The problem of psychological readiness for learning at school. The problem of readiness of the child for schooling

Pore ​​discipline: Developmental psychology

Topic: The problem of children's readiness for school

Introduction

1. a brief description of children of senior preschool age and the crisis of seven years

2. Motivational readiness for school

3. Volitional readiness for school

4. Social readiness for school

5. Intellectual readiness for school

6. Physiological readiness for school

Conclusion

Bibliography

Introduction

The school is a social institution that has historically formed relatively recently, and the child's admission to school plays a leading role in the process of adaptation to life in society.

Going to school is a very serious step for a child, as it is a turning point in life. He seems to be trying to get out of his childhood and take a new place in the system of relations mediated by the norms of behavior, there is a desire to "become a real schoolboy" and carry out real, serious, socially significant activities.

When a child moves to a new stage of development, there is a change in the leading activity, this is a transition from a role-playing game to a learning activity.

How the child’s school life develops, how successful the beginning of schooling will be, depends on the student’s progress in subsequent years, his attitude to school, and ultimately well-being in adulthood. If a student does not study well, this always negatively affects relationships with peers or the family microclimate.

The problem of children's readiness for schooling, first of all, is considered from the point of view of the correspondence of the level of development of the child to the requirements of educational activity.

Many parents believe that readiness for school lies only in mental readiness, so they devote maximum time to the development of the memory, attention and thinking of the child. Not all classes involve the formation of the necessary qualities for learning at school.

Often, underachieving children have all the necessary skills of writing, counting, reading and have enough high level development. But readiness implies not only the presence of certain skills and abilities necessary for schooling, it is necessary to ensure the full and harmonious development of the child.

Preparing children for school is a complex task, covering all spheres of a child's life.

These are, first of all, the levels of social and personal, motivational, volitional, intellectual development, all of which are necessary for the successful mastering of the school curriculum. When children enter school, insufficient formation of any component of psychological readiness is often revealed. Shortcomings in the formation of one of the levels, sooner or later entails a lag or distortion in the development of others and in one way or another affect the success of training.

And so, the purpose of the work is to analyze the psychological readiness of the child for school.

Based on the goal, the following task is planned: to analyze the main components psychological readiness child to school, and specifically: motivational, social and personal, intellectual, strong-willed, physiological.

1. Brief description of children of senior preschool age and the crisis of seven years

The crisis of seven years is that critical period that requires a change in the social situation, it is associated with the beginning of the child's education at school.

It is at this age that the foundations of personality are laid, a stable hierarchy of motives is formed (the phenomenon of bitter candy). There is a desire to take a new position in society and perform socially useful activities. If there is no change in the social situation, then the child has a feeling of dissatisfaction.

The crisis of seven years is characterized by the defiant behavior of the child, he behaves, makes faces, clowning around. According to Vygodsky, such behavior testifies to the loss of childish spontaneity, the child seems to have a separation of inner and outer life, the child tries on different roles, and through this, a loss of spontaneity of behavior occurs. Until the age of seven, the child acts in accordance with the problem that is relevant to him. The acquisition of mediocrity of behavior includes awareness, censorship, the norm of behavior is wedged between the idea of ​​​​action and the action itself, behavior becomes more independent of various environmental influences.

The child begins to realize and evaluate his place among other people, an internal social position is formed, the desire to meet the requirements of an adult, to accept a new social role - the role of a schoolchild.

There are new social needs, the need for respect, recognition by peers and adults. The desire to act in accordance with the rules, the child needs to perform the action correctly. He seeks to participate in group activities. There is an assimilation of moral norms, social values, rules of behavior in society, now you have to do not the way you want, but the way you need to.

The activity of the child acquires a new content. The ability not only to control their actions, but also to focus on the result.

Psychological studies show that during preschool childhood, a child already develops self-esteem, this emerging self-esteem is based on the result of activity, success-failure, as well as the assessments of others and the approval of parents.

That. the presence of a crisis of seven years is an indicator of psychological readiness for school.

2. Motivational readiness for school

Motivational readiness is considered as an incentive to study, the desire of the child to study at school. The initial motive of the child is to climb new level relations.

Distinguish between extrinsic and intrinsic motivation. Most children of older preschool age dream of becoming schoolchildren, but of course, almost none of them have any idea what a school is in reality, many children have a completely idealized attribute idea of ​​a school, if they are asked who a student is, they will certainly answer that this is a child , who carries a large briefcase, sits at a desk with his hand raised, writes, reads and good children get fives, and bad children get deuces. And I want the same, and everyone will praise me.

Intrinsic motivation is associated with a direct desire to learn, expressed in cognitive interest, manifested in the desire to learn new things, to find out the incomprehensible. Arises very difficult situation, because not all children are ready to fulfill the requirements of the teacher and do not get along in a new social environment due to the lack of an internal motive. A child’s cognitive need exists from birth, and the more adults satisfy the child’s cognitive interest, the stronger it becomes, so parents need to devote as much time as possible to the development of children, for example, read books to them, play educational games and so on.

Learning motivation develops in a first-grader in the presence of a pronounced cognitive need and the ability to work. a first grader tries to be an exemplary student in order to earn the praise of the teacher, and then the parent. Emotional praise allows the child to believe in his abilities, increase his self-esteem and stimulate the desire to cope with what is not immediately possible. (Bozovic)

3. Volitional readiness for school

Another component of school readiness is volitional readiness. Volitional readiness implies the readiness of the child for the fact that he will have to fulfill the requirements of the teacher. This is the ability to act according to the rules, in accordance with the established model. The fulfillment of the rule underlies the social relations of the child and the adult.

D.B. Elkonin conducted an experiment. First-graders were asked to draw four circles, and then color three yellow and one blue, the children painted all the circles in different colors, claiming that it was more beautiful. This experiment perfectly demonstrates that not all children are ready to accept the rules.

The emergence of the will leads to the fact that the child begins to consciously control himself, control his internal and external actions, his cognitive processes and behavior in general. He gradually masters the ability to subordinate his actions to motives.

L. S. Vygotsky and S. L. Rubinshtein believe that the appearance of a volitional act is prepared by the previous development of the preschooler’s voluntary behavior.

4. Social readiness for school

Social readiness is the willingness to new form relationships, in the situation of schooling.

Going to school is, first of all, acquiring a new social status schoolboy. He enters into new social relations, the child-teacher model, which subsequently affects the relationship of the child with parents and the child with peers, because how the situation develops at school, how much success will be expressed, will subsequently affect relations with peers and parents.

In the situation of the lesson, there are strict rules that the student must adhere to, for example, only substantive communication.

Children who are ready for learning, understand the conventions of educational communication and behave adequately in the classroom, communication between the teacher and the student acquires a feature of arbitrariness.

5. Intellectual readiness

The child must be able to communicate in a dialogue, be able to ask questions, answer questions, have the skill of retelling.

In order for a student to learn successfully, it is necessary that his level of actual development should be such that the training program falls into the “zone of proximal development” of the child, otherwise he simply will not be able to assimilate the material.

This goes without saying the presence of elementary skills of writing, reading, counting. The child should be able to compare, generalize, classify objects, and highlight essential features, draw conclusions. Now he has to work with abstract categories, scientific concepts. “The child must learn to distinguish between different aspects of reality, only in this case it is possible to move on to subject education. The child must see in the object its parameters, the individual aspects that make up its content. And also for the assimilation of scientific concepts, the child must understand that his point of view is not absolute and not the only one.

A child at an older preschool age has already formed operations, this is proved with the help of an experiment with two flasks to preserve the quantity.

6. Physiological readiness for school

It is also necessary to determine the physiological readiness for school, whether the child is ready for such loads, on the one hand, the student's body is often ready for the requirements set by the school, but on the other , some children find it very difficult to endure such mental stress and physical exercise, or the child may have poorly developed motor skills of the hand and he cannot write, this is a failure of the regime and the restructuring of the whole organism to a new way of life, keeping attention in the lessons for 40-45 minutes, and so on. For some this is quite difficult. Before entering school, honey is made. examination and determination of readiness. According to indications, by the age of 8, almost everyone is ready. Physiological readiness is determined by three criteria: physiological, biological and health status. At school, a child faces a lot of problems, for example, an incorrect fit can lead to a curvature of the spine, or a deformity of the hand with heavy loads on the arm. Therefore, this is the same significant sign of development as the rest.

Conclusion

Going to school is the most important step in the development of the child, requiring a very serious approach and preparation. We have established that a child's readiness for school is a holistic phenomenon, and for complete readiness it is necessary that each of the signs be fully developed, if at least one parameter is poorly developed, this can have serious consequences. Comprehensive preparation for school includes five main components: motivational, intellectual, social, volitional, physiological readiness. It is advisable to determine the psychological readiness for school a year before the intended admission, since in this case there is time to change what needs to be corrected. There are many methods for diagnosing the readiness of children for school, they require careful selection, since many of them are inadequate. When preparing a child for school, it is also necessary to consult with a child psychologist and teachers.

Introduction

Before our society present stage its development is the task of further improving educational work with children of preschool age, preparing them for schooling. To successfully solve this problem, a psychologist needs the ability to determine the level of a child's mental development, to diagnose his deviations in time, and on this basis to outline ways of corrective work. The study of the level of development of the psyche of children is the basis of both the organization of all subsequent educational and educational work, and the evaluation of the effectiveness of the content of the upbringing process in a kindergarten.

Most domestic and foreign scientists believe that the selection of children for school should be carried out six months - a year before school. This allows you to determine the readiness for systematic schooling of children and, if necessary, to conduct a set of remedial classes.

According to L.A. Wenger, V.V. Kholmovskaya, L.L. Kolominsky, E.E. Kravtsova, O.M. Dyachenko and others in the structure of psychological readiness, it is customary to distinguish the following components:

1. Personal readiness, which includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. Personal readiness includes determining the level of development of the motivational sphere.

2. Intellectual readiness of the child for school. This component of readiness assumes that the child has an outlook and the development of cognitive processes.

3. Socio-psychological readiness for schooling. This component includes the formation of moral and communicative abilities in children.

4. Emotional-volitional readiness is considered formed if the child is able to set a goal, make decisions, outline a plan of action and make an effort to implement it.

Practical psychologists face the problem of diagnosing the psychological readiness of children for schooling. The applied methods of diagnosing psychological readiness should show the development of the child in all areas. 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.

At the same time, it should be remembered that when studying children in the transitional period from preschool to primary school age, the diagnostic scheme should include the diagnosis of both neoplasms of preschool age and initial forms activities for the next period.

Readiness, which is measured by testing, essentially comes down to mastering the knowledge, skills, abilities and motivation necessary for the optimal development of the school curriculum.

Under the psychological readiness for schooling is understood the necessary and enough level 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.

Readiness for learning is a complex indicator, each of the tests gives an idea only about a certain side of the child's readiness for school. Any testing technique gives a subjective assessment. In the performance of each of the tasks depends largely on the state of the child at the moment, on the correctness of the instructions, on the conditions of the test. All this has to be taken into account by the psychologist when conducting the survey.

1. The concept of psychological readiness for schooling

Preparing children for school is a complex task, covering all spheres of a child's life. Psychological readiness for school is only one aspect of this task.

Ready for school in modern conditions is considered, first of all, as a readiness for schooling or learning activities. This approach is substantiated by a view of the problem from the side of the periodization of the child's mental development and the change of leading activities.

Recently, the task of preparing children for schooling has occupied one of the important places in the development of the ideas of psychological science.

The successful solution of the tasks of developing the child's personality, increasing the effectiveness of education, and favorable professional development are largely determined by how correctly the level of preparedness of children for schooling is taken into account. In modern psychology, unfortunately, there is no single and clear definition of the concept of "readiness", or "school maturity".

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

L.I. Bozhovich, back in the 60s, pointed out that readiness to study at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of its cognitive activity and to the social position of the student. Similar views were developed by A.I. Zaporozhets, who noted that the readiness to study at school “is complete system interrelated qualities of a child's personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of the mechanisms of volitional regulation of actions, etc.”.

To date, it is practically universally recognized that readiness for schooling is a multi-complex education that requires complex psychological research. In the structure of psychological readiness, it is customary to distinguish the following components (according to L.A. Wenger, A.L. Wenger, V.V. Kholmovskaya, Ya.Ya. Kolominsky, E.A. Pashko, etc.)

1. Personal readiness. It includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. This personal readiness expressed in relation to the child to school, to learning activities, teachers, himself. Personal 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 cognitive interests.

The future student needs to arbitrarily control his behavior, cognitive activity, which becomes possible with the formed hierarchical system of motives. Thus, the child must have a developed educational motivation. Personal readiness also implies a certain level of development of the emotional sphere of the child. By the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and course of educational activities is possible.

2. Intellectual readiness of the child for school. This component of readiness assumes that the child has an outlook, a stock of specific knowledge. The child must possess a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child's thinking remains figurative, based on real actions with objects, their substitutes. 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 the ear colloquial speech and the ability to understand and apply symbols;

Development of fine hand movements and hand-eye coordination.

3. Socio-psychological readiness for schooling. 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 schoolchild in a situation of schooling.

In addition to the above components of psychological readiness for school, we will also highlight physical, speech and emotional-volitional readiness.

Physical readiness refers to general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin covering and performance standards physical development boys and girls 6-7 years of age. The state of vision, hearing, motor skills (especially small movements of the hands and fingers). State nervous system child: the degree of her excitability and balance, strength and mobility. General health.

Speech readiness is understood as the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness.

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.

The readiness of the child to enter into a new relationship with society at the end of preschool age finds its expression in readiness for schooling. The transition of a child from a preschool to a school way of life 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 have been devoted to it (V. S. Mukhina, E. E. Kravtsova, N. I. Gutkina, A. L. Venger, K. N. Polivanova, and others).

As constituent components psychological readiness for school is usually considered personal (or motivational), intellectual and volitional readiness.

Personal, or motivational, readiness for school includes the desire of the child for a new social position of the 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 prompted by broad social motives and is concretized in his attitude to the new social, "official" adult - to the teacher.

The figure of a teacher for a 6-7-year-old child is extremely important. This is the first adult with whom the child enters into public relations, not reducible to direct-personal connections, but mediated by role positions (teacher - student). Observations and studies (in particular, by K. N. Polivanova) show that any requirement of a six-year-old teacher is readily and willingly fulfilled. The symptoms of educational difficulties described above occur only in the usual environment, in the relationship of the child 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 after the teacher is the child ready to fulfill everything that is required, without any objections and discussions.

In the study of T. A. Nezhnova (1988), the formation of the internal position of the schoolchild was studied. This position, according to L. I. Bozhovich, is the main neoplasm of the crisis period and is a system of needs associated with a new socially significant activity - teaching. This activity embodies a new, more adult way of life for the child. At the same time, the desire of the child to take a new social position of the student is not always associated 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 portfolio, notebooks, marks, some rules of behavior known to them at school. The desire to go to school for many six-year-olds is not related to the desire to change the preschool lifestyle. On the contrary, school for them is a kind of game of adulthood. Such a student singles out, first of all, 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. Venger and K. N. Polivanova (1989). In this work, as the main condition for school readiness, the child's ability to single out educational content for himself and separate it from the figure of an adult is considered. The authors show that at the age of 6-7 only the external, formal side of school life is revealed to the child. Therefore, he carefully tries to behave “like a schoolboy”, that is, to sit straight, raise his hand, get up during the answer, etc. But what the teacher says at the same time and what you need to answer him 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 the main thing in it actor, often without noticing the subject itself. The main link - the content of training - falls out. The teacher's task in this situation is to present the subject to the child, to attach him to the new content, to open it (and not close it with his figure). The child must 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 mind of the child. Otherwise, even minimal progress in educational material becomes impossible. The main thing for such a child is the relationship with the teacher, his goal is not to solve the problem, but to guess what the teacher wants and please him. But the 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. The selection of the subject of study and its separation from the adult is the central moment of the ability to learn. Without this ability, children cannot become disciples in the proper sense of the word.

Thus, personal readiness for school should include not only broad social motives - "to be a schoolboy", "to take your place in society", but also cognitive interests in the content that the teacher offers. But these interests themselves in 6-7-year-olds are formed only in the joint educational (and not communicative) activities of the child with an adult, and the figure of the teacher in the formation of educational motivation remains the key.

Absolutely necessary condition school readiness is the development of voluntary behavior, which is usually regarded as volitional readiness for school. School life requires the child to strictly follow certain rules of conduct and to independently organize their 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 offered the child to sort out a bunch of matches, carefully shifting them one by one to another place, and then left the room. It was assumed that if a child has formed a psychological readiness for schooling, then he will be able to cope with this task in spite of his immediate desire to stop this not very exciting activity. Children of 6-7 years old, who were ready for schooling, scrupulously performed this difficult work and could sit at this lesson for an hour. Children who were not ready for school performed this task, meaningless for them, for some time, and then abandoned it or began to build something of their own. For such children, a puppet was introduced into the same experimental situation, which had to be present and observe how the child performs the task. 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 presence of a controlling adult in the children and gave the situation a new educational meaning. Thus, behind the fulfillment of the rule, Elkonin believed, lies the system of relations between the child and the adult. At first, the rules are carried out 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 the internal regulator of the child's actions. The readiness of the child for schooling involves the "rotation" of the rules, the ability to be guided by them independently.

To identify this ability, there are many interesting methods that are used to diagnose a child's readiness for school.

So, for example, L. A. Wenger developed a diagnostically very valuable technique in which children must draw a pattern from 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 an adult and these rules. In another technique, 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 hold given rule and not to violate it when performing activities that are familiar and exciting for him - do not draw Christmas decorations yourself, do not paint over the whole Christmas tree in green etc., which is quite difficult for a six-year-old.

In these and other situations, the child must stop the immediate, automatic action and mediate it by an accepted rule.

Education at school makes serious demands on the cognitive sphere of the child. He must overcome his preschool egocentrism and learn to distinguish between different aspects of reality. Therefore, to determine school readiness, Piaget's problems of quantity conservation 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 on different levels, etc. (see chapter 2).

The child must see in the subject its individual aspects, parameters - only under this condition can one proceed to subject-based learning. And this, in turn, involves mastering the means of cognitive activity: sensory standards in the field of perception, measures and visual models, and some intellectual operations in the field of thinking. This makes it possible to mediate, quantitative comparison and knowledge of individual aspects of reality. Mastering the means of isolating individual parameters and properties of things and his mental activity, the child masters socially developed methods of cognizing reality, which is the essence of teaching in 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, to understand the essence of the observed phenomena, to solve a mental problem. The intellectual passivity of children, their unwillingness to think, to solve problems that are not directly related to the game or everyday situation, can become a significant brake on their educational activities.
The educational content and educational task should not only be singled out and understood by the child, but become the motive of his own educational activity. Only in this case can we talk about their assimilation and appropriation (and not about the simple fulfillment of 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 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 set by adults, and mental activity is mediated by socially developed ways of cognizing reality. The universal bearer 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 the wider world of science, art and society as a whole.

"Loss of immediacy", which is the result of preschool childhood, becomes a prerequisite for entering into new stage child development - school age.

Elena Erokhina
The problem of readiness of the child for schooling

The problem of a child's readiness for school is always relevant. Almost every parent asks himself questions: “Is it too early to send my child to first grade? How long does it take for the baby to get used to school, teacher, classmates? But the most important question: is it necessary in advance prepare a child for school, and what is this training should be?

In works domestic psychologist L. And Wenger noted that “to be ready for school- does not mean being able to read, write and count. To be ready for school means to be ready learn all this."

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

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

It is very important to educate child curiosity, arbitrary attention, the need for an independent search for answers to emerging questions. After all preschooler who has an insufficiently formed interest in knowledge, will passively behave in the lesson, it will be difficult for him to direct his efforts and will to regulate his behavior, it is enough long time to carry out a not very attractive task, to bring the work begun to the end, without leaving it halfway.

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

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

1. Understand and accept the task, its purpose.

2. Plan your activities.

3. Select means to achieve the goal.

4. Overcome difficulties, achieving results.

5. Evaluate the results of activities.

6. Accept the help of adults in the performance of the task.

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

Since classes in modern schools mainly consist of 20-30 students, the ability to child study in a group atmosphere. Many children have group education causes additional difficulties: Difficulty paying attention, defending one's point of view, feeling worse or better at something, speaking in front of big amount people and much more.

All these skills and abilities make up the psychological child's readiness for school, which, unfortunately, in recent years, parents have paid little attention. Psychological school readiness arises in children not by itself, but is formed gradually and requires special classes, the content of which is determined by the system of requirements imposed child school curriculum.

And if the children who have passed training in preschool institutions , the beginnings of educational, collective activity, then for "home" children school conditions will be much more unexpected, and getting used to them preschoolers more time will be needed. Children who do not attend Kindergarten, a significant help in adapting to school can provide preparatory classes in a group of peers, psychological classes, the purpose of which is the development of cognitive processes, the emotional-volitional sphere, communication skills with peers and adults, the formation of elementary skills in educational activities (the ability to listen and hear, memorize and follow instructions, objectively evaluate their work and correct mistakes , complete the task to the end, etc.).

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

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

Starting with Vygotsky L.S. crises are viewed as internally necessary stages of development, as qualitative leaps, as a result of which the child's psyche rises to a new level. According to Wenger A.L. negative manifestations crisis is the reverse side of its positive neoplasms, indicating the collapse, the destruction of the former system of relations between the child and adults, which has become a brake on the way further development. The mental development of a child is a dialectical process. It does not happen smoothly and evenly, but contradictory, through the emergence and destruction of internal conflicts.

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

Vygotsky L.S. singled out "generalization of experience" or "intellectualization of affect". In children who have passed the crisis of seven years, the generalization of experience is expressed in the loss of the immediacy of behavior, in a generalized perception of the real, in the arbitrariness of behavior. In a child, “... a generalization of feelings arises, i.e. if a situation has happened to him many times, an affective formation arises in him, the character of which is related to a single experience or affect in the same way as a concept is related to a single perception or memory.

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

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

The child has an appropriate physical development;

Mental processes acquire an arbitrary, purposeful, deliberate character;

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

The personality of a preschooler is formed.

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

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

The high demands of life on the organization of upbringing and education intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life. In this context, the problem of readiness of preschoolers to study at school is of particular importance. Determining the goals and principles of organizing training and education in preschool institutions is connected with its solution. At the same time, the success of the subsequent education of children in school depends on its decision.

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

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

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

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

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

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

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

Bardin K.V. outlines the "basic lines of mental preparation": general development, including the development of memory, attention, the ability to act internally, the ability to arbitrarily control behavior, motives that encourage learning.

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

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

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

At present, through targeted research, these components of psychological readiness have been studied in sufficient detail and continue to be studied, so they are not constant, but change and enrich.

Most children of six or seven years old experience difficulties in adapting to new conditions of upbringing and education. The transition to school represents a significant break in the way children are accustomed to. There is a process of restructuring. Many first-graders experience certain difficulties and are not immediately included in school life. Lyublinskaya A.A., Davydov V.V. identify the main types of difficulties a child entering school.

There is a new, school regime of the day. Without proper habits, the child develops excessive fatigue, disruption in educational work, skipping routine moments.

The content of children's lives is changing. In kindergarten, the whole day was filled with various and interesting activity. For a preschooler, it was a game activity. “As soon as a seven-year-old child enters the classroom, he is already a schoolboy. From that time on, the game gradually loses its dominant role in his life ... Teaching becomes the leading activity of the younger student ... ”, writes V.V. Davydov.

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

The relationship with the teacher is completely new. For a child attending kindergarten, the teacher was a close friend. Relations with him were free, cordial. The teacher, on the other hand, acts as an authoritative and strict mentor, putting forward certain rules behavior and suppress any deviations from them. He constantly evaluates the work of children. His position is such that the child cannot help but feel a certain timidity in front of him.

The position of the children themselves is also changing dramatically. In kindergarten, 6-7 year olds were the oldest. They performed many duties, felt "big". They were entrusted with responsibility. Once in school, they were the smallest. They completely lose their position in kindergarten.

Significant difficulties are experienced by many first-graders in the middle school year. As they get used to the external attributes of the school, their initial craving for learning goes out, as a result, apathy and indifference often sets in.

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

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

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

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

1) Inability to adapt to the objective side of the activity. The reason is indicated as insufficient intellectual and psychomotor development of the child, lack of help and attention from parents.

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

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

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

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

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

One of the forms of school maladaptation of students lower grades associated with the characteristics of their educational activities. At primary school age, children master, first of all, the subject side of educational activity - the techniques, skills, and abilities necessary for assimilating new knowledge. Mastering the motivational-need side of educational activity in primary school age occurs as if latently: gradually assimilating the norms and methods social behavior adults, the younger schoolchild does not yet actively use them, remaining for the most part dependent on adults in his relations with the people around him.

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

There is one of the symptoms of school maladjustment - a decrease in academic performance. One of the reasons for this may be individual characteristics of the level of intellectual and psychomotor development, which, however, are not fatal. According to many educators, psychologists, psychotherapists, if you properly organize work with such children, taking into account their individual qualities, paying special attention to how they solve certain tasks, you can achieve not only to eliminate their learning lag, but also to compensate for developmental delays.

School maladaptation of younger students consists in their inability to arbitrarily control their behavior, attention to educational work. The inability to adapt to the requirements of the school and manage one's behavior in accordance with accepted norms may be the result of improper upbringing in the family, which in some cases exacerbates such problems. psychological features children, as increased excitability, difficulty concentrating, emotional lability, etc. The main thing that characterizes the style of family relations with such children is either the complete absence of external restrictions and norms that should be internalized by the child and become his own means of self-government, or "removal" of means of control exclusively outside. The first is inherent in families where the child is completely left to himself, brought up in conditions of neglect, or families in which the "cult of the child" reigns, where everything is allowed to him, he is not limited by anything. The reasons for the occurrence of maladjustment of such children are in the wrong upbringing in the family or in the "ignoring" of their individual characteristics by adults.

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

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

The form of expression of this relationship is the style of communication. It is the style of communication between adults and younger students may make it difficult for the child to master learning activities, and sometimes it can lead to the fact that real, and sometimes far-fetched difficulties associated with learning, will begin to be perceived by the child as insoluble, generated by his irreparable shortcomings. If these negative experiences of the child are not compensated, if there is no significant people that would be able to increase the student's self-esteem, he may experience psychogenic reactions to school problems, which, in the case of repetition or fixation, add up to a picture of a syndrome called psychogenic school maladaptation.

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

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

3) 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 learning, in relation to children both ready and not ready for school, in order to avoid school maladaptation.

4) Today, it is practically generally accepted that school readiness is a multicomponent education that requires complex psychological research.