Psychological readiness of the child for school. Manual: Psychological readiness of children for school

Today, admitting children to first grade has become a problem. It is believed that psychologists have come up with the problem of school readiness. In fact, psychologists began to develop the problem of school readiness in response to a request from practice, or rather from schools, which, for various reasons, have become increasingly difficult to successfully teach first-graders.

The concept of “psychological readiness for school” was introduced not for the purpose of selection for school, but for the prevention of undesirable mental development of the child and the implementation of an individual approach to him in learning and development.

Psychological readiness for school is, first of all, a desire to gain knowledge, the ability to listen to a teacher and carry out his tasks, a certain level of development of voluntary cognitive processes (thinking, memory, attention, etc.), as well as developed speech and phonemic awareness. hearing.

All first-graders undergo adaptation to school. And the better a child is prepared for it, the less psychological and physical stress he experiences.

A child who is ready for school knows how to obey the rules, listen to adults, and complete his assignments. Thus, the likelihood of a conflict arising between him and the teacher, which can cause a state of psychological discomfort in the student, immediately decreases. And vice versa, a child who is not ready for school, from the very first days of his stay there, comes into conflict with the teacher, since he does not fulfill his requirements. After some time, such a student develops a negative attitude towards studies and school in general. Which can lead to a variety of diseases in the form of “school neurosis.”

Our schools admit to first grade all children who have reached the age of 6-7 years, who live in a nearby microdistrict and who want to study there. The classes are undifferentiated; in each class there are children with different levels of initial training, so the psychologist is not faced with the task of selecting and differentiating children. The registration procedure for school is aimed, first of all, at getting to know each child, determining the level of his psychological maturity based on the main parameters, and also, if necessary, giving parents appropriate recommendations so that they can provide their child with all possible developmental assistance in the time remaining before the start of school. help.

Formation of psychological readiness for school.

Readiness for school arises gradually, as a result of the child’s entire preschool life. The components of psychological readiness for school arise naturally during the normal development of a preschool child, when the child plays a lot on his own, with peers and adults, both in role-playing games and games according to the rules. In addition, he draws, sculpts, paints pictures, cuts out and glues homemade items, puts together mosaic patterns and assembles cubes based on sample pictures, works with a variety of construction sets, and tries to play toy instruments (tambourine, pipe, etc.).

This activity develops the leading form of the psyche - representation. Ideas leave an imprint on the entire process of mental development. Various forms of the psyche are formed most successfully if they are associated with secondary images, i.e. with performances. Therefore, such forms of the psyche as imagination, figurative memory and visual-figurative thinking develop.

Children's knowledge of various properties and connections of things occurs in the process of operating with images of these things. Not only various mental functions, but also the child’s speech and its development during this period are associated mainly with ideas. Children's understanding of speech largely depends on the content of the ideas that arise in them in the process of perceiving it.

In the process of communication, cognitive and practical activity, social forms of the psyche are actively formed not only in the perceptual sphere, but also in the field of memory (verbal memory, voluntary memorization of words and objects). By the end of preschool age, verbal and logical thinking appears.

In preschool age, a child is read a lot: he listens to fairy tales, stories, stories. This orients him towards the social environment, forms social forms of the psyche and moral behavior, and creates the basis for the formation of primary forms of socially significant qualities.
By the end of preschool age, there is a transition from an emotional direct relationship with the world around us to relationships that are built on the basis of learned moral assessments, rules and norms of behavior.
In communication with adults, a child often assimilates moral concepts in categorical form, gradually clarifying and filling them with specific content. It is important that the child learns to apply them in life in relation to himself and others, because this shapes his personal characteristics. At the same time, socially significant standards of behavior are important, which become literary heroes and people directly surrounding the child.
Of particular importance as standards are the characters of fairy tales, where positive and negative character traits are emphasized in a concrete, figurative form accessible to him, which facilitates the child’s initial orientation in the complex structure of a person’s personal properties.
Personality is formed in the process of a child’s real interaction with the world, including the social environment and communication with adults. The moral criteria acquired by the child regulate his behavior.
The child’s independence begins to manifest itself when he applies moral assessments to himself and others and regulates his behavior on this basis. This means that at this age such a complex personality trait as self-awareness develops.
B. Ananyev singled out the formation of self-esteem in the genesis of self-awareness. The adequacy of the child’s evaluative judgments is determined by the constant evaluative activity of parents, as well as educators, in connection with the implementation of the rules of behavior of children in the group, in various types of activities (games, duties, classes).
Preschool age is the initial stage of formation of the subject of activity. Goal-setting, the volitional component of the subject of activity, is formed. Concentration and consistency in actions, self-assessment of one’s actions and the results obtained are demonstrated. Under the influence of adult assessments and control, the senior preschooler begins to notice mistakes in his own activities and in the work of others and at the same time identify role models.

Growing up in an atmosphere of kindness, love, play, reading, and interest in everything around him, the child himself, by the age of six, strives to learn to read and count, which at first the adults close to him can help him with.

So, for full development, a preschooler needs to communicate with adults and peers, play a variety of games, listen to good books read, draw, sculpt, play toy musical instruments, fantasize, and, among other things, but not instead of all of the above, learn the basics of literacy and numeracy. All these actions form psychological readiness for school.

Reasons why children are not ready for school.

It is necessary to understand the reasons that lead to children coming to school unprepared to learn.

The main points that determine the developmental features of modern preschoolers.

1. Children play less and less.

2. Parents strive to start their child’s education as early as possible, and in addition to preschool gymnasium, they can take him to sports sections, music school, art studio, etc. It is believed that the more, the better. Modern parents are obsessed with the mania of early education; they are unaware that too early education, which, as a rule, boils down to the development of skills and abilities in one area or another, does not contribute to the mental development of the child.

3. By the time they enter school, the majority of future first-graders are not psychologically prepared for schooling, which is manifested in the insufficient level of development of their cognitive and affective-need spheres for starting school.

As practice shows, this underdevelopment is also observed among many graduates of preschool gymnasiums, where teachers focus not on the development of children, but on teaching them the skills of counting, reading and writing.

As conversations with parents of children who are not ready for school show, games such as mosaics, cubes with plot pictures, lotto with pictures related to various areas of human life, construction sets have disappeared from children's everyday life.
And the books that are read to children do not always contribute to their development: sometimes it is reading behind, and sometimes it is reading ahead.

So, today preschoolers clearly do not finish playing the games necessary for their normal psychological development. Many educational games have disappeared from children's lives. They have been replaced by expensive electronic toys, which are very attractive at first, but soon become boring due to the impossibility of multifunctional use, and it is this (multifunctionality) that educational children's toys are valuable, since they contribute to the development of the functions of designation and substitution in play, which have a significant impact on development intelligence.

The works of Russian psychologists convincingly show the role and importance of play in the life of preschool children. It is in play that the child’s psyche develops, since in preschool childhood it is play that creates zones of proximal development, within which development occurs. Having exhausted its potential for creating “zones of proximal development,” play as a leading activity gives way to learning (meaning systematic schooling). But as long as zones of proximal development are formed in play, systematic training does not provide anything significant for the child’s mental development, although it creates such an illusion due to the development of new skills and abilities that have nothing to do with psychological development.

For example, in preschool age mechanical memory is normally well developed. Therefore, it is not particularly difficult for a 5-6 year old child to master ordinal counting if an adult pays attention to this learning. But this skill will change little in the intellectual and personal development of a preschooler.

Reproducing a memorized sequence of numbers from memory does not mean that the child is prepared to master mathematics, where one must be able to compare quantities, identify a generalized method for solving a problem, etc.
Preschoolers learn to generalize and compare in everyday life by playing educational games: these include folk games, games according to rules, and board games. Of course, instead of games, children can be offered simple educational tasks for comparison, generalization, etc., presented in an entertaining form, but this is not the same as a game; This is not bad, but it cannot replace play, if only because some children only through play come to understand such tasks, since “zones of proximal development” are formed in play.

What are the reasons for the game leaving our lives? I'll name a few:

1. Play appears as an independent activity during that period of a child’s life when he is not engaged in any other socially useful activity. Early education of children in kindergartens, and now also in preschool gymnasiums, leads to a reduction in the period of free play. Moreover, it is precisely the period from 5 to 7 years that is shortened, the underdevelopment of the game in which, from the point of view of D.B. Elkonin, causes irreparable harm to the mental development of the child. This is a period of development in the game (due to the “zones of proximal development”) of thinking, fantasy, and the affective-need sphere.

2. Less and less attention is paid to teaching children to play. Parents have no time to play with their children; they are too busy at work and at home. Grandparents often live separately and see their grandchildren sporadically; in addition, many grandparents are also busy all day at work. In kindergarten, teachers, often working without a nanny, barely have time to cope with routine moments and mandatory training sessions. They are no longer interested in playing. Even during a walk, teachers rarely organize play for their pupils, but more often, while talking with each other, they observe their charges. So it turns out that the game is simply dying. So, today in our society, due to insufficient attention paid to children in the family, and due to poorly organized educational work in kindergartens, play fills a child’s life less and less. And in its place came a replacement - watching TV.

3. Satisfying the needs that cause play in a different way. L. S. Vygotsky believed that in play children satisfy needs that they currently cannot satisfy in life. For example, in reality a small child cannot be an astronaut, but in a game he can. At the same time, playing as an astronaut and imagining a space flight situation, he seriously experiences all the imagined adventures and, accordingly, experiences a diverse range of feelings and emotions. The child, as a rule, takes the theme of the game from life or from a work of art, imagining a situation in which he wants to be an actor. In order for the role-playing game to be carried out, free time is necessary when the child can play alone or with other children. But today children don’t have much free time. This is due to early specialized education (sports sections, foreign languages, music, drawing, dancing, etc.), and for some children preschool gymnasiums have also been added. A game, like any type of activity, requires a lot of strength and energy, and a child who is tired from activities, as a rule, cannot fully play a role-playing game and prefers to satisfy his needs with minimal effort, which is possible, for example, when watching fiction films and cartoons, when the tension of one’s own imagination is not required, but simple empathy for the characters of the film or identification with them is enough. In fact, the child is still included in some game and is a participant in it, identifying himself with one of the heroes. At the same time, the baby obediently follows someone else’s script, not knowing what awaits him ahead, and together with the characters he rejoices, saddens, fears and triumphs. But the fundamental difference is that in a “television game” the child’s imagination and fantasy do not work, there is no internal plan of action, the symbolic function and the affective-need sphere do not develop, i.e. there is no all that is a specific product of live, active play, where the child acts as an active subject, and not a passive spectator. The replacement of live games with “television” ones leads to a decrease in the intellectual activity and creative potential of children, to the extinction of cognitive needs. This subsequently manifests itself in a negative attitude towards intellectual work. In this sense, listening to fairy tales, stories, stories is much closer in its developmental effect to the game, since here the child must himself imagine and imagine the characters and situations being described, i.e. there is fantasy, imaginative thinking, and an internal plan of action. But just as a game cannot replace reading books, books, much less films, cannot replace a game.

The structure of psychological readiness for school.

Readiness for school is determined by a certain level of development of the affective-need, intellectual and speech spheres.

In the area of the affective-need sphere, the future student must develop cognitive and broad social motives for learning, which at this age manifest themselves mainly in the need to communicate with adults at a new level.

Intellectually, a student entering school must be able to carry out simple classification, master empirical generalization, and understand the logical sequence of events.

In the speech sphere, the child must have developed phonemic hearing.

The main role in preparing a child for school should be given to his motivational development, because developed cognitive and social motives for learning allow the little schoolchild to enjoy his new school life, in which he must play the role of a student.

The central task of the first months of school is for the child to master the basic skills of reading, writing and counting. This is exactly what a future first grader should be prepared for. He must be ready to start learning.

The success of a child’s entry into the educational process is determined by a number of important factors. Among them, the following stand out first:

Development of arbitrariness of behavior;
development of visual and imaginative thinking;
development of spatial concepts;
speech development;
development of fine motor skills of the hand.

I would like to emphasize the priority of visual and figurative thinking in the structure of school readiness. According to a number of domestic researchers, the success of children’s education in the first grade is determined not so much by the level of development of logical thinking (which is often given excessive importance when determining school maturity), but by the formation of visual-figurative (schematic) thinking. Good development of visual-figurative thinking is crucial at the initial stage of schooling, since children’s acquisition of literacy (initial reading and writing skills) is based, first of all, on the ability to visually analyze graphic images. Visual analysis presupposes the ability to isolate the constituent elements of an image, relate them to each other, and synthesize a graphic image. Insufficient development of visual analysis can cause errors specific to first-graders in reading and writing, such as mirroring, substitution of letters that are similar in spelling, etc.

The ability to distinguish between oneself and others in self-awareness makes it possible to recognize oneself both as a subject of actions and as a subject in the system of human relations. The child becomes aware of his social self. According to L.I. Bozhovich, a new level of self-awareness that arises on the threshold of a child’s school life is most adequately expressed in his “inner position.” The child’s internal position is formed as a result of the fact that external influences, refracted through the structure of his previously developed psychological characteristics, are generalized by him and form a special personal new formation that characterizes his personality as a whole. It is this that determines the child’s behavior and activity and the entire system of his relationships to reality, to the people around him, to himself.

Children have a clearly expressed desire to take a new, more “adult” position in life and perform new activities that are important not only for themselves, but also for the people around them. In conditions of universal schooling, this is usually realized in the desire for the social status of the student and for learning as a new socially significant activity. Sometimes this desire has another concrete expression: for example, the desire to carry out certain instructions from adults, take on some responsibilities, and become helpers in the family. But the psychological essence of these aspirations remains the same - preschoolers begin to strive for a new position in the system of social relations available to them and for new socially significant activities. The child’s desire to take the position of a schoolchild (“I want to go to school,” “I want to study at school,” etc.) indicates a normal resolution of the childhood crisis.

In the context of the seven-year crisis and its normal resolution, the problem of children’s psychological readiness for school should be considered. This problem has a long tradition of research in developmental psychology and various approaches to solving it. According to T. A. Nezhnova, “the issue of readiness for schooling is largely a matter of social maturity.” When entering school, the child actually finds himself in the center of a new social situation. But this new situation must be understood and accepted by the child, and become his internal position. The appearance of a child’s internal position as a schoolchild indicates his readiness for schooling.

The internal position of a schoolchild is revealed when the child treats entering or staying at school as a completely natural and necessary event in life, and does not imagine himself outside of school or in isolation from it; shows special interest in the new, school content of classes; refuses the orientations characteristic of preschool childhood in terms of activity and behavior; recognizes the authority of the teacher.

By the age of seven, the social sphere of activity becomes not only the source of the child’s attitude towards himself, but also the condition that provides the motivation for his learning at the beginning of his school life: the child learns for the recognition and approval of others significant to him. The experience of one's own academic success as a correspondence to the social status to which the child aspires is apparently the main indicator that he becomes a subject of social relations.

A productive approach to analyzing the problem of a child’s psychological readiness for school was proposed by E. E. Kravtsova. The starting points for analyzing the problem were ideas about the specific content, structure of educational activity and the prerequisites for its implementation that develop in children in adolescence.

The structure of learning activities includes learning objectives, learning activities, monitoring and evaluation. The specificity of educational tasks is that the main purpose of children’s activities is to master general methods of solving a certain class of subject-specific practical problems; mastering the general method is carried out through educational activities. In turn, full-fledged activity involves the student performing control and evaluation actions. At the same time, orientation to the method of action (and not just to its result) is considered the most important characteristic of educational activity. The child's acceptance of the educational task acts as the most important criterion of readiness for school learning.

The prerequisites for accepting an educational task and carrying out educational activities, including control and evaluation ones, lie in the characteristics of the child’s communication with both adults and other children. It has been shown that a child's acceptance of a learning task is possible if he establishes a special type of communication with an adult. This type of communication is characterized by a high level of arbitrariness: it is based not only on the immediate objective situation, but also on consciously accepted tasks, rules, requirements, i.e., taking into account a certain context.

Children with a high level of arbitrariness and developed contextual communication see the conventionality of an adult’s position, understand the double meaning of his questions, and look for ways to correctly construct answers. Children with a direct form of behavior perceive only the direct, unambiguous meaning of questions; they do not retain the context of communication, do not understand the conventions of an adult’s position, and treat the teacher in much the same way as they treat their mother or kindergarten teacher. Thus, contextual communication is the form of realization of the relationship between a child and an adult that is adequate to the stage of children’s acceptance of a learning task.

The nature of a child’s communication with peers also turned out to be closely related to the success of learning at school, and, above all, to his orientation towards a general way of solving a problem. Children who are well prepared for school exhibit a high type of communication with peers, which is designated as “cooperative-competitive.” The essential psychological characteristics of the cooperative-competitive type of communication with peers are close to the characteristics of contextual communication with adults. In particular, in both cases the child begins to see the partner’s position for the first time and retain the situation of the task throughout the entire activity of solving it. The child’s ability to assess the situation not only from his own point of view, but taking into account the position of other participants in joint activities is an important condition for identifying and mastering common methods of solving problems.

An important component of psychological readiness for school is the child’s attitude towards himself, his self-esteem. The new attitude towards oneself on the threshold of schooling is characterized by generalization, mediation and greater objectivity. It relies on the child’s ability to see himself and his actions from the outside. The actions of control and evaluation in educational activities directly depend on the student’s ability to take into account the position of another, on his ability to look at his actions through the eyes of another.

Particular responsibility during the 7-year crisis falls on the adult. Parents suddenly begin to discover gaps in their relationship with their own child (in accordance with the child's normal desire for isolation). They are no longer an absolute authority for the child, all-knowing and capable. That is why the Parent cannot be a Teacher, that is, an absolute, externally opposed model.

In order to truly successfully pass this critical stage with positive gains, the adult himself must rebuild his behavior program. Its main task is to ensure cooperation (identification) with the child in his extremely responsible task of penetrating reality itself, to support the child in becoming familiar with reality and in studying it. An adult must become an adviser, sympathetic and understanding - what a difficult task it is to truly know and be able to do something!

Parents need to be hospitable and friendly with the child’s friends, they need to invite them with them to the movies, travel, guests, etc. Identifying with the child in his difficulties, searches, choices as an equal, but as an elder and experienced (“And I had so"), the adult creates a reliable rear for the child’s search for his personality. The school isolates, the family is identified with the child’s concerns. The child conforms to the norms of activity and life, and becomes independent in his knowledge and skills. The child is isolated from the symbiotic community and is identified in personal attachment with the parents.

In this article, I wanted to reveal in more detail all the aspects of a child’s psychological readiness for school. In it, I examined the main criteria for the position of children’s readiness for school. The article is intended mainly for parents of older preschoolers, for their more complete understanding and comprehension of this situation. It also provides elements for diagnosing the psychological readiness of children of senior preschool age. This will help preschool teachers navigate this problem.

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Psychological readiness of the child to study at school.

The problem of a child’s psychological readiness for school for psychology has always faced parents. By psychological readiness for schooling we understand the necessary level of psychological development of a child for successful mastery of the school curriculum under the created learning conditions.
A child’s psychological readiness for learning is one of
the most important results of psychological development during preschool childhood.

We live in the 21st century and now great demands are placed on the organization of education and training, which force us to look for new, effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. And therefore, the problem of preschoolers’ readiness to study at school is of particular importance.

The solution to this problem is related to the definition of principles and goals in the organization of training and education in preschool institutions. But the success of children’s subsequent education at school depends on its solution. The main and main goal of psychological readiness for schooling is the prevention of school maladjustment.
To successfully implement this goal, various classes are being created today. Their task is to implement an individual approach to education in relation to children who are ready and not ready for school.

At different times, psychologists have been actively involved in this problem. Many methods and programs have been developed (Gudkina N.N., Ovcharova R.V., Bezrukikh M.I., etc.) for diagnosing school preparation of children and psychological assistance in the formation of components of school maturity. But in practice, it is not very easy for a psychologist to choose from this set the one that can generally determine the child’s readiness for learning and, if necessary, help the child prepare for school.

Personal characteristics of a child in psychological readiness for school.
The concept of school readiness. Basic aspects of school maturity.

Preparing children for school is a complex task that covers all areas of a child’s life. And therefore, psychological readiness for school is only one aspect of this task. But within it there are different approaches:

1. Research that should be aimed at developing in kindergarten children certain skills necessary for learning at school.
2. Research on changes and new formations in the child’s psyche.
3. Research of individual components of educational activities.

4. Studying the child's changes to consciously subordinate his actions
given by sequentially following verbal instructions
adult.

Readiness for school today is considered as readiness for schooling. This is justified by looking at the problem from the perspective of the periodization of the child’s mental development and the change of leading types of activity.

The problem of psychological readiness for schooling attracts attention with the problem of changing leading types of activity, i.e. at the moment of transition from role-playing games to educational activities.

This approach is relevant and significant today.
L. And Bozovic pointed out back in the 60s that readiness for
learning at school should consist of the level of development of mental activity, cognitive interests, readiness for voluntary regulation, cognitive activity itself and the social position of the student. A.V. Zaporozhets noted that readiness for school is a holistic system of interconnected qualities of a child’s personality, including the characteristics of its motivation, level of cognitive development, and degree of readiness of volitional regulation mechanisms.

There are three aspects school maturity:
intellectual, emotional and social.

Under intellectual maturitydifferentiated perception is understood, including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination.
Intellectual maturity understood in this way can reflect the functional maturation of brain structures.

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

TO social maturityThis includes the child’s need to communicate with peers and the ability to control and subordinate his behavior to the laws of children’s groups.

Foreign studies of school preparation are aimed mainly at creating tests and are less focused on the theory of the issue itself, and in the works of domestic psychologists there is a deep theoretical study of the problem of psychological preparation for school, which comes out of the works of L.S. Vygotsky.

A motivational plan plays an important role in a child’s readiness for school. Stand out two groups of teaching motives:

1. Social motives for learning, or motives related to the child’s needs to communicate with other people.

2. Motives related to educational activities, or
cognitive interests of children.

A child who is ready for school has a desire to learn because he wants to take a certain position in human society that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. These two needs contribute to the emergence of a new attitude of the child to the environment, the so-called “internal position of the student.” The new formation “internal position of the student” is a fusion of two needs - cognitive and the need to communicate with adults at a new level, which is expressed in the student’s voluntary behavior. Almost all authors studying psychological readiness for school give voluntariness a special place in this problem. There is a point of view that poor development of volition is the main stumbling block to psychological readiness for school. But to what extent voluntariness should be developed by the beginning of school is a poorly studied question in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new development of primary school age, and on the other hand, the weak development of voluntariness interferes with the start of schooling.

As indicators of psychological readiness
also highlight the development of the child’s intelligence.

In domestic psychology, when studying the intellectual component of psychological readiness for school, attention is paid not to the amount of acquired knowledge, but to the level of development of intellectual processes. In addition to the indicated components of psychological readiness for school, one more can be identified - speech development.

Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must have developed phonemic hearing. To summarize all that has been said, we list the psychological spheres, the development of which is used to judge psychological readiness for school: affect-need, voluntary, intellectual and speech. Let's try to look at them in more detail.

Intellectual readiness for school learning.Intellectual readiness for school learning is associated with the development of thought processes. From solving problems that require the establishment of connections and relationships between objects and phenomena with the help of external indicative actions, children move on to solving them in their minds with the help of elementary mental actions. In other words, on the basis of a visually effective form of thinking, a visually figurative form of thinking begins to take shape. In playing, drawing, constructing, and when performing educational and work tasks, he not only uses memorized actions, but constantly modifies them, obtaining new results. Developing thinking gives the child the opportunity to foresee the results of his actions. The child begins to set cognitive tasks for himself and seeks explanations for phenomena. At preschool age, attention is voluntary. The turning point in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects.

Similar age-related patterns are observed in the process of memory development. The child may be given a goal aimed at memorizing the material. He begins to use techniques aimed at increasing the efficiency of memorization: repetition, semantic and associative linking of material.

The study of the characteristics of the intellectual sphere can begin with
memory research. To determine the level of mechanical memorization, a meaningless set of words is given: year, elephant, sword, soap, salt, noise, hand, floor, spring, son. The child, having listened to this entire series, repeats the words that he remembers. Repeated playback can be used - after additional reading of the same words - and delayed playback, for example, an hour after listening.

The most common methods that diagnose the level of development of verbal-logical thinking are the following:
a) “Explanation of plot pictures”: the child is shown a picture and asked to tell what is drawn on it. This technique gives an idea of how accurately the child understands the meaning of what is depicted, whether he can highlight the main thing or is lost in individual details, how well his speech is developed; b) “Sequence of events” is a more complex technique. This is a series of plot pictures (from 3 to 6), which depict the stages of some action familiar to the child. He must build the correct row of these drawings and tell the story. The child makes groups of cards with inanimate objects and living beings depicted on them. By classifying various objects, he can distinguish groups according to functional characteristics and give them general names. For example: furniture, clothes.

When selecting children for schools whose curricula are significantly more complicated and where increased demands are placed on the intellect of applicants (gymnasiums, lyceums), more difficult methods are used. Thus, the child’s intellectual readiness is characterized by the maturation of analytical psychological processes and the mastery of mental activity skills.
Personal readinessto schooling.
For a child to study well, he must first of all strive to
new school life, new activities. The emergence of such a desire is influenced by the attitude of close adults to learning as an important activity, more significant than the play of a preschooler. The way of life of a schoolchild as a person engaged in socially significant and public affairs in a public place is recognized by the child as an adequate path to adulthood for him. This means that the child has psychologically moved into a new age period of his development - junior school age.

The presence of the student’s internal position is revealed in the fact that the child resolutely rejects the playful way of existence and shows a strong attitude towards educational activities in general. In addition to the attitude towards the educational process as a whole, for a child entering
to school, the attitude towards the teacher, peers and oneself is important.

By the end of preschool age, an adult begins to become an authority, a role model. The classroom-lesson education system presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. A new form of communication with peers develops at the very beginning of schooling. Personal readiness for school also includes a certain attitude of the child towards himself. Educational activity presupposes an adequate attitude of the child to his abilities, work results, behavior, i.e. development of self-awareness. There are also specially developed conversation plans that reveal the student’s position and special experimental techniques. Children who have not developed a motive for learning at school (with weak cognitive needs) are more attracted to games.

Volitional readiness.When determining a child’s personal readiness for school, it is necessary to identify the specifics of the development of any sphere. The child’s voluntary behavior manifests itself when following specific rules set by the teacher when working according to the model. This leads to the fact that he controls his internal and external actions, his cognitive processes and behavior in general. This suggests that already in preschool age will arises. The volitional actions of preschoolers have their own specifics: they coexist with unintentional actions under the influence of situational feelings and desires. L.S. Vygotsky considered volitional behavior to be social, and saw the source of the development of a child’s will in the child’s relationship with the outside world. He assigns the leading role in the social conditioning of will to the verbal communication of a child with an adult.

In modern scientific research, the concept of volitional action is considered in different aspects. Some psychologists believe that the first link is choosing a decision and setting a goal, others limit volitional action only to its executive part.
One of the central issues of will is the question of motivational
the conditionality of those specific volitional actions and actions that a person is capable of at different periods of his life. The development of will at this age is closely related to changes in motives of behavior. The emergence of a certain volitional orientation, highlighting a group of motives that become the most important for the child, leads to the fact that, guided by his behavior, the child consciously achieves his goal. At the same time, despite the fact that volitional actions appear in preschool age, the scope of their application and their place in the child’s behavior remain extremely limited. Research shows that only older preschoolers are capable of prolonged volitional efforts. It follows that the development of voluntariness for purposeful activity largely determines the child’s school readiness.

Moral readinessto schooling. The moral formation of a preschooler is closely related to changes in the child’s character and relationships with adults. D.B. Elkonin connects moral readiness with changes in relationships between adults and children. In early childhood, the child’s activities are carried out mainly in collaboration with adults: in preschool age, the child learns to independently satisfy many of his needs and desires. However, adults continue to remain the constant center around which the life of a preschooler is built. This creates a need in children to participate in the lives of adults. At the same time, they want not only to reproduce the individual actions of an adult, but also to imitate all the complex forms of his activity, his actions, his relationships with other people - in a word, the entire way of life of adults. In the context of everyday behavior and communication with adults, as well as in the practice of role-playing, a preschool child develops knowledge of many social norms. Moral authorities give rise to moral motives of behavior in preschoolers. A system of subordinate motives begins to control the child’s behavior and determine his entire development. In preschool children, firstly, not just a subordination of motives arises, but a relatively stable non-situational subordination. The emergence of a stable hierarchical structure of motives in a child by the beginning of primary school age transforms him from a situational being into a being with a certain internal unity and organization.

Psychological readinessto schooling is a multi-complex phenomenon. When a child enters school, insufficient development of any one component of psychological readiness is often revealed. This leads to difficulty and sometimes disruption of the child’s adaptation to school. Conventionally, psychological readiness can be divided into educational readiness and socio-psychological readiness. Students with socio-psychological unpreparedness for learning at school show childlike spontaneity, answer simultaneously in class, do not raise their hands and interrupt each other. They usually get involved in work only when the teacher directly addresses them, and the rest of the time they are distracted, do not follow what is happening in the class and violate discipline.

The main signs of children's unpreparedness for school.

There are various options for the development of children 6-7 years old withpersonal characteristicsthat influence success in school learning.

1. Anxiety . High anxiety becomes stable with constant dissatisfaction with the child’s educational work from the outside.
teachers and parents, with a large number of comments and reproaches. Anxiety can arise from the fear of doing something badly or incorrectly. Anxiety can also arise in a situation where a child studies well, but parents expect more from him. Due to the fact that anxiety increases in the child, low self-esteem is formed and educational achievements decrease, as a result of which failure and self-doubt are consolidated. Here there will be a fear of taking initiative. It turns out to be a vicious circle: unfavorable personal characteristics in any case affect the quality of the child’s educational activities, low performance results in a negative reaction from others, and this reaction strengthens the child’s existing characteristics. This vicious circle can be broken by changing the assessment settings of both the parent and the teacher.

2. Negativistic demonstrativeness. Demonstrativeness –
personality trait associated with an increased need for
success and attention to yourself from others. The child who
possesses this property and behaves in an excessively mannered manner. His emotional reactions serve as a means to achieve the main goal - to attract attention and gain approval.
For a demonstrative child, the main problem is lack of praise. Negativism extends not only to the norms of school discipline, but also to the teaching requirements of the teacher. The source of demonstrativeness is usually the lack of attention of adults to children who feel “abandoned” and “unloved” in the family. But it happens that the child receives enough attention, but it does not satisfy him due to the exaggerated need for emotional contacts. Excessive demands are made by spoiled children. Children with negativistic demonstrativeness, violating the rules of behavior with their actions, achieve the attention they need.
Such children need to find an opportunity to self-actualize. The best place
This is a stage for such children to demonstrate demonstrativeness. In addition to participating in matinees, concerts, and performances, other types of artistic activities, including visual arts, are suitable for children.
The task of adults is to do without lectures and edifications, not to pay attention, or, if possible, to emotionally reprimand and punish as little as possible.

3. “Escape from reality”- this is another unfavorable option
development. It appears when the child is demonstrative
combined with anxiety. These children also have a strong
the need for attention to oneself, but to realize it in a sharp
they cannot perform in a theatrical form because of their anxiety. They
They are hardly noticeable among their peers, they are afraid of causing disapproval, they strive to fulfill all the demands of adults.
Without achieving significant academic success, such children, just like
purely demonstrative, they “fall out” of the learning process in the lesson. But
it looks different; such a child does not violate discipline, does not interfere with the work of the teacher and classmates, he simply “has his head in the clouds.”
Children love to fantasize, so in dreams and various fantasies the child gets the opportunity to become the main character and achieve the recognition he lacks. In some cases, fantasy manifests itself in artistic and literary creativity.

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

4. Another pressing problem of a child’s socio-psychological readiness is the problem of developing qualities in children, thanks to which they could communicate with other children and the teacher. With intellectual unpreparedness, different options for the child’s development are possible. One option may be verbalism.
Verbalism associated with a high level of speech development, good
development of memory against the background of insufficient development of perception and thinking. In such a child, speech develops early and intensively. They master complex grammatical structures early and have a rich vocabulary. At the same time, preferring verbal communication with adults, children are not sufficiently involved in practical activities, business cooperation with parents or other children. Verbalism leads to one-sidedness in the development of thinking, the inability to correlate one’s actions with given methods, which does not allow one to study successfully at school. Against this background, the child develops a feeling of anxiety, this is the beginning of the appearance of fear and anxiety. Fears can be age-related or neurotic. Age-related fears are noted in emotional, sensitive children as a reflection of the characteristics of their mental and personal development. They arise when: parents have fears. Neurotic fears are characterized by great emotional intensity. The social position of a schoolchild imposes on him a sense of responsibility, duty, obligation and can provoke the fear of “being the wrong one.” The child is afraid of not being on time, being late, doing the wrong thing, being judged,
punished. Children who have not acquired the necessary experience of communicating with adults and peers before school are not confident in themselves, are afraid of not meeting the expectations of adults, have difficulty adapting to the school community and are afraid of the teacher.

You can identify the fears of younger schoolchildren using the methods of unfinished sentences and drawing fears. Corrective work with these children consists of teaching activities characteristic of preschool age - playing, designing, drawing, i.e. those that are developmentally appropriate
thinking.

Many teachers and psychologists associate successful adaptation of a child in first grade with readiness for schooling. Adaptation in first grade is a special and difficult period of adaptation in a child’s life. A child who is psychologically unprepared for learning in one or another aspect of school maturity experiences difficulties in adapting to school and may be maladjusted. School maladaptation is understood as a certain set of signs indicating a discrepancy between the socio-psychological status of a child and the requirements of the school learning situation, the mastery of which becomes difficult or, in extreme cases, impossible. Mental development disorders lead to certain disturbances in school adaptation. Intellectual impairments lead to difficulties in mastering educational activities, personal impairments lead to difficulties in communication and interaction with others, neurodynamic features (hyperdynamic syndrome, psychomotor retardation or instability of mental processes) affect behavior, which can disrupt both educational activities and relationships with others. In this regard, it seems that in the concept of “school readiness” it is possible to distinguishtwo substructures: readiness for educational activities and socio-psychological readiness for school.

Research by modern psychologists indicates that the phenomenon of socio-psychological maladaptation exists among elementary school students and can manifest itself in approximately 37% of cases. The degree of maladjustment varies: from problematic to conflict and sociocultural neglect. Manifestations of maladaptation are different - they can be identified according to objective and externally expressed indicators (sociometric status, insecure, aggressive behavior).

To organize psychological assistance for a child at the stage
In preparation for schooling, the following techniques can be used: preparation in kindergarten, diagnostics at school with subsequent correctional classes.

By the age of 6-7 years, memory undergoes significant changes associated with the significant development of voluntary forms of memorization and recall. The child’s intellectual readiness is characterized by the maturation of analytical psychological processes and mastery of mental activity skills. Attention is voluntary. The turning point in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects.

Thus, summarizing all of the above, we can say that school readiness is a complex phenomenon that includes intellectual, personal, and volitional readiness. For successful learning, a child must meet the requirements set for him. Social and psychological readiness for learning includes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and cope with the role of a schoolchild in a school learning situation. Psychological readiness for school – holistic education. A lag in the development of one component sooner or later entails a lag in the development of others. Complex deviations are observed in cases where the initial psychological readiness for schooling may be quite high, but due to certain personal characteristics, children experience significant difficulties in learning. The prevailing intellectual unpreparedness for learning does not lead to the success of educational activities, but to the inability to understand and fulfill the teacher’s requirements and, consequently, to low grades and the possible emergence of fears.

A child who is ready for schooling is one who is attracted to school not by its external aspects (the attributes of school life - a briefcase, textbooks, notebooks), but by the opportunity to gain new knowledge.
involves the development of new formations - the internal position of the child himself.

The future schoolchild needs to voluntarily control his behavior and cognitive activity, which only becomes possible with the formation of a hierarchical system of motives. Thus, the child must have developed learning motivation.
Immaturity of the motivational sphere often entails problems in knowledge and low productivity of educational activities.
A child’s entry into school is associated with the emergence of the most important
personal new formation – the internal position of the child himself. This is the motivational center that ensures the child’s focus on learning, his emotional and positive attitude towards school and the child’s desire to conform to the model.
But when the student’s internal position is not satisfied, he
may experience persistent emotional distress: expectation of failure at school, bad attitude towards oneself, fear of school, reluctance to attend it.

The concept of "diagnosis". Features of diagnostic criteria for a child’s psychological readiness for school.The peculiarities of diagnostic criteria for a child’s psychological readiness for school are quite acute for teachers, psychologists, doctors and parents when preparing children for school. In their work, they must explore diagnostic methods in the process of psychological preparation of children for school. The word “diagnosis” translated from Greek means “the study of methods and principles of recognizing diseases and making a diagnosis”, “the process of making a diagnosis”. The word “psychodiagnostics” is literally translated as “making a psychological diagnosis.”

This term is ambiguous, and in psychology there are two understandings of it. One of the definitions of the concept “psychodiagnostics” refers it to a special area of psychological knowledge concerning the development and use in practice of various psychodiagnostic tools. Psychodiagnostics in this understanding is a science that asks the following general questions:

1. What is the nature of psychological phenomena and the fundamental possibility of their scientific assessment?

2. What are the current general scientific foundations for the fundamental cognition and quantitative assessment of psychological phenomena?

3. To what extent do the psychodiagnostic tools used correspond to accepted general scientific and methodological requirements?

4. What are the main methodological requirements for various means of psychodiagnostics?

5. What are the grounds for the reliability of the results of practical psychodiagnostics, including the requirements for the conditions for conducting psychodiagnostics, the means of processing the results obtained and the methods of their interpretation?

6. What are the basic procedures for constructing and testing the scientific nature of psychodiagnostic methods, including tests?

The second definition of the term “psychodiagnostics” indicates a specific area of activity of a psychologist associated with the practical diagnosis. Here, not so much theoretical as purely practical issues related to the organization and conduct of psychodiagnostics are resolved. It includes:

1. Determination of professional requirements for a psychologist as a psychodiagnostician.

2. Establishing a list of knowledge, skills and abilities that he must have in order to successfully cope with his work.

3. It is necessary to identify a minimum of practical conditions, the observance of which is a guarantee that the psychologist has truly successfully and professionally mastered one or another method of psychodiagnostics.

4. Development of programs, tools and methods for practical training of a psychologist in the field of psychodiagnostics, as well as assessment of his competence in this area.

Both sets of issues, theoretical and practical, are closely interrelated. In practice, psychodiagnostics is used in a variety of areas of activity of a psychologist: both when he acts as an author or participant in applied psychological and pedagogical experiments, and when he is engaged in psychological counseling or psychological correction. But most often in the work of a practical psychologist, psychodiagnostics acts as a separate, completely independent field of activity. Its goal is to make a psychological diagnosis, i.e. assessment of a person’s psychological state.

Scientific and practical psychodiagnostics solves a number of problems. These include the following.

Objectives of psychodiagnostics:

1. Establishing whether a person has one or another psychological property or behavioral characteristic.

2. Determination of the degree of development of a given property, its expression in certain quantitative and qualitative indicators.

3. Description of the diagnosable psychological and behavioral characteristics of a person in cases where this is necessary.

4. Comparison of the degree of development of the studied properties in different people.

All four tasks in practical psychodiagnostics are solved either individually or comprehensively, depending on the goals of the study. Moreover, in almost all cases, knowledge of quantitative analysis methods is required.

The phenomena, properties and features studied by the listed sciences are determined using psychodiagnostic methods. The results of psychodiagnostic measurements can show not only the presence of a particular property, the degree of its expression, the level of development, they can also act as a way to verify the truth of theoretical and psychological constructs of various psychological directions.

In psychodiagnostics, there are two approaches to measuring and recognizing individual psychological characteristics of a person.

Two approaches to individual psychological characteristics: nomothetic (measurement of individual psychological characteristics that require correlation with the norm); ideographic (recognition of individual psychological characteristics and their description).

Psychodiagnostics is a rather complex area of professional activity of a psychologist, requiring special training. The totality of all knowledge, abilities and skills that a diagnostic psychologist must possess is so extensive, and the knowledge, abilities and skills are so complex that psychodiagnostics is considered as a special specialization in the work of a professional psychologist.

In this case, a diagnostic psychologist needs to carefully study those psychodiagnostic methods that make it possible to study the psychological readiness of a child to study at school, and the characteristics of the personal, intellectual and social development of a child going to first grade.

By the time children enter school, individual differences in the level of psychological development increase significantly. These differences, first of all, are manifested in the fact that children differ from each other in intellectual and moral development. They can already react differently to the same instructions and psychodiagnostic situations. Some children entering school have access to tests designed for psychodiagnostics of adults, while others - less developed - only have access to methods designed for children 4-6 years of age, i.e. for preschoolers. This applies to psychodiagnostic techniques that use verbal self-assessments, reflection and various conscious, complex assessments by the child of his environment.

Therefore, before applying one or another psychodiagnostic technique to first-grade children, it is necessary to make sure that it is intellectually accessible and not too simple in order to assess the level of psychological development achieved by the child.

The procedure for determining psychological readiness for school may vary depending on the conditions in which the psychologist works. The most favorable conditions are examination of children in kindergarten in April-May.

A child entering first grade must be able to:

1) Reproduce the sample;

2) Work according to the rule;

3) Lay out a sequence of plot pictures and compose a story based on them;

4) Distinguish individual sounds in words.

All examinations must be carried out in the presence of parents.

Upon completion of all tasks, if necessary, parents are given recommendations on how best to prepare their child for school in the remaining time.

During the interview with the child, it is necessary to establish friendly contact. All tasks should be perceived by children as a game. The atmosphere of the game helps the children relax and reduces the stressful situation. If the child is anxious and afraid to answer, then the experimenter needs emotional support, even to the point of hugging, stroking the baby and in a gentle voice expressing confidence that he will cope well with all the games. As you complete tasks, you must constantly let him know that he is doing everything correctly and well. The results of the examination should be recorded in the child’s mental development chart.

The psychologist and his professional supervisors have access to the card. The administration and teachers can use the data available there only in agreement with the psychologist.

When a student moves to a new educational institution, the card can be transferred to the psychologist of this institution.

The main goal of a psychological examination of a child upon admission to school is to identify his individual characteristics. If a child comes in needing special developmental work, then everything that reflects his development at the time of the examination is filled out in the psychological card. Here the main problems of the child should be recorded and a plan for developmental work should be outlined.

Children's readiness for school is the result of all educational work with children carried out by the family and kindergarten throughout preschool age. Personal readiness includes the formation in a child of readiness to perceive a new social position, the position of a schoolchild who has a range of rights and responsibilities. This readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. A child who is ready for school is one who is attracted to school not by its external appearance (briefcase, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of cognitive interests.

In the second chapter we examined the concept of diagnosis. We have identified a number of questions that a science such as diagnostics should answer.

We also displayed two approaches to individual psychological characteristics: nomothetic (measurement of individual psychological characteristics that require correlation with the norm); ideographic (recognition of individual psychological characteristics and their description).

We found out that scientific and practical psychodiagnostics solves a number of problems characteristic of the mental development of a child.

Psychodiagnostics is inextricably linked with the subject areas of psychological science: general psychology, medical, age, social, etc.

Also in psychodiagnostics, there are two approaches to individual psychological characteristics: nomothetic (measurement of individual psychological characteristics that require correlation with the norm); ideographic (recognition of individual psychological characteristics and their description).

Bibliography

Books

1. Vyunova N. I. Psychological readiness of a child for learning at school: Psychological and pedagogical foundations / N. I. Vyunova, K. M. Gaidar, L. V. Temnova. - M.: Academic project, 2005. - 253 p. - (Textbook for university students)

2.Gutkina N.I. Psychological readiness for school. 4th edition Peter, 2009

3. Zamulina L.V. Getting ready for school: Exercises and tests / L.V. Zamulina. - M.: AST; St. Petersburg: Sova, 2005. - 185 p.: ill. - (Getting ready for school)

4. Semago N. Psychological and pedagogical assessment of a child’s readiness to start school: Program and methodological recommendations / N. Semago, M. Semago. - M.: Chistye Prudy, 2005. - 30 p. - (Library "First of September". School psychologist; Issue 2)

5. Sokolova Yu. Tests for school readiness of a six- to seven-year-old child: methodological material / Yu. Sokolova; Hood. N. Vorobyova. - M.: EKSMO, 2003. - 63 p.: ill. - (Academy of Preschool Development)

6. Talyzina N. F. Workshop on educational psychology: Textbook. For students of higher pedagogical educational institutions / N. F. Talyzina. - M.: Academy, 2002. - 192 p. - (Higher education)
ARTICLES

1. Anshukova E. Yu. Organization of work between preschool educational institutions and secondary schools / E. Yu. Anshukova // Primary school: plus before and after. - 2004. - N 10. - P.38-42

2. Badulina O. I. On the problem of continuity of preschool and primary education: methodological material / O. I. Badulina // Primary school. - 2002. - N 1. - P.101-104

3. Is the child ready for school?: [test]: [test] // Nanny. - 2005. - N 4. - P.46

4. Zhukova E. Work with parents of preschoolers: [Cycle of classes on the program “On the threshold of school life” for children of senior preschool age and parents] / E. Zhukova // Primary school. Supplement to the newspaper "First of September". - 2006. - N 9. - P. 14-23

5. Konovalova O. This is better than a game. Is your child ready for first grade?: Advice from a psychologist / O. Konovalov // Teacher’s newspaper. - 2005. - N 35. - P.11

6. Maksimenko M. Yu. Neuropsychological approach to assessing children’s readiness for school / M. Yu. Maksimenko // Health School. - 2001. - N 4. - P. 17-22

7. Novikova G. Psychological and pedagogical readiness for school / G. Novikova // Preschool education. - 2005. - N 8. - P.95-100

For all parents with children of preschool age, school readiness is one of the most exciting topics. When entering school, children must undergo an interview and sometimes testing. Teachers test the child’s knowledge, skills, and abilities, including the ability to read and count. The school psychologist must identify psychological readiness for learning at school.

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Photo gallery: Child’s psychological readiness for school

Psychological readiness for school is best determined a year before entering school, in this case there will be time to correct or adjust what needs it.

Many parents think that readiness for school education lies only in the mental readiness of the child. Therefore, they take the child to develop attention, memory, and thinking.

However, the child’s psychological readiness for school has the following parameters.

Motivational readiness - the most important component of readiness for school, it lies in the child’s motivation for learning activities. Distinguish between internal and external motivation. If you ask a child whether he wants to go to school, many will answer: “I want to.” But it will be a different “I want”. External motivation is associated with external attributes, for example, “I want a pencil case like my sister’s” or “I want a beautiful briefcase.” A child’s internal motivation is associated with the desire to acquire knowledge and learn.

Volitional readiness. It lies in the fact that the child knows how to act on command, according to the appropriate pattern. A child, neglecting his desires, must be able to follow certain rules.

Communicative readiness . The child must have the skills to interact with adults (teachers) and with their peers. When communicating with adults, for example, he should know when to stand up during a lesson; ask teachers about business, not about trifles, etc. When communicating with peers, a child must be able to cooperate and negotiate with other children. In addition, he should feel quite calm in a competitive environment, since school life is a competition!

Speech readiness . This type of readiness is very important. The child must be able to ask and answer questions, communicate in dialogue, and have the skill of retelling.

Than a psychologistmay I helpin preparing a child for school?

Firstly , he can diagnose the child’s readiness for school;

Secondly, a psychologist can help develop attention, thinking, imagination, memory to the required level so that you can start studying;

Third, a psychologist can adjust the motivational, speech, volitional and communication spheres.

Fourthly, a psychologist will help minimize your child’s anxiety, which inevitably arises before important changes in life.

Why is this necessary?But?

The calmer and more confident your child’s school life begins, the better the child adapts to school, classmates and teachers, the greater the chance that the child will not have problems either in elementary or high school. If we want children to grow up as self-confident, educated, happy people, then we must create all the necessary conditions for this. The school is the most important link in this work.

Remember that a child's readiness to learn only means that he has the foundation for his development in the next period. But you shouldn’t think that this readiness will automatically avoid future problems. Calming teachers and parents will lead to no further development. Therefore, you must not stop under any circumstances. You need to go further all the time.

Psychological readiness of parents

First of all, we need to talk about the psychological readiness of parents, because their child will soon go to school. Of course, the child must be ready for school, and this is very important. And these are, first of all, intellectual and communication skills, as well as the general development of the child. But if parents somehow think about intellectual skills (teaching the child to write and read, developing memory, imagination, etc.), then they often forget about communication skills. And this is also a very important parameter in a child’s readiness for school. If a child is raised in a family all the time, if he does not visit special places where he could learn to communicate with his peers, such a child’s adaptation to school may be much more difficult.

An important factor in children’s readiness for school is the child’s overall development.

General development does not mean the ability to write and count, but the internal content of the child. Interest in a hamster, the ability to rejoice at a butterfly flying past, curiosity about what is written in a book - all this is a component of the child’s overall development. What a child takes away from the family and what helps him find his place in his new school life. To ensure such development for your child, you need to talk to him a lot, be sincerely interested in his feelings, thoughts, and not just what he ate for lunch and whether he did his homework.

If your child is not ready for school

Sometimes it happens that a child is not ready for school. Of course, this is not a sentence. And in this case, the teacher’s talent turns out to be very important. The teacher must create the necessary conditions for the child to smoothly and not painfully enter school life. He must help the child find himself in an unfamiliar, new environment for him, teach him to communicate with peers.

In this case, there is another side - these are the child’s parents. They must trust the teacher, and if there is no disagreement between the teacher and the parents, then it will be much easier for the child. This is necessary so that it does not turn out as in the well-known proverb: “who goes to the forest, and who gets the firewood.” Parents' honesty with teachers is a very important component in a child's education. If a child has some problems that the parents see, or some difficulties, then you need to tell the teacher about it and this will be correct. In this case, the teacher will know and understand the child's difficulties and will be able to help him adapt better. The talent and sensitivity of the teacher, as well as the reasonable behavior of parents, can compensate for all the difficulties in a child’s education and make his school life easy and joyful.

The most important task facing the preschool education system is the comprehensive development of the child’s personality and preparing children for school. Psychological readiness for schooling is one of the most difficult problems of child and educational psychology. Its solution determines both the construction of an optimal program for the upbringing and education of preschool children, and the formation of full-fledged educational activities among elementary school students.

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Psychological readiness of children to study at school.

Currently, the task of preparing children for school is quite relevant and comes to one of the first places in the diagnostic practice of psychological science. Within the framework of this problem, the problems of developing children’s personality, cognitive sphere, and increasing the effectiveness of their education are being solved. This problem is being developed in modern foreign and domestic science (A. Anastasi, S. Urbina, M.M. Bezrukikh, S.P. Efimova, L.I. Bozhovich, L.A. Venger, T.D. Martsinkovskaya, A. L. Wenger, E.E. Kravtsova, V.S. Mukhina, A.V. Zaporozhets). It arose several decades ago in connection with a change (decrease) in the timing of systematic education and included solving the issue of the optimal age for starting education. The answer to the question at what age it is necessary to start learning, when and under what condition this process will not lead to disturbances in its development and negatively affect health - is associated with resolving the issue of the content of this phenomenon, determining its structure and diagnostic criteria.

Is your child ready for school? It is difficult to answer this question unambiguously. For some adults, this is the ability to read, write, and count (this is probably the majority); for others - the ability to concentrate on a specific task and carry it out according to instructions; for others - a large supply of information and knowledge on the principle of “everything about everything” (the more diverse this knowledge, the better); for the fourth - the ability to fulfill all the demands of adults. And everyone will be right in their own way, since there is no clear definition of the concept of “readiness” in modern psychology.

There are various approaches that have proposed various ways to determine a child’s readiness for school. Some pointed to the sufficiency of the criterion for children to achieve a certain degree of morphological development, others associated readiness with mental development, and others considered a certain level of mental and, above all, personal development an indispensable condition.

The problem of studying readiness arises at the turn of age during the transition from preschool age to primary school age. The specificity of this period is the change from the leading activity of preschool age - role-playing games to educational activities that will be mastered and determine development in primary school age.

Researchers on the problem of children's readiness for school L.A. Wenger, A.L. Wenger, Ya.L. Kolomensky, G.G. Kravtsov, V.S. Mukhina and others emphasize that school readiness is a multicomponent education that requires complex psychological research.

Readiness is a certain level of human psychological development. Not a set of certain skills and abilities, but a holistic and rather complex education.

A child’s readiness to learn at school equally depends on the child’s physiological, social and mental development. These are not different types of readiness for school, but different aspects of its manifestation in different forms of activity. Depending on what is the subject of attention of teachers, psychologists and parents at the moment and in a given situation - the well-being and health status of the future first-grader, his ability to work, the ability to interact with the teacher and classmates, obey school rules, the success of mastering program knowledge and the necessary for further education, the level of development of mental functions - they speak about the physiological, social or psychological readiness of the child for school. In reality, this is a holistic education that reflects the individual level of development of the child at the beginning of school.

Psychological readiness for schooling is understood as the necessary and sufficient level of mental development of a child to master the school curriculum in a learning environment with peers. Its content is determined by the system of requirements that the school places on the child. These requirements include the need for a responsible attitude towards school and learning, voluntary control of one’s behavior, performance of mental work that ensures the conscious assimilation of knowledge, and the establishment of relationships with adults and peers determined by joint activities. The demands placed on the child by the school are associated, as studies by psychologists (D.B. Elkonin, B.G. Ananyev, L.I. Bozhovich, A.N. Leontyev, etc.) show, with a change in the child’s social position in society, and also with the specifics of educational activities at primary school age. The specific content of psychological readiness is not constant, but changes and is enriched. The high level of modern science and technology, the development of our society, dictate changes in the content and methods of school education.

Psychological readiness for schooling presupposes a multicomponent education.

It is very important that your child goes to school physically prepared. However, school readiness is not limited to physical readiness. Special psychological readiness for new living conditions is required.

Motivational readiness.First of all, the child must have a desire to go to school, that is, motivation to learn. The “internal position of the student” must be formed.It is the preparatory group of the kindergarten that allows you to change the play position to the study position. Qualitative changes are taking place in the mental sphere. From the preschooler’s “I want” position, the child moves to the schoolchild’s “I need” position. He begins to understand that the school uses rules and a grading system. Typically, a child who is ready to learn “wants to learn.”

When talking about children’s motivational readiness to learn, one should also keep in mind the need to achieve success, appropriate self-esteem and level of aspirations. The child’s need to achieve success must certainly dominate over the fear of failure. In learning, communication and practical activities related to testing abilities, in situations involving competition with other people, children should show as little anxiety as possible. It is important that their self-esteem is adequate, and that the level of aspirations corresponds to the real possibilities that the child has.

Emotional-volitional readiness. Preschoolers must develop emotional and volitional efforts.When a child is not afraid to make mistakes, he learns to overcome them. When he learns to overcome difficulties in school, his self-esteem increases. He learns to limit his desires, overcome difficulties, his behavior is no longer impulsive. A child who has developed all mental processes in preschool childhood - attention, memory. Insufficient volitional development in preschoolers at subsequent stages of ontogenesis may underlie such a phenomenon as “withdrawal from school”, the desire to return back to kindergarten, inhibit the formation of the personality of a younger schoolchild (for example, such a personal new formation as voluntariness),imagination, thinking, speech, motor skills, physical health - successful in school.

Social readiness. S social maturity is the child’s ability to build relationships with his peers and the ability to communicate with them, and he must also understand and fulfill the special role of a student. These skills should already be developed. When a child is not socially mature, then his board is bad, and Petya interfered, that is, everyone is to blame, but not him. He is afraid that he will be scolded and evaluated in a negative way. And the child is forced to defend himself. Such a child needs help - acceptance for who he is. Respect and trust in the child should determine the position of the parents. This will create a child a feeling of psychological comfort, security, self-confidence, and will help him survive the most stressful class. After all, every day you need to be ready for lessons, attentive, withstand the load, change of activity. When a child finds himself in a situation of maladaptation, lack of comfort and lack of success at school, then the parents are responsible for this.

Intelligent Readiness. And most importantly, he must have good mental development, which is the basis for successfully mastering school knowledge, skills, and abilities, as well as maintaining an optimal pace of intellectual activity so that the child can keep up with the class.

Intellectual readiness for school learning is associated with the development of mental processes - the ability to generalize, compare objects, classify them, highlight essential features, and draw conclusions. Intellectual readiness does not imply that the child has any specific knowledge or skills (for example, reading), although, of course, the child must have certain skills. The child must have a certain breadth of ideas, including figurative and spatial ones, appropriate speech development, and cognitive activity. However, the main thing is that the child has a higher level of psychological development, which ensures voluntary regulation of attention, memory, thinking, gives the child the opportunity to read, count, write, that is, transfers it to the internal plane.

Intellectual readiness -This is the child’s ability to be attentive, to quickly enter the work area, that is, to be involved in the work process from the first second. It is very important that the child be able to keep in mind the task set by the teacher, be able to analyze and give an answer (result), and also be able to test himself. Have good developed speech, be able to think and reason, and, of course, have a broad cognitive base.

The main new development of preschool childhood is considered to be the ability to play role-playing games, story games, and, most importantly for school, games with rules. He models his relationships with the outside world in the game, plays out various situations: in some he leads, in others he submits, and thirdly, he carries out joint cooperative activities with other children and adults. During all sensitive periods of development, a preschooler experiences a variety of social connections. Therefore, the most important prerequisite for readiness for school is the exhaustion of the previous developmental period: the child must be able to play. Otherwise, the load of primary school may turn out to be excessive and lead to the appearance of neurotic symptoms in the child (moody, tearfulness, fear of students and the teacher, and even refusal to go to school).

List of used literature:

Bezrukikh M.M. Portrait of a future first-grader // Preschool education. – 2003. - No. 2. – From 47-51.
Volkova – Gasparova E.N. The child goes to school // Preschool education. – 2006. - No. 10. – From 23-26.
Golikova N.T. Formation of motivational readiness for school // Preschool education. – 2004. - No. 4. – From 42-28.
Kravtsova E.E. Psychological problems of children's readiness to study at school. – M., 1991. – 152 p.
Wenger L.A., Martsinkovskaya T.D., Wenger A.L. is your child ready for school? – M., 1994. – 192 p.
Novikova N.A. Psychological readiness for school // Preschool education. – 2005. - No. 8. – From 95-100.