Analysis of the results of a study of the psychological readiness of preschool children to study at school. Coursework: Research on children's readiness for school
One of the necessary conditions for the effectiveness of the development of a child’s personality is considered to be the continuity and consistency of the educational process. The mechanism for ensuring this is the organization of continuity between all levels of education, namely, between preschool institutions and primary schools.
In this case, the concept of continuity is usually understood as a holistic process, which in turn is aimed at the long-term formation of the child’s personality, taking into account his previous experience and accumulated knowledge. This process ensures not only the complete personal development of the child, but also his physiological and psychological well-being during the transition period from preschool education to education, as well as education in primary school.
The study of various aspects of continuity in education was carried out not only by many domestic scientists - philosophers, but also by psychologists and teachers, such as: G.N. Alexandrov, A.S. Arsenyev, V.G. Afanasyev, E.A. Balle, E.N. Vodovozov, Sh.I. Ganelin, S.M. Ugodnik, B.M. Kedrov, A.A. Kyveryalg, A.M. Leushina, B.T. Likhachev, A.A. Lyublinskaya, V.D. Putilin, A.S. Simonovich, E.I. Tikheyeva, A.P. Usova and others.
One of the main problems of continuity between kindergarten and primary school is considered to be the search for the best means, forms and methods of preparing children for school, a significant consequence of which is personal readiness for schooling.
Various aspects of preparing preschoolers for school, the formation of their personal readiness for schooling were considered by such specialists as: O.M. Anishchenko. L.V. Bertsfai, L.I. Bozhovich, L.A. Wenger, L.S. Vygotsky, A.N. Davidchuk, V.V. Davydov, A.V. Zaporozhets, S.A. Kozlova, E.E. Kravtsova, M.I. Lisina, N.M. Magomedov, V.S. Mukhina, N.N. Poddyakov, V.A. Sukhomlinsky, U.V. Ulienkova, L.I. Tsehanskaya, D.B. Elkonin et al.
Works of such scientists as: N.P. Anikeeva, K.V. Bardina, Z.M. Boguslavskaya, A.K. Bondarenko, R.S. Bure, A.L. Wenger, V.Ya. Voronova, D.M. Grishina, A.O. Evdokimova, N.A. Korotkova, N.Ya. Mikhailenko, A.I. Sorokina, T.V. Taruntaeva and others, are devoted to the development of methodological foundations for the education and training of preschool children.
The process of preparing for school involves specially organized pedagogical guidance of the child’s activities, during which the child’s internal strengths are formed, namely thinking, moral and volitional qualities, creative activity, and behavioral skills. Within the framework of this process, not only the prerequisites for educational activities are formed, but also the physical and spiritual growth of the child is realized.
There are contradictions between the need to create a holistic system for preparing children for school and the lack of scientifically substantiated recommendations for organizing this process.
The relevance of the research problem we have chosen determines the general pedagogical and practical significance of which and the need to solve it determined the choice of the topic of our research: the formation of a child’s personal readiness for schooling.
The object of the study is the readiness of preschool children for school.
The subject of the study is the formation of a child’s psychological readiness for schooling.
The purpose of the study is to recognize the need to investigate the formation of a child’s psychological readiness for school.
To achieve this goal, during the writing of the work the following tasks were identified:
conduct an analysis of the theoretical foundations of preparing preschoolers for school.
identify the psychological characteristics of older preschoolers.
consider the theoretical foundations and highlight the principles of constructing a system for preparing older preschoolers for school.
To solve certain problems, the following methods were used: theoretical analysis of philosophical, psychological, pedagogical literature.
The structure of the work consists of an introduction, two chapters, a conclusion and a list of references.
Chapter 1. A child’s readiness for schooling as a psychological and pedagogical problem
1.1. Psychological and pedagogical characteristics of preschool age
Childhood before school is a long period in a child’s life. Living conditions change during this period. The child discovers the world of human relationships and various activities. During this period, the child experiences an intense desire to enter adulthood, which, of course, is not yet available to him at this stage. It is during this period that the child begins to actively strive for independence.
According to A.N. Leontiev, preschool age is “the period of the initial actual personality structure.” He believes that it is at this time that the formation of the basic personal mechanisms and formations takes place, which determine subsequent personal development.
By the time a child enters preschool age, he is already quite well oriented in his familiar environment and already knows how to handle many objects available to him. During this period, the child begins to become interested in things that go beyond the specific current situation. A child at this age expands not only his social circle, but also his range of interests.
An important feature is that a 3-year-old child is already capable of behavior that is relatively independent of the situation.
After the crisis of three years, a period comes when you can already have a heart-to-heart talk with the child. According to M.I. Lisina, it is at this age that a child first develops non-situational forms of communication. The child’s relationships not only with peers, but also with adults are significantly modified. Having comprehended himself, a preschool child tries to understand and establish his relationships with other people. During this period, he begins to become interested in the structure of the family, which includes all relatives: grandmother, grandfather, aunt, uncle, etc.
The child begins to be interested in the causes of many natural and social phenomena, i.e. in other words – questions of the structure of the world. Having mastered speech in early childhood, the child strives to enter the world of adults, wanting to take an equal position there with adults. In the absence of such an opportunity, the child begins to actively model the activities and relationships of adults in forms accessible to him, first of all, playing the role of an adult in the game.
The main activity of preschool childhood is role-playing play, which allows children to model not only the activities, but also the relationships of adults. No less significant contribution to the mental development of a preschooler is made by other types of his activities, such as: visual, constructive, listening to fairy tales, elementary forms of work and study.
Previously, psychologists called all types of child activities a game, due to the fact that they are not aimed at achieving a specific result and in this sense are “frivolous” activities.
F. Buytendijk, following the psychoanalytic tradition, argued that play arises in a child due to the presence of unconscious desires for liberation, the removal of obstacles emanating from the environment and for merging, community with others, as well as due to his existing tendency to repeat. Drawing attention to the properties of the game object, he noted that this object should be partially familiar to the child and at the same time have unknown capabilities. Buytendijk emphasized that both animals and humans play not so much with objects as with images.
All types of activities of a preschool child, with the exception of self-service, are of a modeling nature, i.e. they recreate an object in another material, due to which previously hidden individual qualities are highlighted in it, which become the subject of special consideration and orientation.
For example, visual activity undergoes very significant changes during the preschool period. Three-year-olds enjoy running a pencil over paper, seeing what comes out of it. Compared to early childhood, when the pencil walked on the paper and the eyes walked on the ceiling, this is already progress. This stage is usually called the scribble stage. The Italian psychologist C. Ricci identified pre-figurative and pictorial stages in the development of children's drawing, each of which is divided into several stages. The pre-figurative stage includes two stages: the first - scribbling, the second - the stage of subsequent interpretation; pictorial stage - three stages: the first - primitive expressiveness (three - five years), the second - the stage of the scheme, the third - the stage of form and line (seven - eight years). The first stage usually ends in early childhood, but it also happens differently.
B.C. Mukhina describes a child who, until he was five years old (until he went to kindergarten), remained at the stage of interpreting scribbles, and notes that this case is not exceptional. For reasons that are still unknown, such children do not have a preliminary “in their head” image of what they want to draw.
The enthusiasm with which a child scribbles on paper is caused by the coordination between visual and motor development achieved for the first time. Any comments that discourage drawing at this stage can cause mental retardation. However, at this age the child still does not depict anything on paper. Only after finishing “drawing”, he looks at the “work”, trying to guess what he got, and giving names to his drawings. The drawings themselves remained the same scribbles as before, but an important change occurred in the child’s thinking: he began to connect his notes on paper with the world around him. This is how the transition from “thinking in movements” to “figurative thinking” begins.
Selflessly drawing, the youngest preschooler accompanies his actions and movements with speech, names what is depicted, without really caring about the quality of the image. According to the researchers, such drawings are more “mimic” rather than “graphic.” For example, the image of a girl jumping in a zigzag can be understood only at the moment of drawing, and two days later the child himself calls the same zigzag a fence.
At the second stage, the drawing becomes schematic (six to seven years old): the child depicts an object with the qualities that belong to it.
The third stage of drawing development in preschool childhood—drawing by observation—was identified by N.P. Sakulina and E.A. Flerina in the systematic teaching of drawing to children in kindergartens. If K. Bühler believed that drawing by observation is the result of extraordinary abilities, then domestic scientists have shown that such a result can be achieved by teaching children, but not drawing techniques, but systematic observation of objects.
The realism of children's drawings increases towards the end of preschool age, but this increase in similarity to the object is assessed differently. Some consider this progress, while others, on the contrary, decline. For example, the American scientist G. Gardner called the stage of the diagram the “golden age of children's drawing”, and the later stage of line and form - the “period of literalism”, since he saw in it, first of all, a decrease in the expressiveness and boldness of children's works (L.F. Obukhova) .
The decrease in the expressiveness of children's drawings, bringing them closer to an objective photographic representation, is apparently an expression of a general transition from egocentrism to a more objective point of view.
Speaking about the importance of children's drawings for the mental development of a child, some authors are inclined to believe that the quality of a child's drawing is a direct reflection of the level of intellectual development (F. G "udenaf). Others believe that the level of drawing reflects primarily the emotional sphere of the individual.
The process of drawing in a child is different from the visual activity of an adult. A child of five or six years old usually cares little about the final result. The process of his creative self-expression is more important not only for the child, but also for the further process of his mental development. According to American psychologists V. Lowenfield and V. Lombert, a child can find himself in drawing, and at the same time the emotional block that inhibits his development will be removed. Art therapy is used similarly in adults.
The movement of the verbal designation of what is depicted in the drawing from the end to the beginning of the drawing process, noted by K. Bühler, apparently indicates the formation of an internal ideal plan of action. A.V. Zaporozhets noticed that the internal plan of activity in preschool age is not yet completely internal, it needs material supports and drawing is one of such supports.
According to L.S. Vygotsky, children's drawing is a kind of graphic speech. Children's drawings are symbols of objects, since they are similar to what they represent, in contrast to a sign, which has no such similarity.
As studies by A.V. have shown. Zaporozhets and L.A. Wenger, it is in preschool age that sensory standards and measures are acquired. Sensory standards are a system of speech sounds, a system of spectrum colors, a system of geometric shapes, a scale of musical sounds, etc.
The artistic development of a child is not limited to his visual activities; The perception of fairy tales has a huge influence on him. K. Bühler even called preschool age the age of fairy tales. A fairy tale is a child’s favorite literary genre. Listening to a fairy tale turns into a special activity of complicity and empathy for a child. Due to the child’s insufficient language proficiency, this activity must first have external support. As noted by T.A. Repin, in young children understanding is achieved only when they can rely on an image, so the child’s first books must necessarily have pictures and the illustrations must exactly correspond to the text.
B. Betelheim, a child psychologist and psychiatrist, wrote the book “The Benefits and Meaning of a Fairy Tale,” where he summarized his experience of using fairy tales for the psychotherapy of children.
According to the views of B.D. Elkonin, listening to fairy tales is no less important for a preschooler than role-playing games. Empathy for the hero of a fairy tale is similar to the role that a child takes on in a game. In a fairy tale, an ideal subjective action is presented, and the action of the subject is given in its pure form, correlated only with ideas about good and evil, without intermediate (for example, professional or family) roles and operations with objects.
A child's attention and memory at the beginning of preschool age are mainly situational and immediate. As the child masters their behavior, they become more and more selective. For example, an older preschooler, while playing Cossack Robbers, pays attention to subtle arrows, since they are important for the game. He can remember a long list of “purchases” when playing store, while a three-year-old child remembers what he saw or heard more often, and not at all what he “wanted” to remember.
The development of speech and thinking becomes the core of the cognitive development of a preschooler. In his work on the development of a child’s speech and thinking, J. Piaget identified two large groups into which all the child’s statements can be divided: socialized speech and egocentric.
The manipulation of meanings that occurs in role-playing play, although based on external objects, contributes to the transition of the child’s mental actions to a higher level. Objective-active thinking becomes visual and figurative, and as the game develops, when objective actions are reduced and often replaced by speech, the child’s mental actions move to a higher stage: they become internal, relying on speech.
The possibility of non-situational communication that appears with the development of coherent speech greatly expands the child’s horizons. He gains knowledge about the infinity of the world, about its variability in time, about a certain determinism of phenomena. The ideas acquired by a preschooler in the process of communicating with parents, other adults, from books and from the media go far beyond the scope of the child’s own direct everyday experience. They allow him to structure his own experience and create his own picture of the world.
All known psychological currents refer to the fact of the birth of personality, or “formation of the self,” after the age of three. According to Z. Freud, it is this age that is associated with the formation and resolution of the “Oedipus complex,” the core component of the personality, onto which later events of personal history are only put on, like rings on a child’s pyramid.
In Russian psychology it is also believed that it is possible to talk about a child’s personality only after the crisis of three years, when the child realized himself as a subject of actions (L.F. Obukhova, K.N. Polivanova). Only after this awareness and the emergence of the ability to act purposefully can a child be considered a person capable of becoming “above the situation” and defeating his immediate impulses (V.V. Davydov, A.N. Leontyev).
As you know, most adults remember themselves no earlier than three years of age. This may also serve as an indicator that personal memories and personality itself appear only in preschool age. Self-awareness that arises during the three-year crisis necessarily includes awareness of one’s gender. However, only in preschool age a child’s ideas about his gender become stable. This occurs largely due to the child’s identification with appropriate social roles in the game and identification with adults of the same sex. Gender roles are learned by preschoolers as stereotypes of sex-related behavior (gender stereotypes), sometimes even in the absence of awareness of the physical differences between the sexes. Wittingly or unwittingly, parents themselves form such stereotypes in their children, for example, when they tell their child: “Don’t cry, you’re a man!” or “It’s so bad that you got dirty, you’re a girl!” A preschooler seeking recognition and approval from adults receives it only when he behaves in accordance with recognized gender stereotypes, which allow boys to be more shy and aggressive and girls to be more dependent and emotional. This leads to the fact that already in the fifth year of life, girls and boys show different preferences in choosing toys: girls much more often choose dolls and dishes, and boys choose cars and cubes.
The ability to behave in accordance with an imaginary role, trained in the process of role-playing game, enables the preschooler to obey a speculative moral norm in his real behavior as opposed to his immediate situational desires. Naturally, the assimilation of moral norms, and especially the ability to obey them, cannot proceed without contradictions.
The difficulty of observing a moral norm for a child lies precisely in overcoming an immediate impulse that conflicts with a moral motive. A speculative “known” motive can be effective in the absence of a competing, immediate desire or in the presence of external control from the outside. In the game, the child’s adherence to the role is controlled by other children. The fulfillment of moral standards in real behavior is controlled by adults; in the absence of an adult, it is much more difficult for a child to overcome his immediate desire and not break his word.
In the experiments of E.V. Saturday children, left alone, broke the rule in order to complete the task and receive the promised candy reward. But the returning adult, by his very presence, reminded of moral standards, and many children refused the undeserved reward (although they did not admit to deception).
From this it is clear that the outcome of the internal struggle of motives in a preschooler depends on the structure of a specific situation, since the strength of the moral ethical motive is not yet great. However, a significant step in mental development is precisely the possibility of this internal struggle. A child of early age is not capable of it, since he is completely captured by the present objective situation, is connected with it, and only in it does he draw his goals and motives. A preschooler, thanks to speech, is more aware of his own sociality and acts more in a social environment than in a subject environment.
The preschooler already has the possibility of subordination (hierarchy) of motives, which A.N. Leontyev considered it a constitutive feature of personality. As for the influence of the situation on the observance of moral standards, adults do not act in accordance with their beliefs in every situation.
Many “why?” of a preschooler, which take his cognition beyond the framework of a specific situation, relate to ideas about time and changes associated with it. By the end of preschool, the child knows that he used to be small and that years later he will become big. This idea of oneself in the future includes both gender (“I’ll be an uncle,” for example) and professional role.
The picture of the world he created corresponds to the level of development and peculiarities of his thinking: it contains, to varying degrees, both animistic ideas of natural phenomena and a conviction in the immediate effectiveness of mental phenomena. All these ideas are united into an integral and consistent, from his point of view, system, to each element of which he has one or another emotional relationship, which allows us to call it a worldview.
By the seven-year crisis, a generalization of experiences, or an affective generalization, a logic of feelings first appears, i.e., if some situation has happened to a child many times, he develops an affective formation, the nature of which relates to a single experience in the same way as a concept relates to a single perception or memory.
For example, a preschool child has no real self-esteem or pride. He loves himself, but a child of this age does not have self-esteem as a generalized attitude towards himself, which remains the same in different situations, self-esteem as such, generalized attitudes towards others and an understanding of his own value.
Chapter 2. Contents and methods of forming a child’s psychological readiness for schooling
2.1. Description of methods for diagnosing a child’s psychological readiness for schooling
The study of the formation of a child’s personal readiness for schooling took place in kindergarten No. 397 “Solnyshko” in the Novo-Savinovsky district of Kazan among children of the preparatory group, the age of the subjects was 6-7 years old, the sample consisted of 25 people, of which 13 were boys and 12 were girls.
The following methods were used in the study:
The technique is aimed at assessing mastery of the elements of logical thinking. It contains tasks for placing elements in a matrix composed according to two characteristics and representing a “logical multiplication” of the classification of geometric shapes by shape by their series by size. Children are asked to find the locations of individual elements in this matrix.
The examination is carried out in a separate, well-lit room. Two adults participate in the work: the one conducting the examination and an assistant who observes the children’s work and provides assistance in completing the tasks of the introductory series. At the same time, 6-10 children are checked, who are seated at separate tables to exclude the possibility of imitation and copying of decisions. The tables are arranged in such a way that adults can clearly see the work of each child.
2. “Dictation” technique L.A. Wenger and L.I. Tsekhanskaya. A method for determining the level of development of voluntariness as the ability to act according to an adult’s instructions is a dictation, during which the child must connect figures according to given adult rules.
The purpose of the technique: Diagnosis of the ability to act according to a rule given verbally.
Structure of activity: mastering the rules presented in a verbal manner; maintaining the rules as the task progresses; searching for the right moves with a focus on the rules for completing the task.
3. Also during the study, the “Test for determining the level of development of voluntary regulation of activity” by Nizhegorodtseva N.V., Shadrikova V.D. was used.
The child is asked to draw a pattern of geometric shapes and symbols in a large-checked notebook under the dictation of an adult, and then continue according to the pattern. First, you should clarify children’s ideas about geometric shapes (circle, square, triangle), show them how to draw them in a notebook (the size of the shapes fits into one cell, the distance between the shapes in a row is one cell), and give them the opportunity to practice. They explain that the patterns will include “+” crosses and “!” sticks.
After this, the task is explained: “Now we will draw a pattern of geometric shapes, crosses and sticks. I will tell you what figure to draw, and you listen carefully and draw them one after another on one line. The distance between the figures is one cell. Attention! Draw a pattern...” The first pattern is dictated. “Now continue this pattern yourself to the end of the line.”
4. In addition, the “Test for the development of self-control” was used by Nizhegorodtseva N.V., Shadrikova V.D. The purpose of the technique: To identify the level of self-control.
The ability to self-control involves turning the child’s attention to the content of his own actions, the ability to evaluate the results of these actions and his capabilities.
The child is asked to look at 4 pictures in turn, which depict his peers in situations of failure in an activity, is asked to tell what is drawn (if the situation is misunderstood by the child, the adult gives the necessary explanations), explain the reason for the failures of the children depicted in the pictures, and offer his own options solving a practical problem.
Analysis of the research results is carried out using methods of mathematical statistics.
2.2. Analysis of diagnostic results of a child’s psychological readiness for schooling
Analyzing the results of the “Systematization” method, we can say that the majority of preschoolers (64%) are at an average level of development, 28% have a low level of development, and only 12% have a high level of development.
Table 1
Results using the “Systematization” method
Points
Level
1
8
average level
2
7
low level
3
10
average level
4
12
average level
5
7
low level
6
14
high level
7
8
average level
8
10
average level
9
11
average level
10
15
high level
11
12
average level
12
7
low level
13
15
high level
14
8
average level
15
8
average level
16
11
average level
17
12
average level
18
14
high level
19
7
low level
21
9
average level
22
11
average level
23
10
average level
24
9
average level
25
13
average level
It is worth noting that children with low levels of developmentDuring the task, figures were randomly placed without taking into account both serial and classification relationships.
Children with an average level of development,As a rule, classification relations were taken into account and seriation relations were partially taken into account. When placing the figures, they made individual mistakes, which consisted of shifting them in a row of figures of the same shape by one or two cells.
Children with a high level of development arranged figures taking into account both classification and seriation relationships; they allowed individual shifts in the arrangement of figures by one position to the right or left, but not a single case of exchanging the places of figures of different shapes.
Now let’s analyze the results obtained using the “Dictation” method.
table 2
Results using the “Dictation” method
Analyzing the results obtained using the “Dictation” method, we can say that the majority of preschoolers received an average overall score when completing the task. The children did not learn the instructions for a long time, their attention was scattered, there was no goal to remember the instructions. Some children needed the help of a psychologist; they followed the rule with the first series of the task, then they got lost and got confused.
According to the results of "T“To determine the level of development of voluntary regulation of activity,” the following data were obtained:
Table 3
Results for "T" I am trying to determine the level of development of voluntary regulation of activity"
Points
Level
1
3
not good enough
2
2
the skill is not formed
3
4
not good enough
4
4
not good enough
5
4
not good enough
6
3
not good enough
7
5
skill formed
8
5
skill formed
9
6
skill formed
10
6
skill formed
11
3
not good enough
12
2
the skill is not formed
13
4
not good enough
14
6
skill formed
15
6
skill formed
16
5
skill formed
17
4
not good enough
18
4
not good enough
19
3
not good enough
21
5
skill formed
22
6
skill formed
23
5
skill formed
24
4
not good enough
25
5
skill formed
Analyzing the results of the methodology, we can say that many preschoolers (44%) have not developed the skill; while completing the task, some children made mistakes, did not understand the adult’s task, and did not want to complete the tasks. 8% of preschoolers have not developed the skill, dChildren have no experience interacting with adults in a learning situation and do not have the skill to work according to step-by-step instructions. 48% of preschoolers have sufficiently developed the skill of working according to the instructions of an adult; they are able to listen carefully to the teacher and accurately carry out his tasks.
Now let’s analyze the results of the “Test for the Development of Self-Control”: the majority of preschoolers (76%) explain that the reason for failure is in the watering can, bench, swing, slide, i.e. failures occurred for reasons beyond the control of the characters, which means, i.e. they have not yet learned to evaluate themselves and control their actions. Most likely, when faced with failure, they will quit what they started and do something else.
Some of the children, 24%, saw the cause of the event in the characters themselves and invites them to train, grow up, gain strength, call for help, which means they have a good ability for self-esteem and self-control.
Thus, we can say that the majority of preschoolers are not ready for school, or are at an average level; it is necessary to conduct games and exercises with them to help prepare children for school.
2.3. Methodological recommendations for preparing a child for schooling
Game is one of those types of children's activities that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend.
The didactic game with its educational task, presented in a playful, entertaining form, attracted the attention of prominent foreign and Russian teachers at the dawn of the theory and practice of teaching and educating preschool children.
Let's present a series of activities with preschoolers.
The topic of the lesson is “Day. Circle. Number"
Game "Name it correctly."
Read a poem by M. Myshkovskaya to the children.
There is one nose and one mouth, I am the only son of my mother, the sun is in the sky and the moon, and the earth is the same for everyone. Invite the children to look at the drawing and name the objects, one at a time (sun, moon, boy, cloud).
Game "Guess and Draw".
Give the children a riddle. I have no corners And I look like a saucer, Like a plate and like a lid, Like a ring, like a wheel. Who am I, friends?
(Circle)
If children find it difficult to guess the riddle, you can show them all these objects.
Give the children the task of tracing the arrows with their fingers, as shown in the picture.
Suggest using a red felt-tip pen to circle a large circle, and a small circle with a blue marker.
Children, turning to the thumb, alternately bend the remaining fingers under the nursery rhyme words. Finger-boy, where have you been? With this brother - I went to the forest, With this brother - I cooked cabbage soup, With this brother - I ate porridge,
With this brother - I sang songs!
4. Game “When does this happen?”
Read a poem by M. Sadovsky to the children.
He shouts “Ku-ka-re-ku!” The sun, the river, the breeze. And flies all over the area: “Good afternoon! Ku-ka-re-ku!”
Ask the children what the cockerel wishes for the sun, river, or breeze. (Good day.)
Specify that after morning comes day and children go for a walk, then have lunch, after which they have a nap.
The topic of the lesson is “Number 1. Night. Circle"
1. Game “One and Many”.
Give the children riddles.
Antoshka stands on one leg, they are looking for him,
But he doesn’t respond.
(Mushroom)
Winter and summer
One color.
(Christmas tree)
Give the task to find the answers in the picture and circle them.
Ask the children which objects in the picture are many and which ones are one at a time. (Mushroom, Christmas tree, girl, basket, sun, bunny - one at a time, many - flowers, birds.)
Game "What happens round".
Invite the children to name objects that look like a circle. (Sun, cherries, car wheels.)
Tell the children that the bear wants to draw round objects, but does not know which ones.
Ask the children to help the bear draw round objects, which ones they want.
Additional material. Night. There is silence all around. In nature, everything is asleep. With its brilliance, the moon makes everything around silver. S. Yesenin
The forests are sleeping, the meadows are sleeping, fresh dew has fallen. The stars are shining in the sky, the streams are talking in the river, the moon is looking out the window, telling the little children to sleep. A. Blok
EVERYBODY SLEEPS
The bug yapped in its sleep and wagged its tail. The cat, the little gray cat, sleeps at the leg of the chair. Grandmother fell asleep in a soft chair by the window. The bear also began to yawn. Isn't it time for Masha to go to bed? A. Barto
The topic of the lesson is “Number 2. Triangle. Autumn".
Game "Riddles and guesses."
Give the children riddles.
I run with the help of two legs, While the rider sits on me. I'm only stable when I'm running. There are two pedals at the bottom.
(Bike)
We always walk together, looking alike, like brothers. We are under the table at dinner, and under the bed at night.
(Shoes)
Give the task to find the answers in the picture and circle them.
Game exercise “Getting to know the triangle”
Ask the children what is the name of the figure drawn on the left? (Triangle.) If the children find it difficult, tell them yourself.
Give the task to place your finger on the arrow and circle the triangle.
Then ask the children to trace the dots around the large triangle with a green marker and the small triangle with a yellow marker.
Make sure that the large triangle is green and the small triangle is yellow.
Physical education lesson “Maple”.
The wind quietly shakes the maple tree, tilts it left and right. One - tilt and two tilt. The maple leaves rustled.
Hands raised up, movements along the text.
4. Game “What Happens in Autumn.”
Read a poem by E. Alexandrova to the children.
Autumn is driving clouds in the sky, Leaves are dancing in the yard. A mushroom, put on thorns, drags the hedgehog to its hole.
Questions for children.
What time of year is the poem talking about? (About autumn.)
What color are the leaves in the autumn? (Yellow, red, orange.)
How does a hedgehog prepare for winter? (Prepares mushrooms.)
Please note that the current time of year is autumn.
Additional material.
Autumn. It's frosty in the morning. Yellow leaves are falling in the groves. The leaves around the birch lie like a golden carpet.
E. Golovin
If the leaves on the trees have turned yellow, If the Birds have flown to a distant land, If the sky is gloomy, If the rain is pouring, This time of year is called Autumn.
M. Khodyakova
A crow screams in the sky
Karrrrr!
There's a fire in the forest, fire-rr!
And it was very simple:
Autumn has settled in!
E. Intulov
AUTUMN
So autumn has come, I got my feet wet in a puddle. The breeze sneezed - a leaf fell from the tree, turned on its side and fell asleep.
A. Grishin
Zantia theme “Number 4. Square. Winter".
Game “Does the elephant have enough shoes?” Read a poem by S. Marshak to the children.
They gave the shoe to the elephant.
He took one shoe.
And he said: “We need wider ones,
And not two, but all four!” Invite the children to count how many shoes the elephant was given. (Four.)
Questions for children.
How many legs does an elephant have? (Four.)
2. Game exercise “Drawing squares”
Tell the children that the shape you draw is called a square.
Ask what geometric shapes they know? (Circle, triangle.)
Give the task to trace the square with your finger using the arrows, as shown in the figure.
Offer to circle the large square point by point with a red felt-tip pen, and the small one with a green marker.
Please note that squares can be of different sizes.
3. Physical education session “Bunny”.
Skok-skok, skok-skok, Bunny jumped onto a stump. It’s cold for the hare to sit, you need to warm your paws, paws up, paws down, pull yourself up on your toes, put your paws on the side, hop and hop on your toes. And then squat down, so that your paws don’t freeze.
Movements in the text of the poem.
Game "When does this happen?"
Give the children a riddle. It's getting cold. The water turned into ice. The long-eared gray bunny turned into a white bunny. The bear stopped roaring: The bear fell into hibernation in the forest. Who can say, who knows, When this happens?
(Winter)
Tell the children that it is winter, it is cold outside, the ground is covered with snow, the trees have no leaves, people wear warm clothes, and you can go sledding.
Additional material.
Here the north, driving up the clouds, breathed, howled - and here comes the sorceress-winter herself!
A.S. Pushkin
The last leaves fell from the birch tree, Frost quietly crept up to the window, and overnight, with his magic brush, he painted a magical country.
P. Kirichansky
And a baby elephant, and a mouse, and a puppy, and a frog. Buy slippers as a gift. You need four paws. M. Myshkovskaya
The topic of the lesson is “Big, smaller, smallest. Spring".
Game "Count, Color." Read a poem by S. Mikhalkov to the children.
Our kittens are good. One two three four five. Come to us guys Look and count.
Questions and tasks for children.
Circle the dots as many times as there are kittens on
picture.
How many circles did you circle? (Five.)
Why? (Because there are five kittens in the picture.)
2. Game “When does this happen?”
Read an excerpt from a poem by L. Agracheva to the children.
Haunted cheerfully
Spring from the forest.
The bear responded to her
Purring from sleep.
The squirrel was alarmed,
Looking from the hollow, -
I waited, fluffy one,
Light and warmth. Ask the children what time of year the poem is about? (About spring.)
What other seasons do they know? (Autumn winter.)
3. Physical education session “Fingers”.
Fingers fell asleep
Curled into a fist.
One!
Two!
Three!
Four!
Five!
Wanted to play!
On the count of 1, 2, 3, 4, 5, open your fingers one by one from the fist. In response to the words “wanted to play,” the fingers move freely.
4. Game “Connect correctly.”
Questions and tasks for children.
What size is the vase? (Big, smaller, small.)
What size are the flowers? (Big, smaller, small.)
Invite the children to connect flowers with vases with a line according to their size - a large flower with a large vase, a smaller flower with a smaller vase, a small flower with a small vase.
Additional material.
To conduct game activities with children, you should first get acquainted with the games, prepare game material, cut out blanks from an application or colored paper, which should be stored in envelopes or matchboxes, indicating the number on them, since in subsequent games you need to useblankki from the previous ones. Some games require the use of colored cubes. Some games requirestrictlyimpressive construction set, small objects, toys, ropes, colored ribbons, children's musical instruments, paints, colored paper. Making gaming materials together with your child will be especially useful for the development of his cognitive activity, business communication, and will bring him a charge of satisfaction from joint work and the learning process. Such activities accustom the child to perseverance, composure, organize his attention and quietly prepare him for educational activities.
BehindThroughout the preschool period, the child masters six basic shapes: triangle, circle, square, oval, rectangle and polygon. Vnachalehe can only remember the name of the property itself - “shape” - and the name of all the contours in the drawing and cut-out models - “figure”. Among the many figures, he learns to distinguish their forms, first according to the model, and then according to the standard, which is fixed in his image-representation. There is no need to strive for him to remember the names of all the forms, but you need to name them yourself, reinforcing your words by showing a sample. Later, the child begins to distinguish the names in your words, and then pronounce them himself.
From the age of three, the child selects shapes according to a pattern, performs the action of matching using operations such as grouping shapes, applying, superimposing. These operations are consolidated during mosaic laying and construction.
From the age of four, a sample and mastery of operations for examining an object begin to guide the child’s perception, forcing him to examine the object in more detail, not only its general shape, but also its distinctive details (angles, length of sides, inclination of the figure). Distinguishing details allows him to perceive a form by its distinctive features, and then he remembers the names of the forms. Familiarity with the varieties of forms forms a standard for each form in the form of an image-representation, which helps to master the operation of feeling and modeling new forms.
Game: What does this figure look like?
Show the figures on the left in the picture and name them.
You need to ask the child to find objects in the room or on the street that are similar to these figures (look at the picture on the right). If possible, let them trace these objects with their hands. If the child cannot find it on his own, you need to help him and show him these items.
Game: What figure is this?
To play, you need to cut out the shapes and stick them on cardboard. You need to ask the child to trace each shape with his finger along the contour. And then ask the child: “What figure is this?” You need to ask the child to put the figures under the same picture. Then you need to show how it should be done.
Game: Trace the shapes with a pencil
Ask your child to trace the shapes with a pencil.
Color them in different colors. Ask them to name familiar figures. Point to an unfamiliar figure, an oval. Name her. What does she look like?
Game: Sit on your bench
You need to cut out shapes that are already familiar to the child, but in different sizes. Show how identical figures sit on their bench. A new figure for the child is added - an oval. When he lays out all the figures, name the new figure again.
A game: Find out your figure by touch
You need to put several cardboard figures of different sizes in a cardboard box and ask the child with his eyes closed to take out the figure, feel it with his fingers and say the name.
Game: Find your place
You need to cut out the outlines of similar objects to the drawings that will be used in this game. Ask the child to arrange figures that are similar in shape under the picture.
Game: Place the shapes in a row
First you need to cut out similar shapes to the drawings that will be used in this game. All cut out figures should be asked to be laid out in a row under the same figures, and then placed on the drawing. Show how this should be done, drawing the child’s attention to the fact that all the corners match and the drawing does not peek out.
Game: Flip the pieces
To play the game, you need to cut out figures for the drawings that will be used in this game. You need to ask for each figure in the figure papprovea similar figure and turn it over in the same way as in the figure, put it under the figure, andthenput on the drawing.
You need to ask the child to show what new figures he saw. Name them - these are polygons and semicircle.
Game: Collect beads
You need to show your child how to assemble beads fromcircles andtriangles and squares of the same size.
Game: Where is my trailer?
You need to show a train in the picture and say:"Onthere were many figures standing at the stop. Whencame uptrain, all the figures quickly ran to their carriages and stood in line. How did they recognize their carriage? You need to ask the child to place the figures in their trailers.
Game: What shapes are the flags made from?
The child needs to color the flags and draw the same ones.
Game: How are the houses similar?
What shapes are they made of?
Game: What shapes were used to make the shapes?
Game: What shapes do you see in the pictures?
Game: Find similar shapes
In this game you need to ask the child to compare the drawings on the right and left and show similar figures.
List of used literature
Andreeva G.M. Social Psychology. / Andreeva G.M. reprint and additional – M.: MSU, 2002. – 456 p.;
Artamonova E.I. Psychology of family relationships with the basics of family counseling. ed. E. G. Silyaeva M.: 2009. – 192 p.
Akhmedzhanov E.R. “Psychological tests” / Akhmedzhanov E.R. - M.: 2006 – 320 p.;
Bityanova M.R. Workshop on psychological games with children and adolescents. St. Petersburg: Peter, 2007. - 304 pp.
Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for universities. St. Petersburg: Peter, 2008. – 304 pp.
Vygotsky L. S. Questions of child (age) psychology. M.: Soyuz, 2008. - 224 pages.
Wenger A.L. "Psychological examination of junior schoolchildren." / Wenger A.L., Tsukerman G.A.. - M.: Vlados-Press, 2008. - 159 p.;
Developmental and educational psychology: Reader / Comp. I.V. Dubrovina, A.M. Prikhozhan, V.V. Zatsepin. - M.: Academy, 2009. - 368 pp.;
Ganicheva A.N. Family pedagogy and home education of children of early and preschool age. M.: Sfera, 2009. – 256 p.
Goryanina V.A. Psychology of communication. M., Academy, 2002 – p. 87
Zaush-Godron S. Social development of the child. – St. Petersburg: Peter, 2004. – 123 pages.
Zvereva O.L., Krotova T.V. Preschool education and development. M.: Iris-Press, 2008. – 123 p.
Zimnyaya I.A. Educational psychology: a textbook for universities. – M.: Logos, 2008. – 384 pages.
Lisina M.I. Psychology of self-knowledge in preschool children. Chisinau: Shtiintsa, 2009. – 111 p.
Mardakhaev L.V. Social pedagogy. M.: Gardariki, 2006. – 216 p.
Nemov R.S. General psychology. St. Petersburg: Peter, 2011. - 304 p.
Satir V. You and your family: A guide to personal growth. M.: Aperel-press, 2007. – p. 228
Smirnova E.O. Psychology of the child. M.: Shkola-Press, 2004 – 178 p.
Sokolova E.T. Psychotherapy. M.: Academy, 2008 – 368 p.
Spivakovskaya A. S. How to be parents. M.: Pedagogika, 1986. – 175 p.
Stolyarenko L.D., Samygin S.I. 100 exam answers in psychology. Rostov N/D.: MaRT, 2008. – 256 p.
Stolyarenko L.D. Fundamentals of Psychology: Textbook. allowance. Rostov-on-Don: Phoenix, 2007
Stolyarenko L.D., Samygin S.I. Pedagogical thesaurus. M., 2000. – 210 p.
Semago N.Ya., Semago M.M. Theory and practice of assessing a child’s mental development. Preschool and primary school age. St. Petersburg: Rech, 2010. - 373 pp.
Talyzina N.F. Pedagogical psychology. M.: Academy, 2008. – 192 pages.
Khripkova A.G. Kolesov D.V. Boy - teenager - young man. M.: Education, 2009. – 207 pp.
Uruntaeva G.A. Preschool psychology: Textbook. aid for students avg. ped. textbook establishments. - 5th ed., stereotype. - M.: Publishing center "Academy", 2001. - 336 p.
Reader on general psychology. - M.: Publishing house of the Moscow Psychological and Social Institute, 2009. – 832 p.;
Khukhlaeva O. V. Fundamentals of psychological counseling and psychological correction: Textbook. manual for higher students ped. schools, institutions. – M.: Publishing Center “Academy”, 2007. – 208 p.
Studying a child's readiness for school
graduate work
1.1 The concept of a child’s readiness for school
Entering school is a turning point in a child’s life. Therefore, the concern that both adults and children show as they approach school is understandable. A distinctive feature of the position of a student is that his studies are a mandatory, socially significant activity. For this he is responsible to the teacher, school and family. The life of a student is subject to a system of strict rules that are the same for all students. Its main content is the acquisition of knowledge common to all children.
A very special type of relationship develops between teacher and student. A teacher is not just an adult who may or may not be liked by a child. He is the official bearer of social requirements for the child. The grade that a student receives in a lesson is not an expression of a personal attitude towards the child, but an objective measure of his knowledge and his performance of educational duties. A bad grade cannot be compensated for by either obedience or repentance. The relationships between children in the classroom are also different from those that develop in the game.
The main measure that determines a child’s position in a peer group is the teacher’s assessment and academic success. At the same time, joint participation in mandatory activities gives rise to a new type of relationship based on shared responsibility. Assimilation of knowledge and restructuring, changing oneself becomes the only educational goal. Knowledge and educational actions are acquired not only for the present, but also for the future, for future use.
The knowledge that children receive at school is scientific in nature. If earlier primary education was a preparatory stage for the systematic assimilation of the fundamentals of science, now it turns into the initial link of such assimilation, which begins in the first grade.
The main form of organizing children's educational activities is a lesson in which time is calculated to the minute. During the lesson, all children need to follow the teacher’s instructions, follow them clearly, not be distracted and not engage in extraneous activities. All these requirements relate to the development of different aspects of personality, mental qualities, knowledge and skills. The student must take his studies responsibly, be aware of its social significance, and obey the requirements and rules of school life. For successful studies, he needs to have developed cognitive interests and a fairly broad cognitive horizon. The student absolutely needs that complex of qualities that organizes the ability to learn. This includes understanding the meaning of educational tasks, their differences from practical ones, awareness of how to perform actions, self-control and self-assessment skills.
An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. This level turns out to be different for different children, but a typical feature that distinguishes six seven-year-old children is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately, upon arriving in first grade, be involved in general activities and accept the system requirements imposed by the school and teacher.
As for the voluntariness of cognitive activity, although it begins to form in older preschool age, by the time of entering school it has not yet reached full development: it is difficult for a child to maintain stable voluntary attention for a long time, to memorize significant material, and the like. Education in primary school takes into account these characteristics of children and is structured in such a way that the requirements for the arbitrariness of their cognitive activity increases gradually, as its improvement occurs in the learning process itself.
A child’s readiness for school in the area of mental development includes several interrelated aspects. A child entering first grade needs a certain amount of knowledge about the world around him: about objects and their properties, about living and inanimate natural phenomena, about people, their work and other aspects of social life, about “what is good and what is bad.” , i.e. about moral standards of behavior. But what is important is not so much the volume of this knowledge as its quality - the degree of correctness, clarity and generality of the ideas developed in preschool childhood.
We already know that the imaginative thinking of an older preschooler provides quite rich opportunities for assimilation of generalized knowledge, and with well-organized training, children master ideas that reflect the essential patterns of phenomena related to different areas of reality. Such ideas are the most important acquisition that will help a child move on to mastering scientific knowledge at school. It is quite enough if, as a result of preschool education, the child becomes familiar with those areas and aspects of phenomena that serve as the subject of study of various sciences, begins to isolate them, distinguishes living from nonliving, plants from animals, natural from man-made, harmful from useful. Systematic familiarization with each area of knowledge, assimilation of systems of scientific concepts is a matter of the future.
A special place in psychological readiness for school is occupied by the mastery of special knowledge and skills that traditionally relate to school skills - literacy, counting, and solving arithmetic problems. Primary school is designed for children who have not received special training and begins to teach them literacy and mathematics from the very beginning. Therefore, appropriate knowledge and skills cannot be considered a mandatory component of a child’s readiness for school. At the same time, a significant proportion of children entering first grade can read, and almost all children can count to one degree or another. Mastery of literacy and elements of mathematics in preschool age can influence the success of school education. Education in children of general ideas about the sound side of speech and its difference from the content side, about the quantitative relationships of things and their difference from the objective meaning of these things is of positive importance. Will help your child study at school and master the concept of number and some other initial mathematical concepts.
As for skills, numeracy, and problem solving, their usefulness depends on the basis on which they are built and how well they are formed. Thus, reading skill increases a child’s level of readiness for school only if it is built on the basis of the development of phonemic hearing and awareness of the sound composition of a word, and is itself continuous or syllable-by-syllable. Letter-by-letter reading, which is often found among preschoolers, will make the teacher’s work more difficult, because... the child will have to be retrained. The situation is the same with counting - experience will be useful if it is based on an understanding of mathematical relationships, the meaning of numbers, and useless or even harmful if counting is learned mechanically.
Readiness to master the school curriculum is evidenced not by knowledge and skills themselves, but by the level of development of the child’s cognitive interests and cognitive activity. A general positive attitude towards school and learning is enough to ensure sustainable successful studies, if the child is not attracted by the content of the knowledge acquired at school, is not interested in the new things he learns in the classroom, if he is not attracted by the process of learning itself. 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 in preschool age. Research shows that the greatest difficulties in primary school are not those children who by the end of preschool age have an insufficient amount of knowledge and skills, but those who show intellectual passivity, who lack the desire and habit of thinking, solving problems that are directly unrelated to any interest child's play or life situation. To overcome intellectual passivity, in-depth individual work with the child is required. The level of development of cognitive activity that a child can achieve by the end of preschool age and which is sufficient for successful learning in primary school includes, in addition to the voluntary control of this activity, certain qualities of perception of the child’s thinking.
A child entering school must be able to systematically examine objects and phenomena, highlight their diversity and properties. He needs to have a fairly complete, clear and dissected perception, bale. Education in primary school is largely based on children’s own work with various materials, carried out under the guidance of a teacher. In the process of such work, the essential properties of things are identified. Good orientation of the child in space and time is important. Literally from the first days of school, the child receives instructions that cannot be followed without taking into account the spatial characteristics of things and knowledge of the direction of space. So, for example, the teacher might suggest drawing a line “obliquely from the top left to the bottom right corner” or “straight down the right side of the cell”, etc. the idea of time and the sense of time, the ability to determine how much time has passed is an important condition for the student’s organized work in the class and completing the task within the specified time frame.
Particularly high demands are placed on schooling, the systematic acquisition of knowledge, and on the child’s thinking. The child must be able to identify what is essential in the phenomena of the surrounding reality, be able to compare them, see similarities and differences; he must learn to reason, find the causes of phenomena, and draw conclusions. Another aspect of psychological development that determines a child’s readiness for schooling is the development of his speech - mastering the ability to coherently, consistently, understandably for others an object, picture, event, convey the course of his thoughts, explain this or that phenomenon, rule.
Finally, psychological readiness for school includes the child’s personality traits that help him enter the classroom, find his place in it, and get involved in general activities. These are social motives of behavior, those rules of behavior learned by the child in relation to other people, and the ability to establish and maintain relationships with peers, which are formed in the modern activities of preschoolers.
The main place in preparing a child for school is the organization of play and productive activities. It is in these types of activities that social motives of behavior first arise, a hierarchy of motives is formed, actions of perception and thinking are formed and improved, and social skills of relationships are developed. Of course, this does not happen by itself, but with the constant guidance of children’s activities by adults, who pass on the experience of social behavior to the younger generation, impart the necessary knowledge and develop the necessary skills. Some qualities can be formed only in the process of systematic training of preschoolers in the classroom - these are elementary skills in the field of educational activities, a sufficient level of productivity of cognitive processes.
In the psychological preparation of children for school, obtaining generalized and systematized knowledge plays a significant role. The ability to navigate in culturally specific areas of reality (quantitative relationships of things, the sound matter of language) helps to master certain skills on this basis. In the process of such training, children develop those elements of a theoretical approach to reality that will give them the opportunity to consciously assimilate a variety of knowledge.
Subjectively, readiness for school increases along with the inevitability of going to school on September 1st. If those close to you have a healthy, normal attitude towards this event, the child gets ready for school with impatience.
A special problem is adaptation to school. A situation of uncertainty is always exciting. And before school, every child experiences extreme excitement. He enters life in new conditions compared to kindergarten. It may also happen that a child in the lower grades will obey the majority against his own wishes. Therefore, it is necessary to help the child in this difficult period of his life to find himself, to teach him to be responsible for his actions.
I.Yu. Kulachina identifies two aspects of psychological readiness - personal (motivational) and intellectual readiness for school. Both aspects are important both for the child’s educational activities to be successful and for rapid adaptation to new conditions and painless entry into a new system of relationships.
Diagnosis of a child’s psychological readiness for school
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Studying a child's readiness for school
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The phenomenon of psychological readiness for schooling
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Federal Agency for Education of the Russian Federation
Stavropol State University
Psychology faculty
Department of Clinical Psychology
Course work
course "Psychodiagnostics"
Topic: “Comparative analysis of the level of readiness for schooling of children 6 and 7 years old.”
Completed by a student
Faculty of Psychology
3rd year group “A”
speciality
"Clinical psychology"
Zhebrikova Anna Andreevna
Scientific director
Candidate of Psychological Sciences, Associate Professor
Suvorov
Alla Valentinovna
Stavropol, 2009
Introduction………………………………………………………………………………..3
- Psychological readiness for schooling………………6
- Studying the problem of readiness for schooling in domestic and foreign psychology……………………………………………………….6
- Psychological and pedagogical characteristics of a child aged 6 and 7 years old and adaptation to schooling of children aged 6 and 7 years old and analysis of the causes of maladaptation………………………………………………………………………………………… ….15
II Composition of subjects and research methods.
2.1 Composition of subjects………………………………………………………31
2.2. Research methods…………………………………………………………..31
III Analysis of the research results and their discussion……………….39
Conclusion………………………………………………………………………………..49
Conclusion…………………………………………………………….53
References……………………………………………………..55
Applications………………………………………………………………………………58
Introduction
The problem of a child's readiness for school has always been relevant. Currently, the relevance of the problem is determined by many factors. Modern research shows that 30–40% of children enter the first grade of a public school unprepared for learning, that is, they have insufficiently developed the following components of readiness:
Social,
Psychological,
Emotionally – strong-willed.
The successful solution of problems in the development of a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. In modern psychology, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.
A. Anastasi interprets the concept of school maturity as the mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of assimilation of the school program.
I. Shvantsara defines school maturity as the achievement of such a stage in development when the child becomes able to take part in school education. I. Shvantsara identifies mental, social and emotional components as components of school readiness.
L.I. Bozhovich points out that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation of one’s cognitive activity and the social position of the student.
Today, it is generally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.
Issues of psychological readiness for learning at school are considered by teachers, psychologists, and defectologists: L.I. Bozhovich, L.A. Wenger, A.L. Wenger, L.S. Vygotsky, A.V. Zaporozhets, A. Kern, A.R. Luria, V.S. Mukhin, S.Ya. Rubinstein, E.O. Smirnova and many others. The authors provide not only an analysis of the necessary knowledge, skills and abilities of a child during the transition from kindergarten to school, but also consider issues of a differentiated approach in preparing children for school, methods for determining readiness, and also, importantly, ways to correct negative results and in connection with These are recommendations for working with children and their parents. Therefore, the primary task facing both domestic and foreign scientists is the following:
When and under what condition of the child this process will not lead to disturbances in his development or negatively affect his health.
Scientists believe that a differentiated approach as a socio-educational environment is based on the level of speech readiness of younger schoolchildren. A differentiated approach will be carried out more effectively if the speech development of first-grade students is identified.
Thus, the main target Our work is to identify the level of readiness of a preschooler to study at school and carry out correctional and developmental activities to develop in the child the necessary skills and abilities for successful mastery of educational material.
In connection with this goal, we put forward hypothesis : the level of readiness of children for schooling at 6 and 7 years old is different.
In our work we set the following tasks :
1. Study and analysis of psychological literature on the topic.
2. Selection of psychodiagnostic methods for studying the level of readiness of children for schooling at the ages of 6 and 7 years.
3. Conducting an experimental psychological study to study the level of readiness of children for schooling.
4. Processing and interpretation of the results obtained.
5. Formulation of findings and conclusions.
6. Design of work.
Object The research was carried out by children of the preparatory group of the preschool educational institution "Romashka" kindergarten in the village of Staromaryevka.
Item research - the level of psychological readiness of preschoolers 6 and 7 for school education.
Research methods:
- analysis of literary sources.
- empirical methods: Kern-Jirasek school maturity test;
- data processing methods:
Quantitative: drawing up tables, diagrams, histograms, fashion.
Qualitative: analysis, synthesis and synthesis, classification.
In general, the work consists of 57 sheets of working text, an introduction, 3 chapters, findings, a conclusion, a list of references from 29 sources, there are also 9 histograms, 3 diagrams and applications.
I Psychological readiness for schooling
1.1. Studying the problem of readiness for schooling in domestic and foreign psychology.
Psychological readiness for learning at school is considered at
at the current stage of development of psychology as a complex characteristic of a child, which reveals the levels of development of psychological qualities, which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
In the psychological dictionary, the concept of “readiness for schooling” is considered as a set of morpho-physiological characteristics of a child of senior preschool age, ensuring a successful transition to systematic, organized schooling.
V.S. Mukhina argues that readiness for schooling 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, which set the motivation for educational activities.
D.B. Elkonin believes that a child’s readiness for schooling presupposes the “incorporation” of a social rule, that is, a system of social relations between a child and an adult.
The concept of “readiness for school” is most fully given in the definition of L.A. Wenger, by which he understood a certain set of knowledge and skills, in which all other elements must be present, although the level of their development may be different. The components of this set, first of all, are motivation, personal readiness, which includes the “internal position of the student,” volitional and intellectual readiness.
L.I. Bozhovich called the new attitude of the child to the environment that arises upon entering school “the internal position of the student,” considering this new formation a criterion of readiness for school.
In her research, T.A. Nezhnova points out that a new social position and the activity corresponding to it develop insofar as they are accepted by the subject, that is, they become the subject of his own needs and aspirations, the content of his “inner position.”
A.N. Leontyev considers the direct driving force of a child’s development to be his real activity with changes in his “internal position.”
In recent years, increasing attention to the problem of school readiness has been paid abroad. When solving this issue, as J. Jirasek notes, theoretical constructs are combined, on the one hand, and practical experience, on the other. The peculiarity of the research is that the intellectual capabilities of children are at the center of this problem. This is reflected in tests showing the child’s development in the areas of thinking, memory, perception and other mental processes.
According to S. Strebel, A. Kern, J. Jirasek, a child entering school must have certain characteristics of a schoolchild: be mature in mental, emotional and social terms.
By emotional maturity they understand the child’s emotional stability and almost complete absence of impulsive reactions.
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 the social role of a schoolchild in the social situation of schooling.
F.L.Ilg, L.B.Ames conducted a study to identify the parameters of readiness for schooling. As a result, a special system of tasks arose that made it possible to examine children from 5 to 10 years old. The tests developed in the study are of practical importance and have predictive ability. In addition to test tasks, the authors suggest that if a child is unprepared for school, they should be taken from there and, through numerous training sessions, brought to the required level of readiness. However, this point of view is not the only one. Thus, D.P. Ozubel proposes, if the child is unprepared, to change the curriculum at school and thereby gradually equalize the development of all children.
It should be noted that, despite the diversity of positions, all of the listed authors have a lot in common. Many of them, when studying readiness for schooling, use the concept of “school maturity”, based on the false concept that the emergence of this maturity is mainly due to the individual characteristics of the process of spontaneous maturation of the child’s innate inclinations and which are essentially independent of the social conditions of life and upbringing. In the spirit of this concept, the main focus is on the development of tests that serve to diagnose the level of school maturity of children. Only a small number of foreign authors - Vronfenvrenner, Vruner - criticize the provisions of the concept of “school maturity” and emphasize the role of social factors, as well as the characteristics of public and family education in its emergence.
Making a comparative analysis of foreign and domestic studies, we can conclude that the main attention of foreign psychologists is aimed at creating tests and is much less focused on the theory of the issue.
The works of domestic psychologists contain a deep theoretical study of the problem of school readiness.
An important aspect in the study of school maturity is the study of the problem of psychological readiness for learning at school. (L.A. Wenger, S.D. Tsukerman, R.I. Aizman, G.N. Zharova, L.K. Aizman, A.I. Savinkov, S.D. Zabramnaya).
The components of a child’s psychological readiness for school are:
Motivational (personal),
Intelligent,
Emotionally – strong-willed.
Motivational readiness is the child’s desire to learn. In the studies of A.K. Markova, T.A. Matis, A.B. Orlov shows that the emergence of a child’s conscious attitude towards school is determined by the way information about it is presented. It is important that information about the school communicated to children is not only understood, but also felt by them. Emotional experience is provided by children's involvement in activities that activate both thinking and feeling.
In terms of motivation, two groups of teaching motives were identified:
1. Broad social motives for learning or motives related to the child’s needs for communication with other people, for their evaluation and approval, with the student’s desire to take a certain place in the system of social relations available to him.
2. Motives related directly to educational activities, or the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge.
Personal readiness for school is expressed in the child’s attitude towards school, teachers and educational activities, and also includes the formation in children of such qualities that would help them communicate with teachers and classmates.
Personal readiness also presupposes a certain level of development of the child’s emotional sphere. The child masters social norms for expressing feelings, the role of emotions in the child’s activities changes, emotional anticipation is formed, feelings become more conscious, generalized, reasonable, voluntary, non-situational, higher feelings are formed - moral, intellectual, aesthetic. Thus, by the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities are possible.
Many authors who consider the personal component of psychological readiness for school pay special attention to the problem of the development of voluntariness in a child. There is a point of view that poor development of voluntariness is the main reason for poor performance in first grade. But to what extent should voluntariness be developed before learning begins?
school - a question that has been very poorly studied in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, weak
arbitrariness interferes with the start of schooling.
ON THE. Semago gives age-specific development standards for the first two levels of voluntary development. So, when diagnosing voluntary motor activity, one should focus on the following standards:
By 5.5-6 years, it is possible to perform reciprocal movements of the hands (with isolated errors);
By the age of 6.5-7 years, the child performs voluntary facial movements according to the verbal instructions of an adult (with isolated errors);
By the age of 7-7.5 years, a child can perform various motor programs with both different arms (legs) and facial muscles.
Diagnosis of voluntariness of higher mental functions provides for certain age standards:
By the age of 5.5-6 years, the child retains the instructions, sometimes helping himself with sentences, independently discovers mistakes, can correct them, basically retains the activity program, but at the same time may need the organizing help of an adult. It is possible to distribute attention according to no more than two criteria simultaneously:
By the age of 6.5 - 7 years, a child can retain instructions, but sometimes needs to be repeated when performing complex tasks. By this age, the child is able to maintain a program for performing verbal and non-verbal tasks. Due to fatigue, a little organizing help from an adult may be required. Copes freely with tasks that require the distribution of attention according to two criteria;
By the age of 7-7.5 years, the child fully retains instructions and tasks, is able to independently build a program of implementation, and independently corrects obvious mistakes. Distribution of attention according to three criteria simultaneously is available.
Intellectual readiness presupposes that a child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity.
V.V. Davydov believes that a child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. At the same time, it is important to have a positive attitude towards learning, the ability to self-regulate behavior and the manifestation of volitional efforts to complete assigned tasks.
In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes. That is, the child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, and draw conclusions.
Discussing the problem of readiness for school, D.B. Elkonin put the formation of the necessary prerequisites for educational activity in the first place.
Analyzing these prerequisites, he and his collaborators identified the following parameters:
The ability of children to consciously subordinate their actions to rules that generally determine the method of action,
Ability to navigate a given system of requirements,
The ability to listen carefully to the speaker and accurately carry out tasks proposed orally,
The ability to independently perform the required task according to a visually perceived pattern.
These parameters for the development of voluntariness are part of psychological readiness for school; learning in the first grade is based on them.
D.B. Elkonin believed that voluntary behavior is born in play in a group of children, which allows the child to rise to a higher level.
Research by E.E. Kravtsova showed that in order to develop voluntariness in a child at work, a number of conditions must be met:
It is necessary to combine individual and collective forms of activity,
Take into account the age characteristics of the child,
Use games with rules.
Research by N.G. Salmina has shown that first-grade schoolchildren with a low level of voluntariness are characterized by a low level of gaming activity, and, therefore, are characterized by learning difficulties.
In addition to the indicated components of psychological readiness for school, researchers highlight the level of speech development.
R.S. Nemov argues that children’s verbal readiness for teaching and learning is primarily manifested in their ability to use it for voluntary control of behavior and cognitive processes. No less important is the development of speech as a means of communication and a prerequisite for mastering writing.
Particular care should be taken about this function of speech during middle and senior preschool childhood, since the development of written speech significantly determines the progress of the child’s intellectual development.
By the age of 6–7 years, a more complex independent form of speech appears and develops – an extended monologue utterance. By this time, the child’s vocabulary consists of approximately 14 thousand words. He already knows word measurement, the formation of tenses, and the rules for composing sentences.
Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal-logical thinking, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the resulting indicators cannot but reflect the level of development thinking.
It is not possible to completely separate linguistic and psychological types of speech analysis, nor is it possible to conduct separate psychodiagnostics of thinking and speech. The fact is that human speech in its practical form contains both linguistic (linguistic) and human (personal psychological) principles.
In addition to the development of cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, a child must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready to learn and acquire knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development.
At preschool age, the process of mastering speech is basically completed:
- by the age of 7, language becomes a means of communication and thinking of the child, also a subject of conscious study, since in preparation for school, learning to read and write begins;
- The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation, the process of phonemic development is completed;
- the grammatical structure of speech develops. Children acquire patterns of morphological order and syntactic order. Mastering the grammatical forms of language and acquiring a larger active vocabulary allows them to move on to concrete speech at the end of preschool age.
Thus, the high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the psychological characteristics of the child. Therefore, the problem of children’s psychological readiness to study at school is of particular importance, since the success of children’s subsequent education at school depends on its solution.
1.2. Psychological and pedagogical characteristics of a child aged 6 and 7 years old, adaptation to schooling of children aged 6 and 7 years old and analysis of the causes of maladjustment
A child’s admission to school poses a number of challenges for psychologists and teachers when working with a future first-grader:
Identify the level of his readiness for schooling and the individual characteristics of his activities, communication, behavior, mental processes that will need to be taken into account during training;
If possible, compensate for possible gaps and increase school readiness, thereby preventing school maladjustment;
Plan a strategy and tactics for teaching a future first-grader, taking into account his individual capabilities.
Solving these problems requires a deep study of the psychological characteristics of modern first-graders, who come to school at the age of 6 and 7 with different “baggage”, representing the totality of psychological new formations of the previous age stage - preschool childhood.
Features of the age stage of 6.7 years are manifested in progressive changes in all areas, from the improvement of psychophysiological functions to the emergence of complex personal new formations.
The sensory development of an older preschooler is characterized by the improvement of his orientation in the external properties and relationships of objects and phenomena, in space and time. The thresholds of all types of sensitivity are significantly reduced. Visual perception becomes the leading one when familiarizing yourself with the environment, focus, planning, controllability, and awareness of perception increase, relationships between perception and speech and thinking are established, and, as a result, perception is intellectualized. A special role in the development of perception in older preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main types of properties and relationships. By the age of six, a normally developed child can already correctly examine objects and correlate their qualities with standard shapes, colors, sizes, etc. The assimilation of a system of socially developed sensory standards, mastery of some rational methods of examining the external properties of objects and the based on this possibility of differentiated perception of the surrounding world indicate that the child has reached the necessary level of sensory development for entering school.
The assimilation of socially developed standards, or measures, changes the nature of children's thinking; in the development of thinking, by the end of preschool age, a transition from egocentrism (centration) to decentration is planned. This leads the child to an objective, elementary scientific perception of reality, improving the ability to operate with ideas at an arbitrary level. The formation of new methods of mental action is largely based on the mastery of certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of imaginative thinking.
The thinking of 6- and 7-year-old children is characterized by the following features, which can be used as diagnostic signs that a child has reached readiness for school, from the point of view of his intellectual development:
- the child solves mental problems by imagining their conditions, thinking becomes non-situational;
- mastering speech leads to the development of reasoning as a way of solving mental problems, an understanding of the causality of phenomena arises;
- children’s questions are an indicator of the development of curiosity and indicate the problematic nature of the child’s thinking;
- a new relationship between mental and practical activity appears, when practical actions arise on the basis of preliminary reasoning; systematic thinking increases;
- experimentation arises as a way to help understand hidden connections and relationships, apply existing knowledge, and try your hand;
- the prerequisites for such mental qualities as independence, flexibility, inquisitiveness are formed.
Thus, the basis of a child’s orientation in older preschool age is generalized ideas. But neither they nor the preservation of sensory standards, etc. are impossible without a certain level of memory development, which, according to L.S. Vygotsky, stands at the center of consciousness in preschool age.
Preschool age is characterized by intensive development of the ability to remember and reproduce. One of the main achievements of an older preschooler is the development of voluntary memorization. An important feature of this age is the fact that a child of 7 years old can be given a goal aimed at memorizing certain material. The presence of this possibility is due to the fact that the older preschooler begins to use various techniques specifically designed to increase the efficiency of memorization: repetition, semantic and associative linking of material. Thus, by the age of 6-7 years, the structure of memory undergoes significant changes associated with the significant development of voluntary forms of memorization and recall.
At the age of 6, a preschooler’s attention is still involuntary. The state of increased attention is associated with orientation in the external environment and emotional attitude towards it. With age (by the age of 7), concentration, volume and stability of attention increase significantly, elements of arbitrariness in the control of attention develop based on the development of the planning function of speech and cognitive processes; attention becomes indirect; elements of post-voluntary attention appear.
The ratio of voluntary and involuntary forms, similar to memory, is also noted in such a mental function as imagination. Imagination gradually acquires an arbitrary character: the child knows how to create a plan, plan it and implement it. A big leap in its development is provided by play, a necessary condition for which is the presence of a substitute activity and the presence of substitute objects. The child masters the techniques and means of creating images; imagination moves to the internal plane, there is no need for visual support for creating images.
Despite the importance of the cognitive development of a 6-7 year old child, his harmonious development is impossible without an emotional attitude towards the environment in accordance with the values, ideals and norms of society.
Preschool childhood (6 years old) is a period when emotions and feelings dominate all other aspects of a child’s life, giving them a specific coloring and expressiveness. Preschoolers are distinguished by the intensity and mobility of emotional reactions, spontaneity in expressing their feelings, and rapid mood changes. However, by the end of preschool childhood, the child’s emotional sphere changes - feelings become more conscious, generalized, reasonable, arbitrary, non-situational; Higher feelings are formed - moral, intellectual, aesthetic, which in six-year-old children often become the motive for behavior.
For a seven-year-old child experiencing a seven-year crisis, but in the opinion of L.S. According to Vygotsky, mannerism, fidgetiness, some tension, unmotivated clowning are more characteristic, which is associated with the loss of childish spontaneity, naivety and an increase in voluntariness, the complication of emotions, and the generalization of experience (“intellectualization of affect”).
Throughout preschool childhood, emotional processes that regulate children's activities also develop. The main new formations in the emotional sphere of a 6-7 year old child, to which special attention must be paid, including when diagnosing psychological readiness for school, are given below:
1. A change in the content of affects, expressed primarily in the emergence of special forms of empathy, which is facilitated by developing emotional decentration.
2. A change in the place of emotions in the time structure of activity as its initial components become more complex and distant from the final results (emotions begin to anticipate the progress of the task at hand). Such “emotional anticipation” by A.V. Zaporozhets and Ya.Z. Neverovich is also associated with the emerging activity of emotional imagination.
Ya.L. Kolominsky and E.A. Panko, when considering the development of the emotional sphere of an older preschooler, pay attention to its close connection with the developing will of the child.
3. By the age of six, the basic elements of volitional action are formed: the child is able to set a goal, make a decision, outline a plan of action, carry it out, show a certain effort in overcoming an obstacle, and evaluate the result of his action. But all these components of volitional action are not yet sufficiently developed: the identified goals are not sufficiently stable and conscious, goal retention is largely determined by the difficulty of the task and the duration of its completion.
Considering voluntary behavior as one of the main psychological neoplasms of preschool age, D.B. Elkonin defines it as behavior mediated by a certain idea.
A number of researchers (G.G. Kravtsov, I.L. Semago) believe that the development of voluntariness in older preschool age occurs at three levels, which have periods of “overlap”:
- formation of motor volition;
- the level of voluntary regulation of higher mental functions themselves;
- voluntary regulation of one's own emotions. It is worth noting that, according to N.I. Gutkina, seven-year-old children have a higher level of development of voluntariness (work according to a model, sensorimotor coordination) compared to six-year-olds; accordingly, seven-year-old children are better prepared for school, but this indicator of readiness for school.
The development of the child’s will is closely related to the change in motives of behavior that occurs in preschool age, the formation of a subordination of motives that gives a general direction to the child’s behavior, which, in turn, is one of the main psychological neoplasms of preschool age. Acceptance of the most significant motive at the moment is the basis that allows the child to move towards the intended goal, ignoring situationally arising desires. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of actions by significant adults.
It should be noted that by older preschool age, intensive development of cognitive motivation occurs: the child’s immediate impressionability decreases, at the same time, the older preschooler becomes more and more active in searching for new information. II.I. Gutkina, comparing the motives of children 6 and 7 years old, notes that there are no significant differences in the degree of expression of the cognitive motive in six-year-olds and seven-year-olds, which indicates that according to this parameter of mental development, six-year-old and seven-year-old children can be considered as one age group.
The motivation to establish a positive attitude from others also undergoes a significant change.
The formation of the motivational sphere, subordination, the development of cognitive motivation, a certain attitude towards school are closely connected with the development of the child’s self-awareness, his transition to a new level, with a change in his attitude towards himself; the child becomes aware of his social “I”. The emergence of this new formation largely determines both the child’s behavior and activity, and the entire system of his relationship to reality, including school, adults, etc. As L.I. noted. Bozovic, exploring the problem of the “crisis of seven years”, awareness of one’s social “I” and the emergence on this basis of an internal position, i.e., a holistic attitude towards the environment and towards oneself, which expresses a new level of self-awareness and reflection, awakens corresponding needs and aspirations child, including the need to go beyond their usual childhood lifestyle, to take a new, more significant place in society.
An older preschooler who is ready for school also wants to study because he has a desire to take a certain position in people’s society, which 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 the environment, called L.I. Bozhovich’s internal position of a schoolchild, which, in her opinion, can act as one of the criteria for a child’s personal readiness for schooling.
At the same time, as II.I. noted in her study. Gutkin, the internal position of a schoolchild is more common and more pronounced in seven-year-old children than in six-year-old children, which indicates the impossibility of considering seven-year-olds and six-year-olds as a single age group for this parameter of the development of the motivational sphere.
Considering the emergence of personal consciousness, one cannot fail to mention the development of self-esteem in a child of senior preschool age.
The basis of initial self-esteem is mastering the ability to compare oneself with other children. Six-year-old children are characterized mainly by undifferentiated inflated self-esteem. By the age of seven, it differentiates and decreases somewhat. The development of the ability to adequately evaluate oneself is largely due to the decentration that occurs during this period, the child’s ability to look at himself and the situation from different points of view.
Entering school marks a turning point in the social situation of a child’s development. Having become a schoolchild, a child receives new rights and responsibilities and for the first time begins to engage in socially significant activities, the level of implementation of which determines his place among others and his relationships with them.
According to Sh.A. Amonashvili, the main characteristic of the motivational sphere of a six-year-old child is the predominance of actual needs and impulsive activity. A six-year-old child constantly has a variety of needs that constantly replace each other. Their peculiarity is that they are experienced as an urgent, i.e. actual, desire. Impulsive activity is uncontrollable, it is not preceded by at least a fleeting consideration, weighing, deciding whether to do this or do this. Fatigue, which increases emotional excitability, increases the impulsive activity of children, and their meager social and moral experience does not allow them to be restrained and compliant, reasonable and strong-willed. Actual needs and impulsive activity are also inherent in seven-year-old children, but greater social experience helps them better regulate their behavior.
Consequently, educational activities will be formed differently in children 6 and 7 years old. The entry into the conditions of school education and adaptation to it will be different. Thus, the difficulty of a six-year-old child is the lack of the necessary level of arbitrariness, which complicates the process of adopting new rules; the predominance of positional motivation leads to the difficulty of forming the lowest level of actual development for learning at school - the internal position of the student.
Adaptation to schooling of children aged 6 and 7 years and analysis of the causes of maladjustment
Adaptation to school is a restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematically organized schooling. “A favorable combination of social external conditions leads to adaptation, an unfavorable combination leads to disadaptation.”
The main features of systematic schooling are the following. Firstly, upon entering school, a child begins to carry out socially significant and socially valued activities - educational activities. Secondly, a feature of systematic schooling is that it requires the obligatory implementation of a series of identical rules for all, to which all student behavior is subject during his stay at school.
Entering school requires a certain level of development of thinking, voluntary regulation of behavior, and communication skills. Assessment of the level of school adaptation consists of the following blocks:
1. Intellectual development indicator - carries information about the level of development of higher mental functions, the ability to learn and self-regulation of the child’s intellectual activity.
2. Indicator of emotional development - reflects the level of emotional and expressive development of the child, his personal growth.
3. An indicator of the development of communication skills (taking into account the psychological neoplasms of the 7-year crisis: self-esteem and level of aspirations).
4. The level of school maturity of the child in the preschool period.
Research results by G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of socio-psychological adaptation to school can be distinguished. In the description of each level of adaptation, we will highlight the age-psychological characteristics of six- and seven-year-old students.
1. High level of adaptation.
The first-grader has a positive attitude towards school and perceives the requirements adequately; learns educational material easily; deeply and completely masters the program material; solves complex problems, is diligent, listens carefully to the teacher’s instructions and explanations, carries out assignments without external control; shows great interest in independent educational work (always prepares for all lessons), carries out public assignments willingly and conscientiously; occupies a favorable status position in the class.
As follows from the description, the levels of development of all indicators listed earlier are high. The characteristics of a child with a high level of adaptation to school correspond to the characteristics of a child who is ready for school and has experienced a crisis of 7 years, since in this case there are indications of formed volition, learning motivation, a positive attitude towards school, and developed communication skills. Based on the data of some researchers, a six-year-old first-grader cannot be classified as a high level due to the underdevelopment of such aspects of adaptation as readiness for school learning (in terms of arbitrariness of behavior, ability to generalize, educational motivation, etc.), immaturity of personal new formations of the 7-year-old crisis ( self-esteem and level of aspirations) without the necessary intervention of teachers and psychologists.
2. Average level of adaptationA first-grader has a positive attitude towards school, visiting it does not cause negative experiences, understands the educational material if the teacher presents it in detail and clearly, masters the main content of the curriculum, independently solves standard problems, is focused and attentive when completing tasks, instructions, instructions from an adult, but its control; is concentrated only when he is busy with something interesting to him (preparing for lessons and doing homework almost always); carries out public assignments conscientiously, is friends with many classmates.
3. Low level of adaptation.
A first-grader has a negative or indifferent attitude towards school; complaints of ill health are common; depressed mood dominates; violations of discipline are observed; understands the material explained by the teacher in fragments; independent work with the textbook is difficult; shows no interest when completing independent learning tasks; prepares for lessons irregularly; constant monitoring, systematic reminders and encouragement from the teacher and parents are required; maintains efficiency and attention during extended pauses for rest; understanding new things and solving problems according to the model requires significant educational assistance from the teacher and parents; carries out public assignments under control, without much desire, is passive; has no close friends, knows only some of his classmates by first and last names.
In fact, this is already an indicator of “school maladaptation” [ 13].
In this case, it is difficult to identify age-related characteristics, since we are dealing with disorders of the child’s somatic and mental health, which may be a determining factor in the low level of development of generalization processes, attention functions of other mental processes, and properties included in the selected adaptation indicators.
Thus, due to age characteristics, first-graders of six years of age can achieve only an average level of adaptation to school in the absence of special organization of the educational process and psychological support by the teacher.
The next aspect that should be paid attention to is the unfavorable result of the adaptation process, the reasons leading to the so-called maladjustment.
Maladjustment and maladaptive styles
According to the definition formulated by V.V. Kogan, “school maladaptation is a psychogenic disease or psychogenic formation of a child’s personality, which violates his objective and subjective status in school and family and affects the student’s educational and extracurricular activities”.
This concept is associated with deviations in school activities - learning difficulties, conflicts with classmates, etc. These deviations can occur in mentally healthy children or in children with various neuropsychic disorders, but do not apply to children who have learning disabilities caused by oligophrenia, organic disorders, physical defects.
School maladjustment is the formation of inadequate mechanisms for a child’s adaptation to school in the form of learning disorders, behavior, conflict relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development.
Studying the behavior of six- and seven-year-old children and first-graders, T.V. Dorozhovets, discovered three maladaptive styles: accommodation, assimilation and immature.
The accommodative style reflects the child’s desire to completely subordinate his behavior to the requirements of the environment.
The assimilation style is characterized by the child’s desire to subordinate the social environment to his needs. In the case of an immature adaptation style associated with the psychological immaturity of a child of a given age, we are talking about his inability to accept a new social development situation.
An increased degree of expression of each of these adjustment styles leads to school maladjustment.
The behavior of these children at school is different. First-graders with an accommodative adjustment style that corresponds to the typical image of a “good student” readily obey all the rules and norms of school life, and thus, as a rule, turn out to be the most adapted to educational activities and the norms of school life.
Positive assessments from teachers, due to their high authority, contribute to the formation of a positive “I-concept” of children and increase their sociometric status.
Children with an assimilation type of adaptation, who ignore school rules that are new to them or follow them only in the presence of a teacher, usually turn out to be maladapted in terms of accepting educational activities and school requirements. Negative assessments of the teacher in the presence of classmates, typical in such cases, lead, as a rule, to an even greater decrease in their authority and status in the class, thereby complicating their social adaptation. However, it has been noted that children’s relatively weak orientation toward the teacher’s authority protects them from severely underestimating their self-esteem.
Children with an immature style are the most difficult to adapt when it is caused by insufficient development of will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life. The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, is associated with the nature of family upbringing. If a child comes to school from a family where he did not feel the experience of “we,” he finds it difficult to enter a new social community—school.
In addition to the concept of “school maladjustment,” the literature contains the terms “school phobia,” “school neurosis,” and “didactogenic neurosis.” As a rule, school neuroses manifest themselves in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, anticipation of a bad attitude towards oneself, negative evaluation from others teachers, peers.
In cases of didactogenic neuroses, it is primarily the educational system itself that is traumatic. In a modern school, as a rule, the activities of the teacher have very little contact with the activities of the student, while the joint activity of the teacher and the student is the most effective way of transferring experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, remember, etc. The teacher remains in a position “above” the student, and, sometimes, without realizing it, suppresses the student’s initiative, his cognitive activity, which is so necessary for educational activities.
Didactogenic neurosis in the case of teaching six-year-olds can arise when the teacher does not pay attention to their age-psychological characteristics. According to many authors (D.B. Elkonin, Sh.A. Amonashvili, V.S. Mukhin, etc.), the style and nature of the pedagogical interaction between a teacher and a six-year-old child differs significantly from the classical approach to teaching seven-year-olds. This issue will be discussed in more detail in the next paragraph of this chapter.
Another reason for maladaptive behavior may be excessive fatigue and overload. Just entering school is a turning point in a child’s life. The success of his education at school depends on the characteristics of his upbringing in the family, his level of preparedness for school.
A number of authors (E.V. Novikova, G.V. Burmenskaya, V.Y. Kagan, etc.) believe that the main cause of school maladaptation is not the mistakes themselves in educational activities or the child’s relationship with the teacher, but feelings about these mistakes and relationships.
For many children, starting school can be a difficult experience. Every child faces at least one of the following problems:
- regime difficulties (they consist of a relatively low level of arbitrariness in the regulation of behavior and organization);
- communication difficulties (most often observed in children who have little experience communicating with peers, manifested in the difficulty of getting used to the class group, to their place in this group);
- relationship problems with the teacher;
- problems associated with changes in family situation.
Thus, school adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the level of development of intellectual functions, the emotional-volitional sphere, the development of communication skills, etc. The immaturity of any of these areas is one of the reasons that can lead to one or another form of maladaptation .
According to the existing classification of forms of maladaptation, violations of the adaptation process to school can manifest themselves in the form of:
- unformed elements of educational activity;
- lack of formation of learning motivation;
- inability to voluntarily regulate behavior, attention, and educational activities;
- inability to adapt to the pace of school life.
An analysis of literary sources showed that the following authors dealt with the problem of children’s readiness for schooling at the age of 6 and 7 years: V.S. Mukhina, D.B. Elkonin, L.I. Bozovic, J. Jirasek, N.A. Semago, E.E. Kravtsova, R.S. Nemov and others. But at the same time, there are no detailed results defining the criteria for children’s readiness for school, which once again confirms the relevance of our chosen topic.
II.Composition of subjects and research methods
2.1. Composition of subjects.
Children from the preparatory group of Municipal Educational Institution Secondary School No. 7s took part in the study. Staromaryevka, Grachevsky district, Stavropol Territory.
32 children aged from 6 (16 children) to 7 (16 children) years took part in the experiment. The study was conducted from March 15 to April 15.
Some children willingly participated in the experiment, were focused and attentive, and some found it difficult to carry out.
2.2. Research methods
2.2.1. Empirical psychodiagnostic methods.
To study the level of readiness of children for schooling, we used the Kern-Jirasek School Maturity Test.
Orientation Kern-Jirasek School Maturation Test (Istratova O.N. reference book for elementary school psychologist. – Rostov n/d: Phoenix, 2008. -442 p.: ill.)
The orientation test of school maturity by J. Jirasek, which is a modification of the test by A. Kern, consists of five tasks.
First task - drawing a male figure from memory, second – drawing a curved smooth line; third - drawing a house with a fence; fourth - drawing of written letters, fifth - drawing a group of points. The result of each task is assessed on a five-point system (1 - the highest score; 5 - the lowest score), and then the total result for the three tasks is calculated. The development of children who received a total of 3 to 6 points on three tasks is considered above average, from 7 to 11 - as average, from 12 to 15 - below normal. Children who received 12-15 points need to be examined in depth, since some of them may be mentally retarded. All three tasks of the graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements. These skills are necessary in school to master writing. In addition, the test allows you to determine in general terms the intellectual development of the child (drawing of a male figure but memory). The task “copying written letters” and “copying a group of dots” reveal the child’s ability to imitate a model - a skill necessary in school education. These tasks also make it possible to determine whether the child can work with concentration, without distractions, for some time on a task that is not very attractive to him.
J. Jirassk conducted a study to establish a connection between the success of the school maturity test and success in further education. It turns out that children who do well on a test tend to do well in school, but children who do poorly on a test may do well in school. Therefore, Jirasek emphasizes that the result of the test can be considered as a basis for a conclusion about school maturity and cannot be interpreted as school immaturity (for example, there are cases when capable children draw a sketch of a person, which significantly affects the total score they receive).
The Kern-Jirasek test can be used both in a group and individually.
Instructions for using the test
The child (group of children) is offered a test form.The first side of the form should contain information about the child and leave free space for drawing the figure of a man, on the back in the upper left part there is a sample of written letters, and in the lower left part there is a sample of a group of dots. The right side of this side of the sheet is left free for the child to reproduce samples. A sheet of typewritten paper can serve as a form, oriented so that its lower part is longer than the side. The pencil is placed in front of the subject so that it is at the same distance from both hands (if the child turns out to be left-handed, the experimenter must make a corresponding entry in the protocol). The form is placed in front of the child with the clean side.
Instructions for task No. 1
“Here (show each child) draw a man. As much as you can." No further explanations, assistance or drawing attention to errors and shortcomings in the drawing is allowed. If the children do start asking how to draw, the experimenter should still limit himself to one phrase: “Draw as best you can.” If a child does not start drawing, then you should approach him and encourage him, for example, say: “Draw, you will succeed.” Sometimes guys ask the question, is it possible to draw a woman instead of a man, in this case you have to answer that everyone draws a man, and they also need to draw a man. If the child has already started drawing a woman, then you should be allowed to finish drawing her, and then ask him to draw a man next to him. It should be borne in mind that there are cases when a child categorically refuses to draw a man. Experience has shown that such a refusal may be associated with troubles in the child’s family, when the father is either not in the family at all, or he isbut some kind of threat emanates from him. After finishing drawing a human figure, children are told to turn the sheet of paper over to the other side.
Task No. 2.
“You will need to draw a curved line, as shown in the sample.”
Task No. 3. Instructions.
“Look carefully at this task; you need to draw the same house and fence. But be careful the fence is drawn differently.”
Task No. 4 explained as follows:
“Look, there’s something written here. You don’t know how to write yet, but try, maybe you can do the same. Take a good look at how it’s written, and here, next to it, in the free space, write the same.” It is suggested to copy the phrase:
"He ate soup" written in written letters. If some child unsuccessfully guesses the length of the phrase and one word does not fit on the line, you should pay attention to the fact that you can write this word higher or lower. It should be borne in mind that there are children who already know how to read written text, and then, after reading the phrase proposed to them, they write it in block letters. In this case, it is necessary to have a sample of foreign words, also written in written letters.
Before task No. 5, the experimenter says:
“Look, there are dots drawn here. Try to draw it exactly the same here, next to it.”
In this case, it is necessary to show where the child should draw, since one should take into account the possible weakening of the concentration of attention in some children. While the children are performing tasks, it is necessary to monitor them, while making brief notes about their actions. First of all, they pay attention to which hand the future student draws with - right or left, and whether he transfers the pencil from one hand to another while drawing. They also note whether the child turns around too much, whether he drops the pencil and looks for it under the table, whether he began to draw, despite instructions, in a different place or even traces the outline of the sample, whether he wants to make sure that he draws beautifully, etc.
Evaluation of test results
Task No. 1 - drawing a male figure.
1 point is awarded if the following conditions are met: the drawn figure must have a head, torso, and limbs. The head and body are connected by the neck and should not be larger than the body. There is hair on the head (perhaps covered with a cap or hat) and ears, on the face there are eyes, a nose, a mouth, and the arms end in a five-fingered hand. The legs are bent at the bottom. The figure has male clothing and is drawn using the so-called synthetic method (contour), which consists in the fact that the entire figure (head, neck, torso, arms, legs) is drawn immediately as a single whole, and not composed of separate completed parts. With this method of drawing, the entire figure can be outlined with one outline without lifting the pencil from the paper. The figure shows that the arms and legs seem to “grow” from the body, and are not attached to it. Unlike the synthetic one, the more primitive analytical method of drawing involves depicting separately each of the component parts of the figure. So, for example, first the torso is drawn, and then the arms and legs are attached to it.
2 points. Fulfills all requirements for the unit, except for the synthetic drawing method. Three missing details (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn synthetically.
3 points. The figure must have a head, torso, and limbs. The arms and legs are drawn in two lines (volume). Absence of neck, hair, ears, clothing, fingers and feet is acceptable.
4 points. A primitive drawing with a head and torso. The limbs (one pair is enough) are drawn with only one line each.
5 points. There is no clear image of the torso (“cephalopod” or predominance of the “cephalopod”) or both pairs of limbs. Scribble.
Task No. 2 – copying a curved line.
1 point – the curve is drawn accurately.
2 points – the curve is drawn correctly, but there are small errors, an acute angle is made somewhere.
3 points – the curve is drawn correctly, but the corners are not smooth, but sharp.
4 points – the curve is drawn incorrectly, and only some elements from the sample are taken.
5 points – the curve is drawn incorrectly or there is no curve.
Task No. 3 – copying a house with a fence.
1 point. The house and fence are drawn accurately.
2 points. The house and fence are sketched with minor flaws.
3 points. The house and the fence are not drawn exactly; their own elements have been added.
4 points. The drawing is not what is needed, with the presence of sample details.
5 points. The ladies with the fence are not drawn correctly. No image.
Task No. 4 - copying words written in written letters
1 point. The written sample was copied well and completely legibly.
The letters are no more than twice the size of the sample letters. The first letter is clearly the same height as a capital letter. The letters are clearly connected into three words. The copied phrase deviates from the horizontal line by no more than 30 degrees.
2 points. Still legibly copied sample. The size of letters and adherence to a horizontal line are not taken into account.
3 points. Explicit division of the inscription into at least two parts. You can understand at least four letters of the sample.
4 points. At least two letters match the pattern. The reproduced sample still produces the caption line.
5 points. Scribble.
Task No. 5 - drawing a group of points
1 point. Almost perfect copying of the sample. A slight deviation of one point from a row or column is allowed. Reducing the sample is acceptable, but increasing it should not be more than twice. The drawing should be parallel to the sample.
2 points. The number and location of points must correspond to the sample. You can ignore the deviation of no more than three points per half the width of the gap between the row and column.
3 points. The drawing generally corresponds to the sample, not exceeding its width and height by more than twice. Number
The points may not correspond to the sample, but there should be no more than 20 and no less than 7. Any rotation is allowed, even 180 degrees.
4 points. The outline of the drawing does not correspond to the sample, but still consists of dots. The dimensions of the sample and the number of points are not taken into account. Other shapes (for example, lines) are not allowed.
5 points. Scribble.
Overall assessment of test results
Children who receive from three to six points in the first three subtests are considered ready for schooling. The group of children who received seven to nine points represents the average level of development of readiness for school learning. Children who received 9-11 points require additional research to obtain more objective data. Particular attention should be paid to a group of children (usually individual children) who scored 12-15 points, which constitutes development below the norm. Such children need a thorough individual examination of intelligence, development of personal and motivational qualities.
Thus, we can say that the Kern-Jirasek method provides preliminary guidance on the level of development of readiness for schooling.
2.2.2. Methods for processing and interpreting data from experimental psychological research.
Quantitative processing is manipulation of the measurement characteristics of the object under study and its manifestations in external form.
Qualitative processing is a method of preliminary penetration into the essence of an object by identifying its measurable properties on the basis of what data.
Quantitative processing is implemented using the mechanisms of mathematical statistics, and qualitative processing uses the techniques and methods of logic.
Mathematical processing has 2 phases: primary and secondary.
Primary processing methods are aimed at organizing information about the object and subject of research. At this stage, raw information is grouped for one reason or another, entered into tables, and presented graphically for clarity.
We used the following primary processing methods:
- Compiling tables - all data is entered into a table, from which it is easy to determine who has what level of readiness for school.
- Drawing up charts and graphs – graphical representation of the results obtained.
- Calculate the mode value that occurs most frequently in a sample
Qualitative research methods used:
- Analysis is the division of a whole object into parts for the purpose of studying them independently.
- Synthesis is a real or mental combination of various parts, aspects of an object into a single whole.
- Classification is the distribution of many objects into groups, classes, depending on their common characteristics.
- Generalization is the process of establishing the general properties and characteristics of an object.
III. Results of an experimental psychological study of the level of readiness of 6 and 7 year old children for school.
- Results of a study of six-year-old children's readiness for school.
When studying the level of readiness, we obtained the following results:
low result(12 points and above).
In a study we conducted to study the level of readiness of 6-year-old children for schooling, the following indicators were obtained (diagram 3.1.1.)
- Results of a study of seven-year-old children's readiness for school.
In a study we conducted to study the level of readiness of 7-year-old children for schooling, the following indicators were obtained (diagram 3.1.2.)
3.3 . Comparative analysis of the readiness of 6- and 7-year-old children for school.
The obtained data can be presented in the form of a diagram “Ratio of the readiness level of children 6 and 7 years old) and histograms.
In general, an analysis of the readiness of 6- and 7-year-old children for school showed:
The mode for readiness for schooling of six-year-olds is 13, which corresponds to a low indicator, i.e. Most of the children we study have a low level of readiness for learning
The mode for school readiness for seven-year-olds is 6, which corresponds to a high indicator, i.e. Most of the children we study have a high level of readiness for learning.
In general, the level of readiness of 6- and 7-year-old children for schooling is average.
Conclusion
Having conducted an experimental psychological study of the level of readiness of children 6 and 7 years old for schooling, the following conclusions can be drawn:
Level of readiness for schooling of six-year-olds.
Low level of readiness (12 or more points)
50% of the subjects in the group showedlow result(12 points and above).
25% of children showed very low results - one subject scored 15 points - Elinna had difficulty completing tasks 1, 3, 4 and 5: the figure of a man is drawn disproportionately, the body is in the form of an oval, the arms and legs are short in relation to the body. The child drew the curved line correctly. Drawing a house with a fence - the house is drawn with a slight tilt to the left, and the fence is very stretched and drawn incorrectly. Drawing a group of points - compliance with rows and columns is violated; instead of three rows and three columns, a large number of rows and columns are drawn. The phrases copied are scribbles; there is not a single element from the sample.
The second subject scored 17 points - the man’s figure is drawn disproportionately - a large head, a small torso, short legs and arms. The curved line is not drawn at all. House and fence – the house is drawn with minor flaws (a pipe is missing), the fence is drawn incorrectly. The dots are drawn correctly. The phrase is missing.
Children who scored 13 points. 12.5% of children from this group completed all tasks, but all with shortcomings. The human figure is drawn incorrectly, the torso is missing, only the head is drawn. The curved line is not drawn correctly, the proportions are not respected. The house is also a lack of proportions - the house is very large in relation to the fence. Group of dots – absence of rows and columns. Phrase - doodles.
25% of children had difficulty completing 1, 3, 5 tasks. The figure of a man - the children did not respect the proportions, they lack arms and legs or they are very small and thin in relation to the very large body. House and fence – there is no fence in both works, in one of the works the house is drawn incorrectly, instead of one window the child drew 6 windows. Phrase - doodles.
For 25% of children who scored 12 points, difficulty was caused by completing tasks 2 and 5. One child simply continued the line of the pattern, and the other drew it with sharp corners. Phrase – both children have doodles.
12.5% of children who scored 12 points failed only 1 task - the figure of a man is missing.
Average level of readiness (7-11 points).
43.75% of children showed an average level of readiness for school.
71.4% of children had difficulty with the 5th task. The children either drew scribbles, or part of the phrase was written correctly, and part of it was scribbled. All other tasks were completed with minor flaws.
14.3% of children failed to complete tasks 1, 2 and 3. The man's figure is drawn disproportionately - he has very long legs and short arms. The curve is not drawn accurately, the line is crooked and broken. The house is very high.
14.3% of children coped with all the tasks, but with minor shortcomings. Human figure – proportions are not met. A house with a fence – no fence.
High level of readiness (3 – 6 points).
6, 25% of children showed a high level, scoring 6 points - all tasks were completed.
Level of readiness for schooling of seven-year-olds.
Low level of readiness (12 or more points).
12.5% of children from this group showed a low level of readiness.
They completed all the tasks incorrectly. The figure of a man - one child did not draw him at all, another only drew the head, everything else is missing. Curve - one child drew it incorrectly - the proportions are not met, there are sharp corners. A house with a fence - for one - all the details of the house are drawn separately, there is no single image, for the other - the house is larger than the roof. Both drew the fence incorrectly. Dots – there is no respect for rows and columns. The phrase is not written or scribbled.
Average level (11 – 7 points).
31.25% of children showed an average level of readiness for learning.
60% of the subjects had difficulty completing the 4th task. Some subjects did not comply with the number of rows and columns (there were two more rows and two more columns). Some have only two columns, and the number of rows is 2-3 more. Others have circles instead of dots; the number of rows in the middle column exceeds.
For 20% of children, the 5th task caused difficulty. Instead of a phrase, the previous task (dots) is drawn.
20% of children did not cope with the 1st task - all parts of the figure are drawn separately, there is no single image.
High level of readiness (3-6 points) – 56.25% of children.
55.5% of children showed a high level of readiness for school (5-7 points).
The children of this group coped with all the tasks well, but 33.3% of the children had deficiencies in the first task - the man in all children is disproportionate. For 11.1% of the children, the 2nd task caused difficulty - the curve is depicted with a large number of waves (based on the 2nd wave model).
Comparative analysis of the readiness of 6- and 7-year-old children for school.
32 children took part in the study, including:
- High level of readiness for school - 10 people (31.2%) - 9 seven-year-olds and 1 six-year-old. The six- and seven-year-olds coped with all the tasks, but there were shortcomings in some of the work.
- The average level of readiness for school is 12 people (37.5%) - 5 seven-year-olds and 7 six-year-olds. Six-year-olds failed to cope with tasks No. 5 and partially with tasks No. 1, 2 and 3. Seven-year-olds: partially failed with task No. 1, the second - No. 5 and the third - No. 4.
- Low level of readiness for school – 10 people (31.2%) – 2 seven-year-olds and 8 six-year-olds. Some six-year-olds did not cope with all the tasks (2 children); for some children, tasks No. 1, No. 2, No. 3, No. 5 caused difficulties. Two seven-year-old children could not cope with all the tasks.
Conclusion
The problem of our study was to study the level of readiness of 6 and 7 year old children for schooling.
Modern research shows that 30–40% of children enter the first grade of a public school unprepared for learning, that is, they have insufficiently developed the following components of readiness:
Social,
Psychological,
Emotionally – strong-willed.
The successful solution of problems in the development of a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account.
An analysis of the psychological literature on the research problem allows us to say that the primary task facing both domestic and foreign scientists is the following:
Find out at what age it is better to start training,
When and under what condition of the child this process will not lead to disturbances in his development or negatively affect his health. Scientists believe that a differentiated approach as a socio-educational environment is based on the level of speech readiness of younger schoolchildren. A differentiated approach will be carried out more effectively if the speech development of first-grade students is identified.
This study to study the level of readiness of 6- and 7-year-old children for school learning included a methodology aimed at researching the level of readiness of children for school learning.
The research was carried out on the basis of Municipal Educational Institution Secondary School No. 7 village. Staromaryevka, Grachevsky district, Stavropol Territory. The study involved students aged 6 (16 people) to 7 (16 people) years (preparatory group).
The Kern–Jirásek school maturity test was chosen as the main method;
The results of our study confirm the hypothesis that the level of readiness of 6 and 7 year old children is different.
The practical significance of the study is to develop recommendations for the work of a psychologist.
The results can be used by school psychologists, teachers and parents to determine the level of readiness of children for school.
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Annex 1.
Table 1. Level of readiness of 6 and 7 year old children for school education.
Appendix No. 3.
An example of completing the task.
The first year of school is an extremely difficult, turning point period in a child’s life. His place in the system of social relations changes, his entire way of life changes, and his psycho-emotional stress increases. Carefree games are replaced by daily learning activities. They require intense mental work from the child, increased attention, concentrated work in lessons and a relatively motionless body position, maintaining the correct working posture. It is known thatfor a child of six or seven years old this so-called static load is very difficult. Lessons at school, as well as the passion of many first-graders for television programs, sometimes music and foreign language classes, lead to the fact that the child’s physical activity becomes half as much as it was before entering school. The need for movement remains great.
A child coming to school for the first time will be greeted by a new group of children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, new responsibilities associated with academic work, but not all children are ready for this. Some first-graders, even with a high level of intellectual development, find it difficult to bear the workload that schooling requires. Psychologists point out that for many first-graders, and especially six-year-olds, social adaptation is difficult, since a personality capable of obeying the school regime, mastering school norms of behavior, and recognizing school responsibilities has not yet been formed.
The year separating a six-year-old child from a seven-year-old is very important for mental development, because during this period the child develops voluntary regulation of his behavior, orientation towards social norms and requirements.
S. Harrison: “We are so carried away by educating our children that we have forgotten that the very essence of a child’s education is the creation of a happy life. After all, a happy life is what we sincerely wish for both our children and ourselves.”
As already mentioned, the initial period of education is quite difficult for all children entering school. In response to the new increased demands on the body of a first-grader in the first weeks and months of school, children may complain of fatigue, headaches, irritability, tearfulness, and sleep disturbances. Children's appetite and body weight decrease. There are also difficulties of a psychological nature, such as, for example, a feeling of fear, a negative attitude towards school, the teacher, and a misconception about one’s abilities and capabilities.
The changes described above in the body of a first-grader associated with the start of school are called by some foreign scientists “adaptation disease”, “school shock”, “school stress”.
The fact is that in the process of personality formation there are particularly important key points. They are almost inevitable for every child, are confined to certain age periods and are called age-related crises. The most important crisis changes occur in the age intervals from two to four, from seven to nine and from thirteen to sixteen years. During these periods, significant changes occur in the body: a rapid increase in growth, changes in the functioning of the cardiovascular, nervous, respiratory and other systems. This leads to the appearance of unusual internal sensations: increased fatigue, irritability, mood swings. At the same time, even practically healthy children begin to get sick and show excessive vulnerability. During these periods, significant changes in character occur (children begin to show stubbornness and disobedience), inadequate changes in self-esteem (“At home I am good. But at school I am bad,” or vice versa). A new, difficult period in a child’s life begins.
Entering school is a serious step from a carefree childhood to an age filled with a sense of responsibility. The period of adaptation to schooling helps to take this step.
Types of adaptation and its duration
The term “adaptation” is of Latin origin and means the adaptation of the structure and functions of the body, its organs and cells to environmental conditions.
The concept of adaptation is directly related to the concept of “child’s readiness for school” and includes three components: adaptationphysiological, psychological and social, or personal. All components are closely interrelated, deficiencies in the formation of any of them affect the success of learning, the well-being and health of a first-grader, his performance, ability to interact with the teacher, classmates and obey school rules. The success of mastering program knowledge and the level of development of mental functions necessary for further training indicate the physiological, social or psychological readiness of the child.
A child’s psychological adaptation to school covers all aspects of the child’s psyche: personal-motivational, volitional, educational-cognitive. It is known that the success of school education is determined, on the one hand, by the individual characteristics of students, and on the other, by the specifics of the educational material. The main difficulty of “subject” adaptation for a beginning school student is mastering the content of learning - literacy and mathematical concepts. At first glance, this is not so. The content of education in the first grade and in the preparatory school group largely coincides. In fact, the knowledge that schoolchildren receive in lessons at the beginning of their education is mostly acquired in kindergarten. At the same time, it is known that the first half of the year at school is the most difficult. The thing is that the acquisition of knowledge in school conditions is based on other mechanisms. This means that in the preschool period, knowledge is acquired for the most part involuntarily, classes are structured in an entertaining way, in activities familiar to children. In the process of schooling, the main thing is to teach children to understand the educational task. Achieving such a goal requires students to make certain efforts and develop a number of important educational qualities:
1. Personal and motivational attitude towards school and learning: the desire (or unwillingness) to accept the educational task, to carry out the teacher’s tasks, that is, to learn.
2. Acceptance of the educational task: understanding the tasks set by the teacher; desire to fulfill them; the desire to succeed or the desire to avoid failure.
3. Ideas about the content of the activity and methods of its implementation: the level of elementary knowledge and skills formed at the beginning of training.
4. Information attitude: ensures the perception, processing and storage of various information in the learning process.
5. Activity management: planning, monitoring and evaluating one’s own activities, as well as sensitivity to learning influences.
Consequently, even a high level of cognitive activity does not guarantee sufficient motivation for learning. It is necessary that there is a high general level of development of the child and that the leading personality qualities are developed.
During the period of a child’s adaptation to school, the most significant changes occur in his behavior. Usually,indicators of adaptation difficulties are changes in behavior such as excessive excitement and even aggressiveness or, conversely, lethargy, depression and a feeling of fear, reluctance to go to school.
All changes in the child’s behavior reflect the characteristics of psychological adaptation to school.
According to the degree of adaptation, children can be divided into three groups.
First group children adapt during the first two months of training. These children relatively quickly join the team, get used to school, and make new friends. They are almost always in a good mood, they are calm, friendly, conscientious and fulfill all the teacher’s demands without visible tension. Sometimes they still have difficulties either in contacts with children or in relationships with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of behavior. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is completely accustomed to the new status of a student, and to the new requirements, and to the new regime.
Second group children have a longer period of adaptation; the period of non-compliance of their behavior with the requirements of the school is prolonged. Children cannot accept a new situation of learning, communication with the teacher, children. Such schoolchildren can play in class, sort things out with a friend, they do not respond to the teacher’s comments or react with tears or resentment. As a rule, these children also experience difficulties in mastering the curriculum; only by the end of the first half of the year do these children’s reactions become adequate to the requirements of the school and teacher.
Third group - children whose socio-psychological adaptation is associated with significant difficulties. They exhibit negative forms of behavior, sharp manifestations of negative emotions, and have great difficulty in mastering educational programs. It is these children that teachers most often complain about: they “disturb” their work in the classroom.
Processphysiological adaptationA child’s transition to school can also be divided into several stages, each of which has its own characteristics and is characterized by varying degrees of tension in the body’s functional systems.
First stage physiological adaptation - indicative, when in response to the whole complex of new influences associated with the beginning of systematic learning, the body responds with a violent reaction and significant tension in almost all systems. This “physiological storm” lasts quite a long time (two to three weeks).
Second phase - an unstable adaptation, when the body searches and finds some optimal options, reactions to external influences.
At the first stage, there is no need to talk about any saving of the body’s resources. The body spends everything it has, and sometimes “borrows it.” Therefore, it is important for the teacher to remember what a high “price” the body of each child pays during this period. At the second stage, this “price” decreases. The storm begins to subside.
Third stage - a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems.
Whatever work a student does, be it mental work to assimilate new knowledge, the static load that the body experiences during a forced sitting position, or the psychological load from communicating in a large and diverse group, the body, or rather, each of its systems, must respond with its tension , with your work. Therefore, the more stress each system experiences, the more resources the body will use up. But the possibilities of a child’s body are far from limitless. Prolonged stress and associated fatigue and overwork can cost a child’s health.
The duration of all three phases of physiological adaptation is approximately five to six weeks, and the most difficult are the first and fourth weeks.
Personal or social adaptationis associated with the desire and ability of the child to accept a new role - a schoolchild and is achieved by a number of conditions.
1. Development in children of the ability to listen, respond to the actions of the teacher, plan their work, analyze the result obtained - that is, the skills and abilities necessary for successful learning in elementary school.
2. Developing the ability to establish contact with other children, build relationships with adults, be sociable and interesting to others - that is, skills that allow you to establish interpersonal relationships with peers and teachers.
3 Formation of the ability to correctly evaluate one’s actions and the actions of classmates, to use the simplest criteria for assessment and self-assessment (such criteria are the completeness of knowledge, its volume, depth; the ability to use knowledge in various situations, that is, practically, etc.) - that is, sustainable educational motivation against the background of the child’s positive self-image and low level of school anxiety.
An important indicator of a child’s satisfaction with his stay at school is his emotional state, which is closely related to the effectiveness of educational activities, affects the assimilation of school norms of behavior, the success of social contacts and, ultimately, the formation of the student’s internal position.
The first grade of school is one of the most difficult periods in a child's life. When entering school, a child is influenced by the class group, the personality of the teacher, a change in routine, an unusually long restriction of physical activity, and the emergence of new responsibilities.
Adapting to school, the child’s body mobilizes. But it should be borne in mind that the degree and pace of adaptation is individual for everyone.
The success of adaptation largely depends on whether children haveadequate self-esteem. We constantly compare ourselves with other people and, based on this comparison, we develop an opinion about ourselves, about our capabilities and abilities, our character traits and human qualities. This is how our self-esteem gradually develops. This process begins at an early age: it is in the family that the child first learns whether he is loved, accepted for who he is, whether success or failure accompanies him. In preschool age, the child develops a feeling of well-being or ill-being.
Undoubtedly,
adequate self-esteem facilitates the process of adaptation to school, while overestimated or underestimated self-esteem, on the contrary, complicates it.
However, even if the child has adequate self-esteem, adults should remember that a beginning student cannot yet cope with all the tasks on his own. To help a child overcomecrisis of seven years,
To help adapt to school conditions, you need understanding and sensitive attitude of the teacher, attentiveness, great love and patience of parents, and, if necessary, consultations of professional psychologists.
The adaptation time for first-graders may vary. Typically, stable adaptation to school is achieved in the first half of the school year. However, it is not uncommon for this process to not be completed throughout the first year. Low performance remains, and poor academic performance is noted. Such children get tired quickly. By the end of the school year, they often experience deterioration in their health, which most often manifests itself as disorders of the nervous and cardiovascular systems.
One of the factors hindering the normal adaptation of a child, as we already know, is an insufficient level of school maturity. Partially, a child’s developmental delay may be due to his state of health. First-graders who have certain health problems, have suffered from severe infectious diseases, or suffered traumatic injuries during the last year before school find it more difficult to adapt to the demands of school. They skip classes more often, complaining of increased fatigue, headaches, and poor sleep. They often experience increased irritability and tearfulness, and by the end of the year their health deteriorates. However, one should not rush to conclusions: gradually, during the learning process, lagging functions improve, and the child catches up with his peers in development. But this takes months, and sometimes the entire first year of study. Therefore, the task of adults is to create conditions in which the described difficulties will not adversely affect the child’s academic performance, causing reluctance to learn.
Of course, it is best if the parents took care of the child’s health before school, thereby making it easier for him to adapt to the first year of school. In this case, the child copes with the difficulties of starting school faster and with less stress and can study better.
Diagnostics of the formation of the prerequisites for educational activities is aimed at determining the readiness of the future student for a new type of activity for him - educational. Unlike gaming, educational activities have a number of specific features. It assumes a focus on results, arbitrariness and commitment.
Most of the educational tasks faced by a first-grader are aimed at fulfilling a number of conditions, certain requirements, and focusing on rules and patterns. It is these skills that relate to the so-called prerequisites of educational activity, i.e. those that are not yet fully educational activities, but are necessary to begin to master it.
In this regard, at the age of 6-7 years, it is advisable to conduct a study of the above skills, on which the success of learning in the early stages of mastering knowledge and school requirements largely depends.
To diagnose the prerequisites for educational activities, a set of techniques is used, consisting of diagnosing the ability to focus on a system of requirements - the "Beads" technique, the ability to focus on a sample - the "House" technique, the ability to act according to the rule - the "Pattern" technique, the level of development of arbitrariness - the "Graphic" technique dictation", Pieron-Ruser's "Encoding" technique, Kern-Jerasik drawing tests, "Ladder" test (diagnostics of self-esteem), children's projective anxiety test, aggressiveness questionnaire.
Additionally, the following methods are given: “Drawing by dots” to determine the maturity of the ability to focus on a system of requirements, the “Mysterious Letter” method to study the level of cognitive activity of primary schoolchildren
"Beads" technique.
Purpose of the task: to identify the number of conditions that a child can maintain during the activity when perceiving the task by ear.
Organization of the task: the task is performed on separate sheets with a drawing of a curve representing a thread:
To work, each child must have at least six markers or pencils of different colors. The work consists of two parts: Part I (main) - completing the task (drawing beads), Part II - checking the work and, if necessary, redrawing the beads.
Instructions for Part I: “Children, each of you has a thread drawn on a piece of paper. On this thread you need to draw five round beads so that the thread passes through the middle of the beads. All beads should be of different colors, the middle bead should be blue. (Instructions are repeated twice). Start drawing."
Instructions for part II of the task (this part of the test begins after all the children have completed the first part): “Now I will tell you once again which beads you should have drawn, and you check your drawings to see if you did everything correctly. Whoever notices the mistake, Make a new drawing next to it. Listen carefully." (The test condition is repeated again at a slow pace, each condition being highlighted by voice.)
Assessment of task completion (for assessment, the teacher chooses the best of two possible options):
Level 1 - the task is completed correctly, all five conditions are taken into account: the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, the fixed color of the middle bead.
Level 2 - 3-4 conditions are taken into account when completing the task.
Level 3 - 2 conditions are taken into account when completing the task.
Level 4 - no more than one condition was taken into account when completing the task
"House" technique.
The child is asked to draw the image of the house as accurately as possible. After finishing the work, offer to check if everything is correct. Can correct if it notices inaccuracies.
This technique allows you to identify the ability to focus on a sample and accurately copy it; the degree of development of voluntary attention, the formation of spatial perception.
Accurate reproduction is scored 0 points, 1 point is awarded for each mistake made.
The errors are:
a) an incorrectly depicted element; the right and left parts of the fence are assessed separately;
b) replacing one element with another;
c) absence of an element;
d) gaps between lines in places where they should be connected;
d) severe distortion of the pattern.
Methodology "Pattern".
The technique consists of three control dictations and one training one.
The children are told: “We will learn to draw a pattern. You have rows of triangles, squares and circles drawn on a piece of paper. We will connect triangles and squares to make a pattern. You must listen carefully and do what I say. We will have these three rules :
1. two triangles, two squares or a square with a triangle can only be connected through a circle;
2. the line of our pattern should go only forward;
3. Each new connection must be started from the figure on which the line stopped, then the line will be continuous and there will be no gaps in the pattern.
Look on the piece of paper to see how you can connect triangles and squares."
Then the examiner says: “Now learn to connect yourself. Look at the bottom strip. Connect two squares, a square with a triangle, two triangles, a triangle with a square” (introductory - training - series).
The inspector monitors how each child completes the task, and, if necessary, corrects mistakes and explains to the child what he did wrong. Children make four connections as they learn.
The first episode follows. The examiner says: “Now we will draw without prompts. You must listen carefully and connect the figures that I will name, but do not forget that they can only be connected through a circle, that the line must be continuous and go forward all the time, i.e. That is, you must start each new connection from the figure on which the line ended. If you make a mistake, do not correct the mistake, but start from the next figure."
Dictation for the first episode:
"Connect a triangle with a square, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, two squares, a square with a triangle, two triangles, two triangles, a triangle with a square."
You should dictate slowly, so that all children have time to draw the next connection. You cannot repeat the same thing twice, because... This may lead some children to draw unnecessary connections.
After the children have finished their work, the second series follows, and then the third. The series differ from each other only in the nature of the pattern reproduced under dictation. The rules for doing the work remain the same.
Dictation for the second series:
"Connect a square with a triangle, two triangles, a triangle with a square, two squares, two more squares, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, a triangle with a square, two squares, a square with a triangle."
Dictation for the third series:
"Connect two squares, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, two triangles."
Children are not provided any assistance during the task. After finishing the work, the leaves are collected. The forms will be given out before the start of the examination. A sample pattern and 4 series of figures (a, b, c, d) have already been drawn on them. Each series is located one below the other and consists of three rows of small geometric figures (the size of the figures is 2x2 mm).
Evaluation of results.
Each correct connection counts for two points. The correct connections are those corresponding to the dictation. Penalty points (one at a time) are awarded:
1. for extra connections not provided for by the dictation (except for those at the end and at the beginning of the pattern, i.e. those preceding the dictation and following it);
2. for “gaps” - omissions of connection “zones” - between correct connections.
All other possible types of errors are not taken into account at all, because their presence automatically reduces the number of points awarded. The final number of points scored is calculated by the difference between the number of correctly scored points and the number of penalty points (the latter are subtracted from the former).
The maximum possible number of points in each series is 24 (0 penalty points). The maximum possible number of points for completing the entire task is 72.
Interpretation of the results obtained.
60-72 points is a fairly high level of ability to act according to the rule. Can simultaneously take into account several rules in work.
48-59 points - the ability to act according to the rule is not sufficiently developed. Can maintain orientation to only one rule when working.
36-47 points - low level of ability to act according to the rule. He constantly gets confused and breaks the rule, although he tries to follow it.
Less than 36 points - the ability to act according to the rule has not been developed.
Methodology "Graphic dictation".
This technique is used to determine the level of development of the child’s voluntary sphere, as well as to study capabilities in the field of perceptual and motor organization of space.
The material consists of 4 dictations, the first of which is training.
1. "We begin to draw the first pattern. Place the pencil at the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper, now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right "One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself."
2. "Now place the pencil on the next point. Get ready! Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. One cell up. One to the right. Now continue to draw the same pattern yourself."
3. "Attention! Three cells up. One cell to the right. Two cells down. One cell to the right. Two cells up. One to the right. Three cells down. One cell to the right. Two cells up. One cell to the right. Two cells down. One cell to the right. Three squares up. Now continue drawing this pattern yourself."
4. "Put the pencil on the lowest point. Attention! Three cells to the right. One cell up. One cell to the left (the word “left” is highlighted in a voice). Two cells up. Three cells to the right. Two cells down. One cell to the left (the word " "to the left" is again highlighted in the voice). One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now continue to draw this pattern yourself."
You are given one and a half to two minutes to complete each pattern independently. The total time of the procedure is usually about 15 minutes.
Analysis of results.
Error-free reproduction of the pattern - 4 points. For 1-2 mistakes they give 3 points. For more errors - 2 points. If there are more errors than correctly reproduced sections, then 1 point is given.
If there are no correctly reproduced sections, then 0 points are given. Three patterns (one training) are evaluated in this manner. Based on the data obtained, the following execution levels are possible:
10-12 points - high;
6-9 points - average;
3-5 points - low;
0-2 points - very low.
Methodology "Encryption"
Target . Identification of the formation of voluntary regulation of activity (maintenance of the activity algorithm), the possibilities of distributing and switching attention, performance, pace and purposefulness of activity.
The time to complete this task is strictly limited to 2 minutes. After 2 minutes, regardless of the amount completed, all children must move on to task No. 5 (drawing). The specialist’s task is to track this moment.
Four empty figures are drawn on the board (square, triangle, circle, rhombus), which, in the process of giving instructions, the specialist fills in with the appropriate signs, the same as in the sample task (the first line of four figures, which is underlined).
This methodological guide provides one of the options for filling figures with signs. There can be many such options. In accordance with the requirements of the Pieron-Ruzer method, the figures must be filled with signs that do not repeat the shape of the figures themselves (for example, there should not be a dot in a circle, and just a line parallel to one of the sides in a square). One (last) figure must always remain empty.
Before starting the screening, the specialist must appropriately put “tags” in the sample figures of this task in all forms. This is convenient to do before duplicating forms. The marks should be clear, fairly simple (a cross, a tick, a dot, etc.) and occupy the middle part of the figure, without approaching its edges.
Instructions . Now turn the sheet over. Look carefully. Figures are drawn here. Each of them has its own icon. Now you will place signs in the empty figures. This should be done like this: put a dot in each square (accompanied by showing and placing a dot in the middle of the square on the board), in each triangle - a vertical stick (accompanied by showing and placing the corresponding sign in the triangle on the board), in a circle you will draw a horizontal stick ( accompanied by a corresponding display), and the diamond will remain empty. You don't draw anything in it. Your sheet (the specialist shows a sample of the form to fill out) shows what needs to be drawn. Find it on your sheet (point your finger, raise your hand, whoever saw it...).
All figures must be completed according to queues , starting from the very first row (accompanied by a hand gesture along the first row of figures from left to right in relation to the children sitting in front of the specialist). Don't rush, be careful. Now take a simple pencil and start working.
The main part of the instructions can be repeated twice: Place your own sign in each figure, fill in all the figures in turn.
From this moment the task completion time is counted (2 minutes). The instructions are no longer repeated. We can only say: how to fill out the figures is shown in the sample on their form.
The specialist records on the observation sheet the characteristics of the task and the nature of the children’s behavior. The work lasts no more than 2 minutes. After this time, the teacher asks all the children to stop and stop working: And now everyone put down their pencils and looked at me.
It is important that all children finish the task at the same time, regardless of how much they have completed.
"Encryption"
Successful error-free filling of geometric shapes in accordance with the sample for a period of up to 2 minutes is considered (estimate - 5 points ). Your own single correction or a single omission of a filled-in figure is acceptable. At the same time, the child’s graphics do not go beyond the boundaries of the figure and take into account its symmetry (graphic activity is formed in visual-coordinating components).
One random error (especially at the end, when the child stops referring to the completion standards) or the presence of two independent corrections is assessed as 4.5 points .
With two omissions of filled figures, corrections or one or two errors in filling out the quality of the task is assessed at 4 points . If the task is completed without errors, but the child does not have time to complete it in the allotted time (no more than one line of figures remains unfilled), the assessment is also 4 points.
Moderately successful is such a performance when there are not only two omissions of filled figures, corrections or one or two errors in filling, but also poor filling graphics (exceeding the boundaries of the figure, asymmetry of the figure, etc.). In this case, the quality of the task is assessed at 3 points.
In 3 points The error-free (or with a single error) filling of figures in accordance with the sample, but omitting an entire line or part of a line, is also assessed. And also one or two independent corrections.
Such completion is considered unsuccessful when, due to one or two errors in combination with poor completion graphics and omissions, the child did not manage to complete the entire task in the allotted time (more than half of the last line remains unfilled). This embodiment is estimated at 2 points .
Estimated at 1 point This type of implementation, when there are marks in the figures that do not correspond to the samples, the child is not able to follow the instructions (that is, he begins to fill in all the circles first, then all the squares, etc., and after the teacher’s comment he continues to complete the task in the same style). If there are more than two errors (not counting corrections), even if the entire task is completed, 1 point .
Particular attention should be paid to such performance results when the child does not have time to complete the entire task within the allotted time. This can characterize both the low pace of activity, the difficulty of the task itself, and the child’s fatigue (since this task is one of the last).
The pace of completing this task must be compared (including using an observation sheet, where you can note whether the child has time to complete tasks simultaneously with other children or whether he completes each task, even if not standardized in time, more slowly than others) with the pace of completing other tasks (in in particular task No. 1). If task No. 4 is completed significantly slower than everything else, this indicates a high “price” of such activity, that is, compensation for difficulties by reducing the pace. But this is a reflection of the child’s physiological unpreparedness for regular learning.
If it is impossible to complete the task as a whole (for example, the child started to do it, but could not finish even one line, or made several incorrect fillings in different corners and did nothing else, or made many mistakes), a score is given 0 points.
Studying a child’s self-esteem using the “Ladder” test
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CONCLUSION
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 adapting to school in the 1st grade. And this problem is still relevant. A child entering school must be physiologically and socially mature; the child’s success 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 a specific set in which all the basic elements must be present. What components lead to this set of “school readiness”? The main components of school maturity are: intellectual, personal, volitional, moral readiness. All of the listed components of school readiness are important in the development of a child. If there is insufficient development of any one component, there is a need for psychological help for the child.
Literature
Diagnostic and coordination work of a school psychologist. /Under the editorship of I.V. Dubrovinkoy / Moscow. 1987
¬ . Features of mental development of children 6 - 7 years of age. /Under the editorship of D.B. Elkonina, A.L. Wenger/Moscow. 1988
¬ Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation “Primary School” 1999 No. 1 61-63 p.
¬ Readiness for school / Edited by Dubrovina M. 1995 - 289 p.
¬ . Gutkina N.N. Diagnostic program for determining the psychological readiness of 6-7 year old children for schooling “Psychological education” 1997 - 235 p.
¬ Ovcharova R.V. “Practical psychology in elementary school,” M. 1999 -261 p.
¬ Wenger L.A. Wenger L.A. "Is your child ready for school?" M. 1994 - 189 p.
(Comparative analysis)
Relevance: The problem of a child’s readiness for school has always been relevant. Currently, the relevance of the problem is determined by many factors. Modern research shows that 30–40% of children enter the first grade of a public school unprepared for learning, that is, they have insufficiently developed the following components of readiness:
- social,
- psychological,
- emotionally - strong-willed.
The successful solution of problems in the development of a child’s personality, increasing the effectiveness of learning, and the favorable development of personality are largely determined by how accurately the level of readiness of children for schooling is taken into account.
Goal: Use a systematic approach when studying children's readiness to learn at school.
Tasks:
- Selection of methods and techniques for studying children’s psychological readiness for school.
- Carrying out diagnostics of children's psychological readiness for school.
- Study of the results of applying a systems approach.
- Examination of children's physical development.
- Development of consultations and recommendations for parents and teachers.
Object of study: Children of the preparatory group of the MDOU "Novotoryalsky kindergarten No. 3 "Smile".
Subject of research: Systematic approach and its application in the study of children’s readiness to study at school.
Hypothesis: Psychological readiness for learning at school is considered at the present stage of development of psychology as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities. Therefore, to study the psychological readiness of children, a systematic approach is needed that will allow us to identify gaps in the knowledge and skills of children, and also examine their physical development and the social environment in which the child grows up. A systematic approach examines the child’s personality from all sides, which makes it possible to define the tasks of scientific research in a broad sense.
Identifying readiness for school using the methods described below will help educators and psychologists working with children identify those aspects of the child’s mental development that need correction, and will also contribute to the successful construction of correctional and developmental work with preschool children in order to form their psychological readiness for school.
Theoretical significance of this work:
The objects of the systems approach in a broad sense are sets of mental processes, states, properties, and acts in relation to which it is necessary to solve problems of classification, ordering, and systematization. The objects of systematization are sets of data related to one person or a certain sample of people.
In psychology, a systems approach allows you to integrate and systematize accumulated knowledge, overcome its excessive redundancy, find invariants of psychological descriptions, avoid the shortcomings of the local approach, increase the efficiency of systemic research and the learning process, formulate new scientific hypotheses, and create systemic descriptions of mental phenomena.
A systematic approach allows us to see the commonality of mental phenomena with other phenomena of objective reality.
A systematic approach to a child’s readiness to learn at school examines several signs of leading activities at once. These signs were clearly formulated by D.B. Elkonin.
- within the leading activity, other, new types of activity arise and differentiate;
- in the process of leading activity, individual mental processes are formed or restructured;
- the main personal developments of the child depend on the leading activity;
- in leading activities, the child’s relationship with an adult, typical for a given period of development, is most fully represented;
- leading activity connects the child with those elements of the surrounding reality that at a given period are the source of his mental development.
Practical significance of this work
When diagnosing readiness for school, all components of psychological readiness are taken into account. But they do not necessarily have to be maximally developed; it is much more important that all components are present, even if the level of formation of some of them is low. In the process of studying, it is possible to compensate for less developed qualities with more developed ones, however, the absence of some component of psychological readiness for school is not fully compensated and can lead to failure in educational activities.
Correct diagnosis "readiness for school" makes it possible to determine how prepared a child is for school life and to predict his success in educational activities. However, for correct diagnosis, first of all, it is necessary to remember that under "readiness for school" understand not individual knowledge and skills, but a certain set of them, in which all the basic elements must be present, although the level of their development may be different.
Psychological characteristics of children 6-7 years old
Preschool childhood is a large period of a child’s life. Living conditions at this time are rapidly expanding: the boundaries of the family are expanding to the limits of the street, city, and country. The child discovers the world of human relationships, different types of activities and social functions of people. He feels a strong desire to be involved in this adult life, to actively participate in it, which, of course, is not yet available to him. In addition, he strives no less strongly for independence. From this contradiction, role-playing play is born - an independent activity of children that models the life of adults. By older preschool age, a plot-based role-playing game appears. At the age of seven, play is still the leading activity for children. However, by the age of seven, the child begins to focus more and more on norms and rules; the images regulating his behavior become more and more generalized. With the most favorable development options for children, by the time they enter school, they are able to manage their behavior as a whole, and not just individual actions.
In preschool childhood, the long and complex process of speech acquisition is largely completed. By the age of seven, language becomes a means of communication and thinking of the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school. According to psychologists, the language becomes truly native to the child. The vocabulary grows rapidly; by the age of six it reaches 2500–3000 words.
Perception becomes meaningful, purposeful, and analytical. It highlights voluntary actions - observation, examination, search.
A seven-year-old child thinks figuratively; he has not yet acquired adult logic of reasoning. However, there is a tendency to generalize and establish connections, which is important for the further development of intelligence. By the end of preschool age, the efficiency of involuntary memorization increases. Mechanical memory prevails over semantic memory. Voluntary memory is also actively formed.
Preschool age is “the period of the initial actual personality make-up” . It is during this period that the formation of basic personal mechanisms and formations occurs. Emotional and motivational spheres, closely related to each other, develop, and self-awareness is formed. Emotional processes become more balanced.
The most important personal mechanism formed during this period is considered to be the subordination of motives. The motives of a six- to seven-year-old child acquire varying strength and significance. During this period, the child’s individual motivational system begins to take shape. Children of this age begin to assimilate ethical standards accepted in society. They learn to evaluate actions from the point of view of moral norms, to subordinate their behavior to these norms, and they develop ethical experiences. By the age of six, high self-esteem remains, but at this time children no longer praise themselves in such an open form as before. At least half of their judgments about their successes contain some kind of justification. By the age of seven, most self-esteem of skills becomes more adequate. In general, a preschooler’s self-esteem is very high, which helps him master new activities and, without doubt or fear, engage in educational activities in preparation for school.
Awareness of oneself in time begins. At six to seven years old, a child remembers himself in the past, is aware of himself in the present and imagines himself in the future: "when I was a child" , "when I grow up big" . The main components of a preschooler’s self-awareness are: self-esteem, awareness of one’s experiences, gender identification, awareness of oneself in time.
Preschool childhood is a period of learning about the world of human relationships. The child models them in a role-playing game, which becomes his leading activity. While playing, he learns to communicate with peers.
This is a period of creativity, the child creatively masters speech, he develops a creative imagination. This is the period of initial personality formation. The emergence of emotional anticipation of the consequences of one’s behavior, self-esteem, complication and awareness of experiences, enrichment with new feelings and motives of the emotional-need sphere. The central new formations of this age can be considered the subordination of motives and self-awareness.
By the age of 6–7 years, a more complex independent form of speech appears and develops – an extended monologue utterance. By this time, the child’s vocabulary consists of approximately 14 thousand words. He already knows word measurement, the formation of tenses, and the rules for composing sentences.
Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal-logical thinking, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the resulting indicators cannot but reflect the level of development thinking.
It is not possible to completely separate linguistic and psychological types of speech analysis, nor is it possible to conduct separate psychodiagnostics of thinking and speech. The fact is that human speech in its practical form contains both linguistic (linguistic), and human (personal psychological) started.
In addition to the development of cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, a child must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready to learn and acquire knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development. If one aspect of school readiness is poorly developed, then it can be compensated by another more developed one.
Thus, the high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the psychological characteristics of the child. Therefore, the problem of children’s psychological readiness to study at school is of particular importance, since the success of children’s subsequent education at school depends on its solution.
experimental part
Diagnostic methods and techniques for studying children's readiness to study at school
Included in the set "school readiness" includes motivational readiness, which presupposes that children have a desire not just to go to school, but to study, to fulfill certain responsibilities associated with their new status, with a new position in the system of social relations - the position of a schoolchild. The formation of this internal position is one of the most important components of motivational "readiness for school" . Without such readiness, a child, even if he knows how to read and write, will not be able to study well, since the environment and rules of behavior at school will be a burden to him. For research "Motivational readiness" you can use a special test developed by A.L. Wenger, diagnosing the internal position of a preschooler. For this test you need to prepare stimulus material. A set of questions asking the child to choose one of two behavior options.
The child is asked to listen to the question carefully and answer the question with the answer option that he likes best. Moreover, the time for answering is not limited; each answer is recorded, as well as all additional comments from the children. For each correct answer, one point is given, for each incorrect answer, zero points. The internal position is calculated as formed in those children who score five points or more.
Also, to determine the learning motives of older preschoolers, you can use M.R.’s methodology. Ginsburg (Appendix 4)
Motivational readiness, which presupposes that children have a desire not only to go to school, but to study, to perform certain responsibilities associated with their new status, with a new position in the system of social relations - the position of a schoolchild. The formation of this internal position is one of the most important components of motivational "readiness for school" . Without such readiness, a child, even if he knows how to read and write, will not be able to study well, since the environment and rules of behavior at school will be a burden to him. Therefore, motivational readiness is of great importance, although it is this that is often forgotten not only by parents, but also by teachers.
Also included in the set "school readiness" volitional readiness also enters.
Volitional readiness is necessary for the normal adaptation of children to school conditions. In this case, we are talking not only about the children’s ability to obey, although it is very important to follow certain rules of the school routine, but also about the ability to listen, to delve into the content of what the adult is saying. The fact is that the student needs to be able to understand and accept the teacher’s task, subordinating his immediate desires and impulses to him. To do this, it is necessary that the child can concentrate on the instructions he receives from the adult.
To study volitional readiness, we used A.L.’s test. Wenger "Corrective test" .
This test made it possible not only to examine the level of voluntary regulation of behavior, but also to determine how easily the child gets tired, that is, whether he is easily exhausted or asthenic. Stimulus material was prepared. A standard sheet of paper with rows of alternating geometric shapes (squares, triangles, rectangles, circles, etc.), as well as a sample that helped the child navigate the task, in fact, an instruction diagram. The child was asked to look carefully at the figures and cross out some of them according to a certain rule. The child had to cross out the circle with an oblique line from right to left, the square from left to right, and cross out the triangles with a cross. The task was repeated one more time, after which the child was asked to repeat the rules of the work. During the test, children were given a sheet of paper with drawn figures and a simple pencil. After verbal instructions, the child repeated the task so that he could check whether he understood it correctly and remembered it well. Then they were asked to draw a vertical line after each minute of work. In cases where the children did not understand the instructions well, they were offered a prepared sample - a diagram that they could look at in cases of difficulty. After the child began to complete the task, the time was noted and after every minute the psychologist reminded: draw the line. The child himself did not keep track of time. During the work, it was noted after what time the children’s performance began to decline. When many mistakes and missing figures appeared, and the child looked more out the window than at the sheet, the psychologist said: “Okay, you’re tired, but you only have to work for one minute, and then you’re free.” . After this, I carefully looked to see whether the child’s activity had changed, whether his performance had increased.
When analyzing the results, first of all, we analyzed the children’s ability to accept the task, as well as the form in which this task was accepted. Thus, children with low volitionality, that is, children who did not have strong-willed readiness, could not accept the task at all, were distracted even in the presence of a diagram, made many mistakes in the first minutes of work, sometimes even began to draw or paint figures. Not only an incorrectly crossed out figure, but also an omitted figure was considered an error. Only reminders and constant monitoring were able to return such children to work. 5% At a higher level were children who accepted the task, but only in the form of a diagram. This level of volitional regulation is the norm for children five to five and a half years old. However, already six-year-olds, and especially children of six and a half seven years old, should normally perceive internalized, that is, verbal instructions. Activity diagram "lining up" in the child’s mind, and therefore he does not need external supports and prompts. This is the optimal level for a school. 45% Children who at this age need an external scheme are, in principle, ready for learning, since they still accept the task. They just need additional training, especially voluntary memorization training. Children who did not accept the task in principle are not ready for educational activities.
An equally important indicator is the level of concentration. It was determined by the number of mistakes the children made. Normally, children five to six years old can work without errors for four to five minutes; by the age of seven, this time increases to ten minutes. If there are one or two mistakes made by a child within one minute of work, the level of concentration is considered normal by 50% of children, although not the highest. This level is sufficient for children to work and study well. After five minutes of work (or ten minutes for seven year olds) the number of mistakes increases sharply, children begin to get distracted. At this moment, new instructions are given: "Attention! You have one more minute to work." . This instruction normally changed the children's activities. Once the uncertainty disappeared and it became clear that the end of the work was near, the work, as a rule, returned to normal and the errors disappeared. It is this ability to gather oneself that particularly clearly and objectively registers children’s ability to voluntarily regulate their activities and concentrate, which is necessary not only for good school work, but also for successful activities in general. In addition, this test also shows the degree of fatigue and asthenicness of children. Weak children got tired very quickly and began to make a lot of mistakes, not after five to ten minutes, as is normal, but after two or three minutes. However, these children should not be confused with children who have a very low level of volitional readiness, since asthenic children accept the task in the first minute and begin to cross out the figures correctly, but their disruption of activity begins earlier, while children with low volitional readiness make mistakes. , attempts at escape and distraction appeared from the very beginning.
Next component in the set "school readiness" is hand-eye coordination. In the process of studying, a child often has to look at an object at the same time (for example, on a board) and copy or copy what he is currently considering. This is why the coordinated actions of the eyes and hands are so important, when the fingers seem to hear the information that the eye gives them. The difficulty of such coordination for children is evidenced by the fact that many of them find it easier to draw from memory than from life. In the latter case, children's attention is divided, and they cannot coordinate the actions of their eyes and hands.
To study hand-eye coordination, we used "Bender's Test" . A sheet of paper with geometric figures arranged in a certain order and in a certain orientation was used as stimulus material. The children were given instructions. Please copy these drawings. Try to complete the task as accurately as possible by placing all three figures that you need to draw on one sheet of paper. Each child is given a sheet of white paper and a pencil. After the instructions, three diagrams of geometric figures are presented sequentially. It was repeated once again that two more diagrams would need to be drawn on this piece of paper. After finishing the work, one scheme was removed and the child was presented with the next one. When assessing the results, the number of points scored by the child when drawing each figure was calculated.
The first figure is a regular rhombus – two points;
The sizes of the figures are approximately the same - two points;
Both figures touch at the corners or almost touch – one point.
Figure two - the horizontal axis passes through all three vertices - two points;
There are at least two clear angles – two points;
The distance between the elements is the same - two points.
Figure three – the outer figure has all the right angles – two points;
The outer figure is located horizontally - one point;
The inner figure lies in the middle of the big one - one point;
The inner figure touches the outer one at the top and bottom - one point.
The maximum total number of points that children scored when copying all three figures was eighteen 20% of children. Normally, 65% of children should score at least ten to eleven points. If a child scores seven to nine points, his coordination of vision and hand movements is 10% insufficient. In children who score less than six points, it can be assumed that there is a violation of visual-motor or spatial coordination, and other intellectual disorders of 5%.
(eg reading) "About myself"
(informative points) (sensory standards)
When conducting diagnostics, it is important to select methods so that they reflect the features of all three perception processes. First of all, you need to check whether the child has complete images of objects in the surrounding world and their adequacy. For this purpose the technique is used "Colorful pictures" .
The following techniques have been developed to study different types of memory.
Methodology "Ten Items" "Ten Words"
When diagnosing, it is necessary to remember that with age, which is normally quite stable and makes up about sixty to seventy percent of the total volume of the material offered. You can use a test to study figurative memory "Ten Words" .
Among the school readiness tests, one can distinguish a group of tests that are based on the idea of a child’s development as the functional maturation of his psyche. The emergence of such tests was significantly influenced by the concept of a child’s readiness for school by the German psychologist A. Kern. He believed that if you do not rush to enroll a child in school and wait until he reaches the required level of development, then any child will be able to relatively easily enter the school path and successfully complete it to the end. That is, children recognized "immature" and not accepted into school, in a year, thanks to exclusively natural physical, mental and spiritual growth, will reach a point in their development that corresponds to the structure of effectiveness, allowing them to count on average or good performance in school. These provisions are reflected in “Primary Achievement Test to Determine a Child’s Readiness for School” A. Kern. This test was later modified by psychologist J. Jerasik and became known as "Indicative test of school maturity Kern - Jerasik" . It gives an idea of the degree of maturation of the child’s brain structures through the development of his sensorimotor coordination. The test consists of three tasks: drawing a male figure; copying written letters; drawing a group of points. All three tasks of this graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movement. In addition, the test allows you to determine in general terms the intellectual development of the child. J. Jirasik conducted a study to establish a connection between the success of the school maturity test and success in further education. It turns out that children who do well on the test tend to do well in school, but children who do poorly on the test can also do well. Therefore, J. Jerasik emphasizes that the test result can be considered as a basis for a conclusion about school maturity and cannot be interpreted as school immaturity.
Methodology for express diagnostics of intellectual abilities (MEDIS) also belongs to this group of methods, which gives good indicative information about the ability to learn in primary school and about the individual structure of the child’s intelligence, therefore it can be used as the main part of a battery of methods for determining the readiness of children to study at school, especially in schools with advanced training programs.
Based on these indicators of intellectual development, psychologists, if necessary, draw up an individual correctional program for the child, carried out by educators and teachers.
To diagnose mental development during transitional periods, the diagnostic scheme should include diagnosis of both neoplasms of the completed age period and the initial forms of activity of the next period, as well as the appearance and level of development of symptoms characterizing the onset of the transitional period. In the case of a transition from preschool to primary school age, on the one hand, the formation of play activity - its main structural components - must be diagnosed. The use of transferring meaning from one object to another, the relationship between role and rule, the level of subordination to the open rule of the game. The level of development of visual-figurative thinking, general cognitive motives, the relationship between the visual and semantic fields, the use of symbolic means, the level of development of general ideas, on the other hand, the loss of spontaneity in social relations, generalization of experiences associated with assessment, the development of self-control. D.B. Elkonin emphasizes that the subject of such diagnostics is not individual mental processes or functions (perception, attention, memory), but operational units of activity. From his point of view, this creates significantly greater specificity of diagnosis and makes it possible, on its basis, to outline the necessary correction when a lag in certain aspects of mental development is detected.
Existing methods for determining the maturity of the prerequisites for mastering educational activities actually correspond to this methodological principle. Among them are methods: "Pattern" L.I. Tsekhanskaya (1978) , "Graphic dictation" D.B. Elkonina (see Peculiarities of mental development of children 6-7 years of age, 1988).
Methodology "Pattern" (L. I. Tsehanskaya) is aimed at identifying the development of children’s ability to consciously subordinate their actions to a rule that generally determines the method of action, and, in addition, the ability to listen carefully to the speaker.
Methodology "Graphic dictation" (D. B. Elkonin) allows you to determine the child’s ability to accurately carry out the tasks of an adult, offered to him orally, and the ability to independently complete the required task according to a visually perceived model.
Methodology "Drawing by points" , or "Pattern and Rule" (D. L. Wenger. 1981) designed to study the level of orientation to a given system of requirements. This technique differs from the technique of L.I. Tsehanskaya in that in it the child must implement a given rule and at the same time focus on a visually perceived model, whereas in the method of L.I. Tsehanskaya, the implementation of the rule accompanies the fulfillment of a task perceived by ear. A.L. Wenger believes that “consistent orientation towards a system of requirements is possible only with a sufficiently high level of development of voluntariness, planning of one’s actions and control over their progress. Thus, the indicator chosen for diagnosis is complex" .
As was already said above, readiness for school manifests itself not only in the intellectual and emotional spheres, but also in the motivational sphere. Works by L.I. Bozhovich showed that by the time he enters school, both cognitive and social motives for learning must be developed in the child’s motivational sphere, which together allow the child to become a subject of learning, that is, to consciously accept and fulfill the tasks assigned to him. Learning motivation as the dominant one, defining a new type of leading activity for the child - educational, arises when the previous type of leading activity - play, within which the child’s psyche was predominantly formed, becomes obsolete. If a child played a lot during preschool childhood, had full communication with adults and peers, if books were read to him and he was encouraged to engage in children's creativity, then by the beginning of primary school age he will most likely have the motivation to learn. The appearance of educational motivation indicates that the game has fulfilled its role in the development of the child and his further development will take place within the framework of learning, that is, there will be a change in leading activity.
The emergence of learning motivation can be considered as the peak of the mental development of a preschool child, when, as part of play activities, he has formed all the necessary and sufficient psychological prerequisites for mastering learning activities, and he can be recognized as ready for school education. Hence the conclusion: learning motivation can be considered as a criterion for the presence of psychological readiness for school.
There are many methods that can be used to study the motivational readiness for school of preschool children. These include: achievement motivation test "Animal Discrimination" ; Methodology for determining the motives of teaching (M. R. Ginzburg).
Achievement Motivation Test "Animal Discrimination" consists of 60 pictures, each of which depicts a pair of identical animals. The child is asked to imagine that in each pair of animals one belongs to him and his animal loves and does everything that the child himself loves and does. Then the subject is shown one picture at a time and told what one animal likes to do and what another animal likes to do. The child must indicate which animal belongs to him. The authors of the test called it "objective projective technique" . Using this technique, we determined the level of development of the child’s achievement motivation.
Despite the variety of existing methods for determining children's readiness for school, psychologists continue to search for more advanced diagnostic programs
Intellectual readiness does not imply that the child has any specific knowledge or skills (eg reading), although, of course, the child must have certain skills. However, the main thing is that the child has a higher level of mental development, which ensures voluntary regulation of attention, memory, thinking, and allows the child to quickly learn to read, count, and solve problems. "About myself" , that is, on the internal plane.
Depending on the task at hand, the trainings used techniques of visual arts, elements of costumes, bibabo dolls, and literary works. (stories, fairy tales, etc.). An important role in the study of the psychological development of children is the psychological and pedagogical education of parents. The main forms of this work are:
Individual counseling based on the results of the child’s examination on issues of interest and concern;
Joint work with a parent and a child is of an advisory and practical nature and allows, using specific examples, to teach parents methods of communication, interaction and development of children;
The parent meeting was held according to the group’s plan, at the request of the teaching staff and at the initiative of the psychologist.
Since the cause of many behavioral, interpersonal, and emotional problems of a preschool child is the intrafamily atmosphere (social status of parents, relationships between them, quantitative and qualitative composition of the family, parenting style), some training sessions were prepared specifically for parents with children. The game techniques used, exercises, situational moments, joint completion of tasks bring parents and children closer together, allowed fathers and mothers to better understand their child and replenish "pedagogical arsenal" new techniques and games.
Adults need to remember that they should be the initiator of communication with children, and not the child, who cannot always come up and ask to play or talk to him. This primarily applies to anxious, insecure children who simply need such communication.
Thus, "readiness for school"
Research results
20 children from the preparatory group took part in the study.
In order to study the use of a systematic approach in studying a child’s readiness to study at school, an experiment was conducted in which three main stages can be roughly distinguished: stage 1 – psychological examination; Stage 2 – analysis of the research results; – Stage 3 – development of recommendations.
When choosing methods, we select several methods to study the same component to obtain a complete and more plausible picture.
The choice of methods for identifying the level of readiness for school is not accidental. It is determined by a systematic approach to this problem, has certain theoretical foundations and practical tasks.
The study was conducted individually and included a detailed study of the individual characteristics of children:
Study of the formation of components of educational activities,
Level of development of visual-figurative and visual-effective thinking ("Graphic dictation" , "Labyrinth" , "Pattern and Rule" ) ,
Level of development of verbal intelligence ("Intellectual readiness" Kern-Jerasika),
Verbal-logical thinking,
Motivation for learning,
Determination of intellectual abilities using express diagnostics (MEDIS)
To get a general idea of the level of development of a child’s readiness for schooling, the Kern-Jerasik indicative test of school maturity was used.
A psychological study of children's readiness to study at school was carried out as follows:
An individual interview lasting 25 minutes, including a detailed study of the individual characteristics of children: a study of the formation of components of educational activity, the level of development of visual-figurative and visual-effective thinking, the level of development of verbal intelligence, verbal-logical thinking, motivation to learn, determination of intellectual abilities using express diagnostics (MEDIS);
Psychological observation of children in standard classes and in play activities;
Analysis of available data.
Thus, based on the results of the level assessment, we can say that 95% of children are ready for school. Of course, additional difficulties may arise that will provoke a maladaptive state. , but in general, such children showed sufficient adaptation to the educational process as a whole. Among
This group of children has different levels of school readiness (graphically the data is displayed in Appendix A, Figure 1)
5% of children showed a low level of development: K.B. It should be noted that K.B. needs additional in-depth psychological examination, focused on a more thorough assessment of individual aspects of his development.
10% of children have a below average level of development of active vocabulary and speech skills. This illustrates the developmental features and makes it possible to organize further pedagogical work on their speech development. It cannot be said that these guys do not speak their language; there is clearly a low level of general awareness and knowledge of the surrounding life. 45% of children have an average level of development of speech skills and 45% of children have a high level (Appendix 1, Figure 2)
Figure 3 displays graphical results of a study of school readiness using the Kern Jerasik test.
All three tasks of the Kern-Jerasik test are aimed at determining the development of fine motor skills of the hand, coordination of movements and vision. All this is necessary for a child to learn to write at school. In addition, with the help of this test, you can generally determine the child’s intellectual development, the ability to imitate a model and the ability to concentrate and concentrate.
A high level of development of school-required functions was shown by 25% of children: a well-developed eye, the ability to imitate, as well as the severity of fine motor coordination, which is associated with the maturity of the central nervous system and the degree of development of the muscles of the hand. An average level of development of these functions was identified in 56% of children. This fact makes it necessary to organize systematic and systematic work to strengthen the muscles of the arm in particular. Skill development in 19% of children raises concerns (S.L., D.R., V.Ch.). Without this, it is impossible for a child to develop writing skills and improve drawing, the implementation of which reflects the development of the second signaling system, abstract thinking and speech.
To diagnose the level of formation of educational skills, a set of techniques was used, such as "Graphic dictation" , "Sample and Rules" , "Labyrinth" allowing us to characterize the following mechanisms:
- level of development of the prerequisites for educational activity: the ability to carefully and accurately follow the sequential instructions of an adult, act independently according to his instructions, focus on the system of task conditions, overcoming the distracting influence of side factors.
- level of development of visual-figurative thinking (in particular, visual-schematic), which serves as the basis for the subsequent full development of logical thinking and mastery of educational material.
While, as we mentioned earlier, when using the Bender test to study hand-eye coordination, the maximum total score that children scored when copying all three figures was eighteen 20% of children. Normally, 65% of children should score at least ten to eleven points. If a child scores seven to nine points, his coordination of vision and hand movements is 10% insufficient. In children who score less than six points, it can be assumed that there is a violation of visual-motor or spatial coordination, and other intellectual disorders of 5%.
All selected methods were carried out during a group examination, since they are aimed at the child’s ability to follow the instructions of adults addressed to the group.
Analyzing the level of formation of components of educational activities, we can draw the following conclusions:
Yu.K., Zh.S., Y.K. and K.Ch. S.D, M.V. they are able to listen carefully and accurately follow the simplest instructions of an adult, correctly reproduce the given directions of a line on a sheet of paper, and act independently according to the instructions of an adult. K.B. and S.L. experienced great difficulties in completing these tasks.
They are able to be guided by the system of task conditions, overcoming the distracting influence of extraneous factors I.M., A.G.. Yu.K., S.D., Zh.S., R.S., which reflects a good level of development of visual-figurative thinking .
A fairly high level of visual-schematic thinking was revealed in K.B. (which pleases and surprises at the same time), I.M., A.G., Yu.K., S.D., K.Ch. and M.V.
It should be noted that with a high level of development of the components of educational work, there is a danger that the overall pace of class progress will be too slow for the child, and this may lead to the child becoming bored with school activities.
Children with a low and very low level of development of components of educational activity need an individual psychological examination to clarify conclusions and select directions for correctional work.
The results of the study of the level of intellectual development of children using MEDIS generally confirmed the results of the study using other methods. Children who received higher scores on MEDIS also demonstrated a higher level of generalization of concepts, more developed speech, greater awareness, etc. The formation of thinking is the central task of children's intellectual development, which does not occur by itself, but depends on the method of transferring knowledge and the form of organization of the learning process.
Intellectual readiness does not imply that the child has any specific knowledge or skills (eg reading), although, of course, the child must have certain skills. However, the main thing is that the child has a higher level of mental development, which ensures voluntary regulation of attention, memory, thinking, and allows the child to quickly learn to read, count, and solve problems. "About myself" , that is, on the internal plane.
Let's consider several aspects of a child's mental development.
Perception is the identification of the most characteristic qualities of a given object or situation. (informative points), compiling stable images based on them (sensory standards) and the correlation of these images - standards with objects of the surrounding world. When diagnosing the level of development of perception, it is important to determine the level of formation of all these three processes. It is also necessary to correlate the causes of errors made by the child with these processes, since there are practically no children in whom all of them are impaired at the same time. Therefore, as a rule, correction of just one of these processes helps to correct the entire perceptual activity.
Typical errors when examining objects are due to the fact that children do not know how to identify informative points and examine the entire object as a whole. Therefore, perception takes a long time, and the systematization of images, necessary in the future, is difficult. The low level of development of perceptual actions when examining objects may also be due to the fact that children’s perceptual actions are not internalized, that is, they have not transferred to the internal plane, and therefore children definitely need to touch objects and apply them to each other. Without this, the image they form will be inaccurate. Deviations in the development of sensory standards are associated, as a rule, with the fact that children have not formed the concepts of color, size, and shape, which normally appear already at three to four years of age. The lack of formation of standards makes it difficult to correlate objects with them, since children do not see the difference between an oval and a circle, do not distinguish objects that are similar in color, and cannot arrange figures by size. So the simulation (that is, the decomposition of an object into the standards of which it consists) In some children, it may not even be formed by the end of preschool age, although normally it should appear by the age of five.
When conducting diagnostics, it is important to select methods so that they reflect the features of all three perception processes. First of all, you need to check whether the child has complete images of objects in the surrounding world and their adequacy. For this purpose we used the technique "Colorful pictures" . Thus, when processing the results, we received the following information: 95% of children completed the task successfully, 5% of children had difficulties in completing the task, which indicates a low level of perception.
Memory is one of the leading mental processes that is especially important for preschool children, for whose intellectual development it is necessary to preserve traces of the information received.
Memory is not only one of the most important cognitive processes, but also one of the parameters of giftedness. Even in Ancient Greece, it was believed that gifted children remember new material especially easily and quickly and retain the information received for a long time. And modern psychology, despite the fact that scientists have not yet developed a consensus on the structure and nature of giftedness, practically recognizes that one of its characteristics is a high level of memory development.
However, when diagnosing, it is necessary to remember that although good memory, as a rule, is indeed associated with a high level of intellectual development of a child, a low level of memory does not mean that the intellectual development of a given child is low, that it lags behind the norm. That is, the connection between memory and intelligence is one-way, not two-way, and bad memory, unlike good memory, says little about a person’s abilities.
In addition to direct memory, there is also indirect memory, and its role increases with age. The older the child, the more material he remembers thanks to indirect memory. Indirect memory is characterized by the fact that certain objects or signs are used for memorization, which help a person to better remember the proposed material.
We used the following techniques to study different types of memory.
Methodology "Ten Items" aimed at analyzing the volume of immediate figurative memory. Second technique "Ten Words" used to diagnose the volume and speed of immediate verbal memory.
When diagnosing mediated memory, we obtained the following results: 45% of children had a high level of mediated memory, 50% of children had a normal level, and 5% of children had a low level of memory. While the level of immediate memory in 35% of children is high, in 45% of children it corresponds to the norm and in 20% of children the level of this memory is low.
Thus, we see that the level of different types of memory in the same child may be different, but this is not yet a cause for concern, as we have already said, the connection between memory and intelligence is one-sided, not two-sided, and not bad memory, unlike a good one, it says little about a person’s abilities.
According to the research results (Figure 5 and 6) It can be noted that against the general background of readiness for schooling, there is an underestimated level of development of thinking processes in all children (generalization and classification of concepts) due to the low level of development of logical thinking.
Only 49% of children have the minimum necessary and sufficient level of thinking development to begin studying in a general education program. You can make a conclusion about the child’s readiness for school. However, this conclusion does not free parents from ongoing control over learning and from the need to provide assistance to their children. If the child is left to his own devices (“You’re already big, you’re a schoolboy” ) , then after some time he may find himself among the underachievers.
The level of development of thinking in the remaining children indicates insufficient development of mental processes. It requires the combined efforts of psychologists, parents and teachers to help children.
To identify the leading type of motivation (educational, social, positional, external, gaming and
mark) a methodology was used to determine the motives of M.R.’s teachings. Ginsburg (Appendix 2).
The methodology is based on the principle "personification" motives. Children are offered a short story in which each of the studied motives acts as the personal position of one of the characters. After reading the story, the child must answer three questions that clarify which of the characters the subject identifies with. The results obtained using this method are shown in Table 1 (Appendix 2)
Analysis of the results from this table showed that the dominance of educational motivation is present in 40% of children. These children can be described as inquisitive and they want to go to school to learn even more. Social motivation is also present in 40% of children. These children strive to go to school to take a new position in society. In 20% of children, gaming motivation is dominant, i.e. children are eager to go to school because there are a lot of kids there to play with.
To compare the study "Motivational readiness" I used a special test developed by A.L. Wenger, diagnosing the internal position of a preschooler. Stimulus material was prepared for this test. A set of questions asking the child to choose one of two behavior options.
The child was asked to listen to the question carefully and answer the question with the answer option that he liked best. Moreover, there was no time limit for the answer; each answer was recorded, as well as all additional comments from the children. One point was given for each correct answer, and zero points for each incorrect answer. The internal position was calculated to be formed in those children who scored five points or more. Analysis of this test confirmed the results of M.R.’s method. Ginzburg, 40% of children have educational motivation, 20% of children have play motivation, and 40% of children have a social type of motivation. Q.E.D.
When communicating with children, it is important to take into account their dominant emotional attitudes in various life situations. Installation is "guide to action" , an expectation that strives to be realized. If the results obtained indicate that the child has developed an unconstructive attitude (indifference, negativism, anxiety, defensive aggression) to a situation in kindergarten or at home, it is necessary to find out its cause.
Based on the results of the level assessment, we can say that 95% of children are ready for school. Of course, additional difficulties may arise that will provoke a maladaptive state. (trauma, serious infectious disease, etc.), but in general, such children showed sufficient adaptation to the educational process as a whole.
Thus, as a result of applying a systematic approach, it was possible to obtain descriptions "complex phenomenon"
The idea of a systems approach is to present the object being studied (or phenomenon) in the form of a system, that is, such a holistic formation, the individual links of which penetrate each other with their influences so deeply that they cease to be simply "in parts" whole and become carriers of the properties of the entire system.
The proposed methods in combination help not only to assess the degree of readiness of a child for school, but also to predict problems in learning and adaptation in the primary grades, identify the child’s shortcomings, and choose the most effective methods for preventing and correcting problems in learning and school maladjustment in general.
It is obvious that the described approach to the selection of methods necessary for diagnosing children’s readiness for school involves studying such characteristics of the child that it is necessary to have an idea about. The proposed approach to determining readiness for school was developed with a focus on the requirements that are imposed on the psychological characteristics of the child by the very essence of the educational process, the internal laws of its organization and course.
Identifying readiness for school using the methods described above will help educators and psychologists working with children identify those aspects of the child’s mental development that need correction, and will also contribute to the successful construction of correctional and developmental work with preschool children in order to form their psychological readiness for school.
To get a complete picture of the systematic approach, children’s medical records, health groups, and physical development were examined: 50% of children with the first health group and 50% of children with the second health group; no serious violations in the physical development of children were found (Appendix 8).
The social passport of the surveyed group was also examined: 40% of children are from two-parent families, 50% of children are raised in families of single mothers and 10% of children are under guardianship. (Appendix 8).
I tried to reflect the results of my research in the system in a table (Appendix 8), which included all the components of a systematic approach to studying children’s readiness for school: motivational readiness, volitional readiness, hand-eye coordination, physical and psychological development, as well as social status.
Thus, from the table (Appendix 8) we can say with confidence that in most cases the absence of one of the components is compensated by other equally important ones. It is no coincidence that the table displays scores for each of the criteria; if the level of some was high, I added an additional point. The result was the following data obtained as a result of a systematic approach: out of 20 children surveyed, 75% have a high level of readiness for school, 20% of children have an average level of readiness for school and 5% of children have a low level of readiness for school. This is one child of K.A.
Using the example of this child, I will try to prove the need for a systematic approach in studying readiness for school. If we had examined only volitional readiness and hand-eye coordination, we would not have found deviations from the norm in the child’s physical development, lack of motivational readiness, or disturbances in speech development. The picture of the study would not be complete. We see that it is necessary to conduct individual lessons with this child, consult with a pediatrician about the child’s weight deficiency, work closely with K.A.’s mother to raise and educate the child, recommend contacting a speech therapist, etc.
Conclusion
The problem of children's readiness to study at school is not only a scientific one, but first of all a real-practical, very vital and urgent task that has not yet received its final solution. And a lot depends on its decision, ultimately the fate of the children, their present and future. And this problem is still relevant. A child entering school must be physiologically and socially mature; the child’s success in school also depends on his psychological maturity.
Psychological readiness for schooling is determined primarily to identify children who are not ready for schooling, in order to carry out correctional work with them aimed at preventing school failure.
Currently, the relevance of the problem of a child’s readiness for school is determined by many factors. Modern research shows that 30–40% of children enter the first grade of a public school unprepared for learning, that is, they have insufficiently developed the following components of readiness:
- social,
- psychological,
- emotionally - strong-willed.
Therefore, readiness to learn at school is considered as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
The successful solution of problems in the development of a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. In modern psychology there is not yet a single and clear definition of the concept "readiness" , or "school maturity" .
Psychological readiness for learning at school is considered at the present stage of development of psychology as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities
Diagnosis of preschool children is of great importance. It is especially important that the psychologist can carry out all activities in a qualified manner and is fully aware of the methods and techniques of the examination. Lack of professionalism can lead to incorrect conclusions and harm the child. A psychologist must not only examine children in a qualified manner, but also outline ways of correction.
Thus, as a result of applying a systematic approach in the work, it was possible to obtain descriptions "complex phenomenon" such as school readiness.
“System” literally means a whole made up of parts; it is an order determined by the systematic, correct arrangement of parts and their relationships. The "systems approach" covers a group of methods by which a real object is described as a collection of interacting components.
A systematic approach in psychological research has made it possible to identify those indicators of readiness for learning at school that need to be taken into account in the pedagogical process and developed, creating the necessary conditions for this.
The proposed methods in combination help not only to assess the degree of readiness of a child for school, but also to predict problems in learning and adaptation in primary grades, identify student deficiencies, and select the most effective methods for preventing and correcting problems in learning and school maladjustment in general. And also the presented approaches to considering readiness for school make it possible to show the value of the preschool period of child development as an independent age stage.
Early identification of the prerequisites for school readiness using the methodology described above will help the teacher and psychologist working with children to identify those aspects of the child’s mental development that need correction, and will also contribute to the successful construction of correctional and developmental work with preschool children in order to form their psychological readiness for school.
Based on the results of a study of children’s readiness for school, it is proposed:
Systematically and systematically develop in children specific skills in educational activities, voluntary behavior and attention,
Use a variety of methods and techniques, development programs
- for the development of fine motor skills of the hand (Potapova’s technique, finger gymnastics, technique "Tell poems with your hands" ) ;
- for the development of types of thinking, memory and attention of students (developmental tasks by S. Aleksandrova, Zak I.).
Systematically conduct research into students’ adaptability to learning, and monitor the dynamics of the development of learning skills and abilities.
The described approach to the selection of methods necessary for a systematic analysis of readiness for school involves the study of such characteristics of the child that teachers and psychologists need to have an idea about when teaching students in primary school. The proposed approach to determining readiness for school was developed with a focus on the requirements that are imposed on the psychological characteristics of the child by the very essence of the educational process, the internal laws of its organization and course.
"School Readiness" - this is a complex concept; to diagnose it, it is necessary to examine the level of development of each component. Therefore, you need to select at least one method for each quality, and then compare their levels.
To diagnose intellectual readiness, almost any technique can be used from those described in the chapters devoted to the diagnosis of cognitive development. The use of tests is recommended "Pictogram" , "The Most Unlikely" , "Sequential Pictures" , since they make it possible to simultaneously see the levels of development of several mental processes.
Thus, diagnosis and correction are interconnected processes, and correction can begin already in the process of diagnosing deviations in mental development and their causes. Based on diagnostic data, a program of correctional classes is built.
The main thing in these classes is to develop in children the ability to navigate a task, to find the most important qualities that characterize objects (their informative points), on the basis of which these objects are combined into concepts or classes. Such orientation first takes place on the external plane, and then is internalized, that is, it passes into the internal plane. In the process of internalization, children move from actions with real objects to actions with their substitutes - signs. Children develop "sign function of consciousness" , which is a necessary condition for the successful development of cognitive activity, starting from senior preschool age.
We have already said that the cause of many difficulties is the lack of warmth, affection and confidence in the love of adults, experienced even by children from apparently prosperous families. Therefore, any step towards the child, praise, affection helps children, gives them a feeling of comfort and protection. Adults need to remember that they should be the initiator of communication with children, and not the child, who cannot always come up and ask to play or talk to him. This primarily applies to anxious, insecure children who simply need such communication.
When diagnosing readiness for school, it is necessary to remember that all components of psychological readiness do not have to be maximally developed; it is much more important that all these components are present, even if the level of formation of some of them is low. In the process of studying, it is possible to compensate for less developed qualities with more developed ones, however, the absence of some component of psychological readiness for school is not fully compensated and can lead to successful educational activities.
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