the development of mental functions and socialization skills; on the other hand, the requirements of the school curriculum for children are significantly increasing.

Parents, frightened by the requirements of the modern school and wanting to raise the intelligence of their child, often begin preparing him long before the start of education. Today it is not uncommon when active attempts to educate a child foreign language, reading, writing, accompanied by music, sports., are undertaken from the age of 3-4.

On the one hand, this is certainly good, but you should not be too fanatical about this, since the leading activity in a child at this age is a game and it takes up most of the child’s time. Parents often, in the process of preparing their child for school, focus on the formation of such practical skills as reading, writing, counting. And along with learning, we will still leave time for the child to play, since it develops no worse than study. The psyche of children develops when they play, draw, sculpt, run, jump ... The fact is that for the development of a particular motor or mental function, certain periods are evolutionarily laid down, psychologists call them sensitive periods, for example, 3 years is a sensitive period for development speech, 5 years - a sensitive period for the development of the moral sphere of the child, instilling the skills of neatness, accuracy, etc.

There is no doubt that a child going to school must be mature physiologically and socially, he must reach a certain level of mental and emotional-volitional development. But, we must not forget that by school age, each child comes in completely different ways.

Now kindergartens are conducting diagnostics of children's readiness for schooling, which is aimed at early detection of the unavailability of individual functions.

Readiness for school is understood as the result of the overall mental development of the child throughout his preschool life.

A child's readiness for school can depend on many factors:

· the educational level of the parents,

family composition,

· upbringing methods,

· child's health,

· features of its development (starting from intrauterine), etc.

2. Criteria for determining the readiness of the child to study at school

They can be represented as the sum of four components:

· physiological readiness of the body, its maturity,

· psychological readiness,

· personal readiness,

· level of socialization.

The maturity of the body is considered as the level of development at which the requirements of schooling, workloads different kind, new mode life will not be unduly burdensome for the child. The criterion of school maturity can be working capacity the child and the course of the day, week or inverse indicator - his fatigue.

Psychological readiness is the readiness of mental functions (perception, thinking, memory, attention, speech). their maturity determined by a certain degree of arbitrariness and mediation. Arbitrariness cognitive activity here is understood as the ability to turn on thinking, memory, attention, at the request of the teacher and in relation to the subject being studied. That is, the ability to concentrate attention at the request of the teacher, the ability to reason on a topic given by the teacher, the ability to generalize, the ability to expand speech, the ability to understand and remember what is being said. This is what ensures the success of the assimilation of knowledge in the process of schooling.

Of great importance is the development of the emotional-volitional sphere: the child's ability to subordinate motives, to control his behavior.

However, all this acts as a tool for the successful assimilation of educational knowledge and skills.

The basis for their successful mastery is mental development child, i.e. a certain stock of information about the surrounding world: about objects and their properties, phenomena of animate and inanimate nature, various aspects of social life, moral standards of behavior.

Personal readiness (or in other words the presence of educational motivation) includes the desire of the child to become a schoolchild , perform learning activities. The appearance of such a desire towards the end of preschool age is due to the fact that the child, realizing his increased capabilities, ceases to be satisfied with the way of familiarization with the life of adults, which gives him the game. The child psychologically outgrows the game. The position of a schoolboy acts for him as a stepping stone to adulthood, and study is a responsible matter, to which everyone treats with respect.

social maturity - is determined by the child's ability to build relationships with people according to certain rules and norms. In other words, the older preschooler already understands that the people around him do not always feel and experience the way he does, he must be able to feel into the state of others and adequately respond to their feelings and behavior. However, even a child ready for school will need the attention and help of parents.

Preparing children for school is a complex task, covering all spheres of a child's life. But within this aspect, different approaches stand out:

Research aimed at developing in preschool children certain changes and skills necessary for schooling.

Studies of neoplasms and changes in the child's psyche.

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

The study of changes in the child to consciously subordinate his actions to the given one while consistently following the verbal instructions of the adult.

Two groups of learning motives were distinguished:

Broad social motives for learning, or motives associated "with the child's needs for communication with other people, in their assessment and approval, with the student's desire to take a certain place in the system of social relations available to him";

Motives related directly to learning activities, or

"the cognitive interests of children, the need for intellectual activity and for mastering new skills, habits and knowledge" (L.I.).

Almost all authors who study psychological readiness for school give arbitrariness a special place in the problem under study. There is a point of view that the weak development of arbitrariness is the main stumbling block of psychological readiness for school. But to what extent arbitrariness should 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 neoplasm 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.

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

3. The main reasons for the unpreparedness of children for schooling

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

Pupils with a socio-psychological unpreparedness for learning, showing childish spontaneity, answer at the lesson at the same time, without raising their hands and interrupting each other, share their thoughts and feelings with the teacher. They are usually included in the 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 remarks 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.

Exist various options development of children 6-7 years old with personal characteristics that affect success in schooling.

Anxiety. High anxiety acquires stability with constant dissatisfaction with the child's educational work on the part of the teacher and parents, an abundance of comments and reproaches. Anxiety arises from the fear of doing something bad, wrong.

The same result is achieved in a situation where the child studies well, but parents expect more from him and make excessive demands, sometimes not real.

Due to the increase in anxiety and the associated low self-esteem, educational achievements, failure is fixed. Uncertainty leads to a number of other features - the desire to madly follow the instructions of an adult, to act only according to patterns and patterns, the fear of taking the initiative in the formal assimilation of knowledge and methods of action.

Adults, dissatisfied with the low productivity of the child's academic work, focus more and more on these issues in communicating with him, which increases emotional discomfort.

It turns out a vicious circle: the unfavorable personal characteristics of the child are reflected in the quality of his educational activities, the low performance of the activity causes a corresponding reaction from others, and this negative reaction, in turn, enhances the characteristics that have developed in the child. This vicious cycle can be broken by changing the assessment attitudes of both the parent and the teacher. Close adults, focusing on the smallest achievements of the child, without blaming him for individual shortcomings, reduce the level of his anxiety and thus contribute to the successful completion of educational tasks.

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 way. His exaggerated emotional reactions serve as a means to achieve the main goal - to draw attention to himself, to receive 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 study requirements teachers. Not accepting learning tasks, periodically "dropping out" of educational process, the child can not master necessary knowledge and ways of doing things to learn successfully.

The source of demonstrativeness, which is clearly manifested already at preschool age, is usually the lack of attention of adults to children who feel "abandoned", "unloved" in the family. It happens that the child receives sufficient attention, but it does not satisfy him due to the hypertrophied need for emotional contacts.

Excessive demands are made, as a rule, by spoiled children.

Children with negative demonstrativeness, violating the rules of behavior, achieve the attention they need. It can even be unkind attention, but it still serves as a reinforcement for 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 punished for.

It is desirable for such children to find an opportunity for self-realization. The best place for demonstrativeness is the stage. In addition to participating in matinees, concerts, performances, other types of artistic activity, including fine art, are similar to children.

But the most important thing is to remove or at least reduce the reinforcement of unacceptable forms of behavior. The task of adults is to do without notations and edifications, not to turn, to make comments and punish as emotionally as possible.

. "Departure of reality" is another variant of unfavorable development. It manifests itself when demonstrativeness is combined with anxiety in children. 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 arousing disapproval, striving to fulfill the requirements of adults.

An unsatisfied need for attention leads to an increase in anxiety and even greater passivity, invisibility, which are usually combined with infantility, lack of self-control.

Not achieving significant success in learning, such children, just like purely demonstrative ones, "drop out" of the learning process in the classroom. But it looks different; did not violate discipline, did not interfere with the work of the teacher and classmates, they "hover in the clouds."

Children love to fantasize. In dreams, various fantasies, the child gets the opportunity to become the main actor to gain the recognition he lacked. In some cases, fantasy manifests itself in artistic and literary creativity. But always in fantasizing, in detachment from educational work, the desire for success and attention is reflected. This is also the departure from a reality that does not satisfy the child. When adults encourage the activity of children, the manifestation of the results of their educational activities and the search for ways of creative self-realization, a relatively easy correction of their development is achieved.

One more topical issue The socio-psychological readiness of the child is the problem of the formation of qualities in children, thanks to which they could communicate with other children, the teacher. The child comes to school, a class in which children are engaged in a common cause and he needs to have sufficiently flexible ways of establishing relationships with other children, he needs the ability to enter a children's society, act together with others, the ability to retreat and defend himself.

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

Psychological readiness for school is a holistic education. The 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 can be quite high, but due to some personal characteristics, children experience significant difficulties in learning. The prevailing intellectual unreadiness for learning leads to the failure of learning activities, the inability to understand and fulfill the requirements of the teacher and, consequently, low grades. With intellectual unavailability, it is possible different variants development of children. Verbalism is a kind of variant.

Verbalism is associated with a high level of speech development, good memory development against the background of insufficient development of perception and thinking. These children develop speech early and intensively. They possess complex grammatical constructions, a rich vocabulary. At the same time, preferring purely verbal communication with adults, children are not sufficiently involved in practical activities, business cooperation with parents 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 in teaching the types of activities characteristic of preschool age - playing, designing, drawing, i.e. those that correspond to the development of thinking.

The educational readiness also includes a certain level of development of the motivational sphere. A school-ready child is one who is not attracted to school. outside(attributes of school life - a portfolio, textbooks, notebooks), but the opportunity to acquire new knowledge, which involves the development of preparatory processes. Thus, the child must have a developed educational motivation.

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

The admission of a child to school is associated with the emergence of the most important personal neoplasm - an internal position. This is the motivational center that ensures the child's focus on learning, his emotionally positive attitude towards school, the desire to match the model of a good student.

In cases where the student's internal position is not satisfied, he may experience sustained emotional distress: expectation of success at school, bad attitude towards himself, fear of school, unwillingness to attend it.

Thus, the child has a feeling of anxiety, this is the beginning for the appearance of fear and anxiety. Fears are age-related and neurotic.

Neurotic fears are characterized by greater emotional intensity and direction, a long course or constancy. The social position of the student, which imposes on him a sense of responsibility, duty, obligation, can provoke the appearance of fear "to be the wrong one." The child is afraid not to be in time, to be late, to do the wrong thing, to be condemned, punished.

First-graders who, for various reasons, cannot cope with the academic load, eventually fall into a number of underachievers, which, in turn, leads to both neurosis and school fear. You can identify the fears of younger students 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, a negative assessment 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 harbingers of neurosis, and work to overcome it is work on the psychoprophylaxis of neurosis.

After an adaptation period, usually lasting from one to three months, the situation changes: emotional well-being and self-esteem stabilize. It is after this that children with genuine school anxiety can be identified. This can be done using a special anxiety test (R. Temml, M. Dorki, V, Amen).

The work of a teacher or psychologist to relieve school anxiety and fears can be carried out directly in the course of training sessions, when separate methods and techniques are used, as well as in a special group. It will have an effect only if the environment in the family and school is gentle and supports 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 to provide psychological assistance at the stage of preparing the child for school in order to eliminate possible deviations.

4. Components of psychological readiness

4.1 Motivational, personal readiness for school (the formation of the "internal position of the student")

According to many leading domestic psychologists(A.N. Leontiev, D.B. Elkonin, V.V. Davydov, A.K. Markova), the preschool period is associated with the development and complication of the motivational sphere of the individual, with the emergence of socially valuable motives and their “subordination”. "Motive", according to S.L. Rubinshtein, there is that "building" material from which the character is formed. Motives perform a dual function: firstly, they stimulate and direct human activity; secondly, they give activity a subjective character. And the meaning of activity is ultimately determined by its motives.

Learning motivation is a complex area of ​​behavior that depends on many factors. It is characterized not by a simple increase in a positive attitude towards learning, but, above all, by a complication of the structure of the entire motivational sphere of the individual. In cognitive motives, two levels are distinguished: broad educational motives aimed at the learning process, its content and result (they are manifested in the desire to go to school, in the desire to overcome difficulties, in general curiosity), and epistemological, aimed at ways of obtaining knowledge. .. Development of cognitive interests

Long before entering school, the child has a need for impressions, which causes a certain cognitive attitude to reality and contributes to the emergence of interest.

Interest refers to complex psychological phenomena, the nature of which is not clear enough. Many scientists were engaged in its study (B.G. Ananiev, M.F. Belyaev, L.I. Bozhovich). They considered cognitive interest as one of the forms of reflection of reality.

4.2 Intellectual readiness for schooling

Intellectual readiness for schooling is associated with the development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, and draw conclusions. The child should have a certain breadth of ideas, including figurative and spatial, appropriate speech development, cognitive activity.

Many believe that it is intellectual readiness that is the main component of psychological readiness for school, and its basis is teaching children the skills of writing, reading and counting. This belief is the cause of many mistakes in preparing children for school.

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

An important aspect of intellectual development is the development of spatial representations and figurative thinking. This indicator underlies the development of children's lettering, the rules of addition and subtraction, as well as many other aspects of the educational content of classes in the first grade.

Another indicator of a child's intellectual development is the ability to focus on a system of signs. This indicator will allow you to identify how many signs a child can simultaneously take into account when performing a particular task. The ability to focus on a number of related features at the same time only develops by the beginning of schooling, but it is fundamentally important for the assimilation of educational content.

Another characteristic of intellectual abilities is the development of a sign-symbolic function.

This ability, like the previous one, is only beginning to form in elementary school. The development of a sign-symbolic function is necessary for the assimilation of the concepts of number, sound-letter connections, in general, any abstract content.

And this name is connected with the fact that for normal development, children need to understand that there are certain signs (drawings, drawings, letters or numbers) that, as it were, replace real objects. You can explain to the child that in order to count how many cars are in the garage, it is not necessary to sort out the cars themselves, but you can mark them with sticks and count these sticks - substitutes for cars. To solve more challenging task you can invite children to build a drawing that could represent the condition of the problem and solve it based on this graphic image.

Gradually, such drawings - drawings become more and more conditional, since children, remembering this principle, can already, as it were, draw these designations (sticks, diagrams) in their minds, in their minds, that is, they have a "sign function of consciousness".

As a rule, only a very small number of children cope with diagnostic tasks that require the development of a sign-symbolic function. But those children who demonstrate its formation, of course, are more prepared to master the educational content.

In general, the group of indicators of intellectual development characterizes not only the mental operations that the child owns, but also whether he can effectively use them independently to solve various educational problems.

The development of a child's speech is closely related to intellectual development. A six-seven-year-old child should not only be able to formulate complex statements, but also understand well the meaning of various grammatical constructions in which explanations are formulated in the lesson, instructions for work are given, have a rich lexicon.

4.3 Emotional-volitional readiness

Volitional readiness is necessary for the normal adaptation of children to school conditions. The question here is not so much the ability of the children to obey, although it is also important to follow certain rules of the school routine, but the ability to listen, to delve into the content of what an adult is talking about. The fact is that the student needs to be able to understand and accept the task of the teacher, subordinating his immediate desires and motives to him. This requires that the child be able to focus on the instructions that he receives from the adult.

Already at preschool age, the child is faced with the need to overcome the difficulties that arise and to subordinate his actions to the set goal. This leads to the fact that he begins to consciously control himself, control his internal and external actions, his cognitive processes and behavior in general. The foregoing gives reason to believe that the will arises already at preschool age. Of course, the volitional actions of a preschooler have their own specifics: they coexist with unintentional, impulsive actions that arise under the influence of situational feelings of desire.

The most important ability necessary for successful schooling is the arbitrariness of behavior.

The arbitrariness of behavior is the ability of a child to control his behavior, to organize his work. This ability is shown in various forms.

Forms of arbitrariness

A - the ability to independently perform a sequence of actions. - reproduction of visual samples. - the child's ability to act according to the oral instructions of an adult. - the ability to subordinate their actions to the rule.

Psychological studies of the formation of self-esteem in preschool age have revealed its great instability and inconsistency. R.B. Sterkina, having identified certain specifics in this process, considers:

general self-esteem, manifested in the assessment of one's own merits, when comparing oneself with others;

specific self-assessment of their capabilities in a particular type of activity;

dynamic self-assessment in the very process of activity in the form of a choice of tasks of a certain difficulty.

The development of self-esteem goes in the direction from dynamic through specific to general. The formation of this most important personality trait occurs under the influence of the assessment expressed by others, especially adults.

5. Psychological assistance to children with insufficient readiness for schooling

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

Adaptation in grade 1 is a special and difficult period of adaptation in a child's life: he learns a new social role of the student, the new kind activities - educational, the social environment is changing - classmates, teachers and the school appear, like a big social group into which the child is included, his way of life changes. A child who is not psychologically ready 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 that indicate signs of a discrepancy between the socio-psychological and psychophysical status of the child and the requirements of the situation of schooling, mastering which for a number of reasons becomes difficult or, in extreme cases, impossible". Disorders of mental development lead to certain disorders of school adaptation. Intellectual disorders lead to difficulties in mastering educational activities, personal - to difficulties in communication and interaction with others, features of neurodynamics (hyperdynamic syndrome, psychomotor retardation or instability of mental processes) affect behavior, which can disrupt both learning 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 learning activities (as a prevention of learning maladaptation) and socio-psychological readiness for school (as a line of prevention of socio-psychological maladaptation to school).

To what extent is the problem of socio-psychological readiness for school relevant and is it stated in primary school? Research by M.V. Maksimova, M.E. Zelenova, R.V. Ovcharova indicate that the phenomenon of socio-psychological maladaptation exists in elementary school students and can manifest itself in about 37% of cases.

The degree of maladjustment is different: from problematic to conflict and socio-cultural neglect. The manifestations of disadaptation are different - they can be distinguished according to objective and externally expressed indicators: sociometric statuses, unwillingness or insecure or aggressive behavior, as well as subjective experiences: dissatisfaction, anxiety and hostility.

In order to prevent and correct the socio-psychological maladjustment of children aged 6-7 years, I.N. Agafonova developed the program "Me and We", which was tested in kindergarten No. 37 in St. Petersburg. This program can be implemented in elementary school by a teacher or a psychologist with relevant conditions(work in subgroups). The main goal of the program is specified in the following tasks:

Formation of a positive I-concept.

Formation of a positive concept of another person.

Formation of motivation to achieve success.

Formation of the need for communication and communication skills.

This program can be implemented in all types of activities of the child and in a special system of training sessions. The program includes 15 stages and is designed for 25-29 lessons.

In schools, for a certain readiness of the child for learning and the prevention of possible school difficulties associated with unpreparedness in one or another school aspect, an early diagnosis of school maturity is carried out.

Determining the psychological readiness for schooling, a practical child psychologist must clearly understand why he is doing this. The following goals can be identified, which should be followed when diagnosing school readiness:

Understanding the characteristics of the psychological development of children in order to determine an individual approach to them in the educational process.

Identification of children who are not ready for schooling, in order to carry out activities with them aimed at preventing school failure.

The distribution of future first-graders into classes in accordance with their "zone of proximal development", which allows each child to develop in the optimal mode for him.

Deferral for 1 year of the start of education for children who are not ready for school, which is possible only for children of six years of age.

Based on the results of the diagnostic examination, it is possible to create a special group and a development class in which the child will be able to prepare for the beginning of systematic education at school. Correction and development groups are also created according to the main parameters.

Such classes can be held during the period of adaptation at school. This course was created in order to help the child build a meaningful image of a "real schoolchild" on the threshold of school, between preschool and school childhood. This is a kind of ten-day initiation in new age, into a new system of relationships with adults, peers, and oneself.

The introduction is of an intermediate nature, corresponding to the child's sense of self. In form, in the manner of communication, “the introduction is built as teaching a beginner to study cooperation. But the material with which children work is purely preschool: didactic games on construction, classification, seriation, reasoning, memorization, attention. Offering these, in fact, developmental tasks, we do not seek to teach them to perform everything perfectly. The efforts of children should be focused on the basis of relationships: on the ability to negotiate, exchange opinions, understand and evaluate each other and themselves in the same way as real schoolchildren do.

There is another program of adaptation classes for first-graders "Introduction to school life", developed by Sanko A.I., candidate of psychological sciences, psychologist of Chelyabinsk MOU No. 26 Kafeeva Yu. This course helps children to realize new requirements, forms an internal need to fulfill the established order.

A special place in the course is occupied by motivational conversations that allow you to identify children with educational and cognitive motivation.

Classes contribute to the accelerated acquaintance of first-graders with each other and the creation of a favorable psychological climate in the classroom.

The course provides game lessons which imply a summary form of communication. Mobile exercises are possible here, not as hard as in the lesson, time is limited. Classes are conducted by a psychologist during the first school days. He receives information about new students.

Thus, the following methods are used to organize psychological assistance to a child at the stage of preparation for schooling: preparation in a kindergarten, diagnostics at school, followed by remedial classes.

Output

Recently, much attention has been paid in the literature to the issue of identifying children who are not ready for schooling and who have difficulties in school adaptation in the 1st grade. And this problem is still relevant. A child, entering school, must be mature in physiological and social terms, the success of a child's education in school also depends on his psychological maturity. Psychological readiness for learning is a multidimensional concept. It does not provide for individual knowledge and skills, but for a certain set, in which all the main elements must be present. What components lead to this set of "school readiness"? The main components of school maturity are: intellectual, personal, strong-willed, moral readiness.

For successful learning and personal development of the child, it is important that he goes to school prepared, taking into account his general physical development, motor skills, and the state of the nervous system. And this is not the only condition. One of the most essential components is psychological readiness.

Psychological readiness is a necessary and sufficient level of a child's mental development for mastering the school curriculum in the conditions of learning in a group of peers.

For most children, it develops by the age of seven. The content of psychological readiness includes a certain system of requirements that will be presented to the child during training, and it is important that he is able to cope with them.

The structure of psychological readiness for learning at school is a multicomponent education. The components of psychological readiness for schooling include psychomotor (functional), intellectual, emotional-volitional, personal (including motivational), socio-psychological (communicative) readiness.

Physiological component – these are self-service skills, the state of general motor skills, the level of physical fitness, health status, proper physique, posture.

Psychomotor (functional) readiness

It should include those transformations that occur in the child's body, which contribute to an increase in its performance and endurance, greater functional maturity. Among them, first of all, it is necessary to name:

The balance of the processes of excitation and inhibition, which increases throughout preschool childhood, allows the child to focus his attention on the object of his activity for a longer time, contributes to the formation of arbitrary forms of behavior and cognitive processes;

The development of small muscles of the hand and hand-eye coordination - creates the basis for mastering the actions of writing;

Improving the mechanism of functional asymmetry of the brain - activates the formation of speech as a means of cognition and verbally logical thinking.

Intellectual readiness

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

During the preschool age, children begin to lay the foundations of verbal-logical thinking, based on visual-figurative thinking and being a natural continuation of it. A six-year-old child is capable of the simplest analysis of the surrounding world: breeding the main and the insignificant, simple reasoning, correct conclusions. By the end of preschool age, the central indicator of the mental development of children is the formation of their figurative and fundamentals of verbal and logical thinking.

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

* differentiated perception;

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

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

* logical memorization;

* interest in knowledge, the process of obtaining it through additional efforts;

* mastery of the ear colloquial speech and the ability to understand and apply symbols;

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

Speech Component involves mastering the grammar and vocabulary of the language, a certain degree of awareness of speech, the formation of forms (external - internal, dialogic - monologue) and functions (communication, generalization, planning, evaluation, etc.) of speech.

Volitional component the child's ability to act in accordance with the model and exercise control by comparing it with it as a standard (the model can be given in the form of another person's actions or in the form of a rule).

Personal readiness

Personal readiness is a backbone component, it can be described through the motivational-required sphere and the sphere of self-awareness of the individual.

Formation of readiness to accept a new "social position" - the position of a student who has a range of important duties and rights.Personal readiness also implies a certain level of development of the emotional sphere of the child. The child masters social norms for expressing feelings, the role of emotions in the child’s activity changes, emotional anticipation is formed, feelings become more conscious, generalized, reasonable, arbitrary, extra-situational, higher feelings are formed - moral, intellectual, aesthetic. Thus, by the beginning of schooling, the child should have achieved relatively good emotional stability, against which both the development and the course of educational activities are possible.

Emotional-volitional readiness

A sufficient level of development of the child's emotional-volitional sphere is an important aspect of psychological readiness for school. For different children, this level turns out to be different, but a typical feature that distinguishes older preschoolers is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately, having come to the first grade, join in the general activity, accept the system of requirements presented by the school and the teacher.

The determining role in the personal component of psychological readiness for school is played by the motivation of a preschooler.

Motivational component implies an attitude to educational activities as a socially significant matter and the desire to acquire knowledge. The prerequisite for the emergence of these motives is the general desire of children to go to school and the development of curiosity.

Subordination of motives, the presence of social and moral motives in behavior (sense of duty). The beginning of the formation of self-awareness and self-esteem.

Two groups of learning motives were distinguished:

1. The broad social motives of learning, or motives associated "with the needs of the child in communicating with other people, in their assessment and approval, with the desires of the student to take a certain place in the system of social relations available to him."

2. Motives directly related to educational activities, or "children's cognitive interests, the need for intellectual activity and the acquisition of new skills, abilities and knowledge."

Socio-psychological (communicative) readiness

As the older preschooler grows older, he begins to attract more and more the world of people, and not the world of things. He tries to penetrate the meaning of human relations, the norms that regulate them. Following socially acceptable norms of behavior becomes significant for the child, especially if it is supported by a positive response from adults. This becomes the content of the child's communication with them. Therefore, communication readiness is very important in view of the prospect of constant contact with adults (and peers) in the course of schooling. This component of psychological readiness presupposes the formation of two age period forms of communication:arbitrarily-contextual communication with adults and cooperative-competitive with peers.

Zarechneva O.N., teacher-psychologist

One of critical components mental development during preschool childhood is the child's psychological readiness for schooling. Preparing children for school is a multifaceted task, covering all areas of a child's life.

Under the psychological readiness for school is understood the necessary and sufficient level of mental development of the child for the development of the school curriculum in the conditions of training in a group of peers.

Kulagina I.Yu. identifies two aspects of psychological readiness - personal (motivational) and intellectual readiness for school, which are manifested in the development of motivational, voluntary, intellectual and speech spheres. Both aspects are important for the child's educational activity to be successful, as well as for his rapid adaptation to new conditions, painless entry into a new system of relations.

In theoretical works Bozhovich L.I. the main emphasis was placed on the importance of the motivational sphere in shaping the child's personality. Psychological readiness for school was considered from the same positions, that is, the motivational plan was recognized as the most important. Two groups of learning motives were distinguished:

· broad social motives for learning, or motives associated "with the child's needs in communicating with other people, in their assessment and approval, with the desires of the student to take 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".

A school-ready child wants to learn both because he wants to take a certain position in human society, namely a position that opens access to the world of adulthood, and because he has a cognitive need that he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to environment, named Bozhovich L.I. "internal position of the schoolboy". This neoplasm Bozhovich L.I. attached great importance, believing that the "internal position of the student" can act as a criterion for readiness for schooling.

It is necessary to single out and consider the main components of psychological readiness for schooling.

Physical readiness. The concepts of “physical development” and “physical fitness” are often confused, therefore it should be noted that physical fitness is the result of physical fitness achieved when performing motor actions necessary for a person to master or perform a certain activity. Optimal physical fitness is called physical readiness.

Parents and teachers, of course, are interested in the school success of the child. These successes largely depend on the readiness of the body for systematic learning, the readiness of mental processes and the readiness of the individual. The readiness of the body is determined by morphological and functional development. If the child is physically weak, it will be difficult for him to maintain his posture while sitting at his desk, it will be difficult to work in the lesson due to rapid fatigue. For mastering writing, the development of small muscle groups is important. In addition, the child should also have developed large muscle groups, basic motor skills in running, jumping, climbing, throwing, etc. This will help him control his body by participating in games, competitions, interactions with friends.

Motivational readiness. Motivational readiness implies an attitude to educational activities as a socially significant matter and the desire to acquire knowledge. The prerequisite for the emergence of these motives is the general desire of children to go to school and the development of curiosity.

In order for a child to study successfully, he, first of all, must strive for a new school life, for “serious” studies, “responsible” assignments. The appearance of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger ones and equalize in position with the older ones. The desire of the child to occupy a new social position leads to the formation of his inner position.

Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. ABOUT personal readiness a child for school is usually judged by his behavior in group classes and during a conversation with a psychologist.

mental readiness. Mental readiness is the achievement of a sufficiently high level of development of cognitive processes (differentiated perception, voluntary attention, meaningful memorization, visual-figurative thinking, the first steps towards mastering logical thinking).

By the senior preschool age, children acquire a certain outlook, a stock of specific knowledge, master some rational methods of examination external properties items. Preschoolers can understand the general connections, principles and patterns that underlie scientific knowledge. The logical form of thinking, although accessible, is not yet characteristic of him. Even acquiring the features of generalization, his thinking remains figurative, based on real actions with objects and their substitutes. The highest forms of visual-figurative thinking are the result of the intellectual development of a preschooler.

Intellectual readiness for school also implies the formation of certain skills in the child. First of all, they include the ability to single out a learning task and turn it into an independent goal of activity. Such an operation requires from the child entering school the ability to be surprised and look for the reasons for the similarities and differences of objects he noticed, their new properties.

Intellectual readiness also implies the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity. Summarizing, we can say that the development of intellectual readiness for learning at school involves:

· differentiated perception;

Analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);

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

· logical memorization;

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

mastery of colloquial speech by ear and the ability to understand and use symbols;

development of fine hand movements and hand-eye coordination.

Curiosity should be developed, the desire to learn new things, a fairly high level sensory development, as well as developed figurative representations, memory, speech, thinking, imagination, i.e. all mental processes.

Emotional readiness. Volitional readiness - the child's ability to act in accordance with the model and exercise control by comparing it with it as a standard (the sample can be given in the form of actions of another person or in the form of a rule).

Emotional-volitional readiness is considered formed if the child is able to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, he develops the arbitrariness of psychological processes.

Already at preschool age, the child is faced with the need to overcome the difficulties that arise and to subordinate his actions to the set goal. This leads to the fact that he begins to consciously control himself, control his internal and external actions, his cognitive processes and behavior in general. This gives reason to believe that the will arises already at preschool age. Of course, volitional actions of preschoolers have their own specifics: they coexist with unintentional, impulsive actions that arise under the influence of situational feelings and desires.

By the beginning of schooling in a child, the processes of excitation predominate over the processes of inhibition. The regulatory function of the will is manifested in the activation and inhibition of the child's activity. A child of preschool age should be formed such concepts as "necessary", "possible", "impossible". It is necessary to put away the toys, brush the teeth, make the bed - all this is a stimulating, activating function of the will. You can’t scatter things, watch TV after 9 pm - these verbal influences of parents are aimed at braking motor activity child. “It is possible” forms in the mind of a preschooler the rules of behavior, on the basis of which the formation of such important properties personality, as discipline and responsibility: "You can go for a walk after you put away the toys (at primary school age - you will learn the lessons)".

Many preschoolers have strong-willed qualities that allow them to successfully perform various tasks. Children are able to set a goal, make a decision, outline a plan of action, make a certain effort to overcome an obstacle, evaluate the result of their action. In order for a child to develop volitional qualities, an adult must organize his activities, remembering that volitional action directly depends on the difficulty of the task and the time allotted for its implementation.

Willingness to communicate. Communicative readiness - the presence of arbitrarily-contextual communication with adults and cooperative-competitive with peers.

A necessary condition for the formation of a harmoniously developed personality is the interaction of subjects, in which there is an exchange of rational and emotional information, activities, experience, knowledge, skills and abilities. Communication mediated by speech, acting, on the one hand, as a condition for the harmonization of the individual, is at the same time both a means of achieving the goals of the individual and a way of his life.

The problem of developing the ability to communicate has become especially in demand by society today, when higher requirements are placed on the personality of a graduate of a preschool educational institution as a personality of a future first-grader of a new type of school, in which education is conducted according to intensive programs. One of the main claims made by the school to the quality of the preparation of the child in the preschool educational institution lies in the inability of the student to express his thoughts in words, in his inability to convey the existing knowledge verbally.

This component of readiness includes the formation of qualities in children, thanks to which they could communicate with other children, teachers. The child comes to school, a class where children are engaged in a common cause, and he needs to have sufficiently flexible ways of establishing relationships with other people, he needs the ability to enter a children's society, act together with others, the ability to yield and defend himself. Thus, this component involves the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, the developing ability to cope with the role of a student in a situation of schooling.

Svetlana Knyazeva
The problem of psychological readiness for schooling

« The problem of psychological readiness for schooling»

defectologist teacher: Knyazeva S.I.

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

Psychological readiness to study at school is considered on

present stage of development psychology as a complex characteristic of the child, revealing the levels of development psychological qualities, which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.

IN psychological dictionary concept« school readiness» considered as a set of morpho-physiological characteristics of an older child preschool age ensuring a successful transition to a systematic, organized schooling.

V. S. Mukhina claims that school readiness is

the desire and awareness of the need to learn, arising as a result of the social maturation of the child, the appearance of internal contradictions in him, setting the motivation for learning activities.

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

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

By emotional maturity, they understand emotional stability and the 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 the interests and accepted conventions of children's groups, as well as with the ability to take on a social role. schoolboy in a public situation schooling.

concept psychological readiness for school

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

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

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

Components psychological readiness for schooling

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

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

1. Intelligent readiness;

2. Personal readiness;

3. Psychophysiological readiness.

1. Intelligent readiness. intellectual readiness shows the formation of the child's main mental processes: perception, memory, thinking, imagination, symbolic function of consciousness.

intellectual child's readiness for school lies in a certain outlook, a stock of specific knowledge, in understanding the basic patterns. Curiosity, a desire to learn a new, sufficiently high level of sensory development, must be developed, as well as figurative representations, memory, speech, thinking, imagination, i.e. all mental processes.

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

Observing nature, the events of the surrounding life, children learn to find spatio-temporal and causal relationships, to generalize, to draw conclusions.

The child must:

1. Know about your family, life.

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

3. Be able to express their own judgments, draw conclusions.

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

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

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

3. Psychophysiological readiness for schooling

By the age of seven, the structure and functions of the brain are sufficiently formed, close in a number of indicators to the brain of an adult. Thus, the weight of the brain of children during this period is 90 percent of the weight of the brain of an adult. Such maturation of the brain provides the possibility of assimilation of complex relationships in the surrounding world, contributes to the solution of more difficult intellectual tasks.

Back to top schooling the large hemispheres of the brain and especially the frontal lobes develop sufficiently, associated with the activity of the second signaling system responsible for the development of speech. This process is reflected in the speech of children. It dramatically increases the number of generalizing words. If you ask children of four or five years how to name a pear, plum, apple and apricot in one word, then you can observe that some children generally find it difficult to find such a word or it takes them a long time to search. A seven-year-old child can easily find the right word ( "fruit").

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

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

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

At this age, children are well aware of the rhythm and pace of movements. However, the movements of the child are not sufficiently dexterous, accurate and coordinated.

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

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

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

Psychological readiness for school is a necessary and sufficient level mental development of the child to master school programs under learning in a peer group.

Thus the concept psychological readiness for schooling includes:

intellectual readiness(the presence of a child's horizons, a stock of specific knowledge);

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

-psychophysiological readiness(general health).

The following are distinguished as the main components of psychological readiness for schooling: personal readiness, development of an arbitrary sphere (volitional readiness) and intellectual readiness.

Personal readiness for schooling. The success of school education is largely determined by how much a child wants to learn, become a student, go to school. According to L.I. Bozhovich, a child ready for school wants to learn because he already has two needs: the need to take a certain position in society, namely the position that opens access to the world of adulthood (the social motive of teaching), and cognitive need which he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new relationship of the child to the environment, called internal position of the student (see v.2.3), which is the most important component of personal readiness for school. The first thing you should pay attention to is the child's expressed interest in learning, in acquiring knowledge, skills, and in obtaining new information about the world around him. This interest ontogenetically grows out of the natural curiosity of children of 4-5 years of age (the age of "why-why"), directly depends on the completeness of the satisfaction of this need of the child by adults.

The cognitive need belongs to the category of the so-called "unsaturable", the most important feature is that the more the corresponding need is satisfied, the stronger it becomes.

Surveys of children conducted repeatedly in kindergartens showed that the majority of children tend to go to school. Such a desire is associated with a developmental crisis, with the fact that the child begins to realize his increased capabilities. He psychologically outgrows the game, and the position of a schoolboy is for him a stepping stone to adulthood, and study is a responsible matter, to which everyone respects.

V.S. Mukhina shows that, of course, not only the opportunity to learn attracts children. For them, the external attributes of school life have great attractive power: a seat at a desk, a briefcase, textbooks, calls, changes, etc. Interests of this kind are less important, but they also have a positive meaning, expressing the child’s general desire to change his position among other people.

Personal readiness implies a certain level of development of the motivational sphere, namely, the ability to subordinate the motives of behavior.

There are other indicators of a child's readiness for schooling that characterize his personal sphere. So in the study of E.E. Kravtsova, three aspects of the interaction of the child with the outside world(which is why they are often considered characteristics social or socio-psychological readiness ):

Attitude towards an adult;

Peer attitude;

Attitude towards oneself.

Let's consider each of the parties separately.

It helps the child to highlight not the formal, but the content aspects of the teaching teacher However, in order for the teacher to fulfill this function, the child must be ready to enter into a new type of relationship with the teacher. This form of relationship between a child and an adult is calledextra-situational-personal communication . A child who masters this form performs the tasks of an adult, regardless of specific situation, responds to these errors in a businesslike manner, tries to correct them as soon as possible, making the necessary changes to the work. With such an attitude towards the teacher, children are able to behave in the classroom in accordance with school requirements: not to be distracted, not to throw out their emotional experiences, etc.

An equally important aspect of the child's interaction with the outside world is his ability to establish collaborative relationships with other children. The ability to successfully interact with peers, to perform joint learning activities is of great importance for the development of a full-fledged activity, which is essentially collective.

The readiness of the child in the personal sphere also implies a certain attitude towards oneself. In the self-consciousness of the child during this period, as L.S. Vygotsky emphasized, for the first time there is a discovery of his experiences, “intellectualization of affect” (see topic 2.3). Such a neoplasm is important in mastering educational activities, since the child will be able to evaluate his behavior, regulate it, and adequately relate to the result of his work.

Volitional readiness. School life requires the child to comply a large number rules. They control the behavior of students in the classroom (you can’t make noise, talk with a neighbor, do other things, you need to raise your hand if you want to ask something, etc.), they serve to organize the child’s educational work, regulate the relationship of students between themselves and the teacher . Therefore, a special place in the study of the problem of readiness for school should be given to development of voluntary behavior.

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

Ability to obey rules and adult requirementsability to model - the main indicators of the formation of voluntary behavior. D. B. Elkonin considered its development to be the most important component of readiness for school.

Under the leadership of D.B. Elkonin, the following widely known experiment was carried out. The adult asked to sort out a bunch of matches, shifting them one by one to another place. The experimenter then left, leaving the child alone in the room. The experiment involved children 5, 6 and 7 years old. It turned out that older children, ready for schooling, scrupulously performed this completely unattractive and generally meaningless work (after all, they had agreed on this with an adult). Younger children, not ready for school, continued this activity for some time after the experimenter left, but then they began to play with matches, build something out of them, or simply refused to work. For such children, a puppet was introduced into the same experimental situation, which was supposed to be present and observe how the child performs the task (leaving the child in the room, the experimenter said: “I will leave now, but Pinocchio will remain”). At the same time, the children's behavior changed: they looked at the doll and diligently completed the task given to adults. The introduction of the doll replaced the children with the presence of a controlling adult and gave the situation a new meaning.

This experiment shows that behind the fulfillment of the rule lies a system of relations between the child and the adult. First, the rules are executed 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 becomes an internal regulator of the child's actions and he acquires the ability to independently be guided by the rule. This is evidence of readiness for schooling.

M.V. Gamezo notes that by the time of entering school, significant changes occur in the volitional sphere: the child is able to make a decision, outline a plan of action, show a certain effort in overcoming obstacles, evaluate the results of his action. The arbitrariness of movements increases significantly, which manifests itself both in the deliberate fulfillment of a task and in the ability to overcome an immediate desire, to abandon a favorite pastime in order to fulfill a necessary assignment.

Intellectual School Readiness. With admission to school, the child begins the systematic study of the sciences. It requires a certain level of development cognitive processes. As E.P. Ilyin notes, this is the degree of differentiation of perceptions, the presence of analytical thinking (the ability to establish connections between the main features and phenomena, the ability to reproduce a pattern), rational approach to reality (weakening the role of fantasy), logical memory, listening to colloquial speech, understanding and application of symbols.

I.V. Dubrovina notes that the child needs own certain means of cognitive activity(sensor standards, system of measures), carry out basic mental operations(be able to compare, generalize, classify objects, highlight their essential features, draw conclusions, etc.).

Intellectual readiness also implies the presence of mental activity of the child, wide enough cognitive interests desire to learn something new.

Cognitive interests develop gradually, over a long period of time, and cannot arise immediately upon entering school, if sufficient attention was not paid to their upbringing at preschool age. Studies show that the greatest difficulties in primary school are experienced not by those children who have insufficient knowledge and skills by the end of preschool age, but by those who show intellectual passivity, who lack the desire and habit to think, solve problems that are not directly related to what - either a game or everyday situation that interests the child. To overcome intellectual passivity, in-depth individual work with the child is required.

In R.S. Nemov's textbook, indicators of the formation of cognitive processes that determine readiness for learning, namely:

development perception manifested in its selectivity, meaningfulness, objectivity and high level formation of perceptual actions;

Attention children by the time they enter school should become arbitrary, with the necessary volume, stability, distribution, switchability;

In order for the child to learn well school curriculum, it is necessary that it memory became arbitrary so that the child has various effective means for memorizing, preserving and reproducing educational material.

imagination: any problems related to the development of this process , usually does not arise when entering school, so that almost all children, having played a lot and in various ways at preschool age, have a well-developed and rich imagination. The main questions may arise about the ability to regulate figurative representations through voluntary attention, as well as the assimilation of abstract concepts that are difficult to imagine and present to a child, as well as an adult;

thinking should be developed and presented in all three main forms: visual-effective, visual-figurative and verbal-logical.

Along with the components of psychological readiness discussed above (personal, volitional, intellectual), some authors also distinguish:

- speech readiness : manifested in the ability of children to use the word 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 assimilation of writing;

- motivational readiness : the need to achieve success, the corresponding self-esteem and level of claims. The need to achieve success in a child should dominate over the fear of failure. In learning, communication and practical activities related to testing abilities, in situations involving competition with other people, children should show as little anxiety as possible. It is important that their self-esteem is adequate, and the level of claims is appropriate. real opportunities that the child has.

Considering the problem of a child's psychological readiness for school, we can say that there is no unambiguous decision about the constituent components. But many leading experts believe that it is necessary to focus on neoplasms, on the fact that constitutes the future of development, and not on what the child has already developed, what he can do on his own.

“Pedagogy,” wrote L.S. Vygotsky, “should focus not on yesterday, but on tomorrow.” child development. Only then will she be able to bring to life in the process of learning those developmental processes that now lie in the zone of proximal development ”(Vygotsky L.S. Sobr. Soch. - M., 1982. - vol. 2. -. P. 251).