Until now, there is no single and clear definition of the concept of “child readiness for school” or “school maturity” in psychology. Evidence of this is the definition of these concepts by different and very authoritative experts in this field.
Let's take a look at some of them.
A child's readiness for school is "mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of assimilation of the school curriculum," says Anna Anastasi.
The readiness of a child for school is the achievement of such a degree in development when the child becomes able to take part in school education, the well-known Czech psychologist J. Svantsara believes.
Both definitions are as broad as they are vague. They rather give some general idea of the concept than offer specific directions in determining the psychological determinants of a child's readiness for schooling. Perhaps, an indication of such determinants is present in the definition of readiness given by L. I. Bozhovich.
The readiness of the child for school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of behavior. In our opinion, it is the arbitrariness of behavior elementary school student is the central moment that determines his readiness for learning, since it manifests itself both in the arbitrariness of cognitive processes and in the system of his relations with an adult (teacher), peers and himself.
In this regard, the characteristic of a child's readiness for school includes 3 aspects: physical, special and psychological.
Physical readiness for learning primarily characterizes the functional capabilities of the child and the state of his health. Assessing the state of health of children when they enter school, the following indicators should be taken into account: the level of physical and neuropsychic development; the level of functioning of the main body systems; the presence or absence of chronic diseases; the degree of resistance of the body to adverse influences, as well as the degree of social well-being of the child. Based on the totality of the identified indicators, the state of children's health is judged. There are five groups of children.
The first group consists of healthy children who do not have deviations in all signs of health, do not get sick during the observation period, and also have minor single deviations that do not affect their health. The number of such children entering the first grade is declining from year to year and now averages about 20%.
The second group - or "threatened children", i.e. children at risk of chronic pathology and prone to increased morbidity, with various functional abnormalities due to the degree of morphological maturity of organs and systems. Children belonging to this group represent the most difficult and alarming category, since even minor loads can lead to a sharp deterioration in their health and the development of chronic diseases. On the other hand, it is these children who, as a rule, fall out of the systematic medical supervision, as well as teachers and parents, since a student with functional disorders is considered “practically healthy”. Children belonging to the second group of health make up the vast majority - 66%, and in connection with the foregoing, this further exacerbates the problem.
The third group includes children suffering from various chronic diseases in the period between exacerbations, and the fourth and fifth - children with serious, gross health disorders that are incompatible with teaching a child in a public school. The total number of such children is 16%. In general, the state of children's health, as well as their mental health and psychological well-being, according to N. G. Veselov, is assessed by doctors as unsatisfactory - 2.1 - 2.2 points on a 5-point scale. It is not by chance that the term “often ill children” appeared. Most of these children (75% -80%) for health reasons are assigned to the 2nd health group, and the rest - to the 3rd and 4th. Unfortunately, their number is growing from year to year and the approximate proportion of these patients in older preschool age is 25%. Frequent illnesses lead to exhaustion not only physical, but also mental. As a result of a psychological study of frequently ill children, 31% of children with mental retardation, 17% of children with a low level of intellectual development, 24% of children with an average level and 28% with a high level of intellectual development were identified among them. Thus, often ill children are not only a medical problem, but also a psychological and pedagogical one. Study of factors affecting children's health preschool age showed that socio-hygienic (housing conditions, mother's education) and regime (hardening) factors have the greatest influence.
With regard to the special aspect of a child's readiness for school, it refers to a certain level of the child's skill in relation to reading, writing and counting.
The psychological readiness of the child for school implies readiness intellectual, personal and emotional-volitional.
Intellectual readiness should be understood as the required level of development of certain cognitive processes. E.I. Rogov believes that for a comprehensive assessment of intellectual readiness for learning, it is necessary to evaluate:
- the degree of differentiation of perception,
- analytical thinking (the ability to establish links between the main features and phenomena, the ability to reproduce a pattern),
- the presence of a rational approach to reality (weakening the role of fantasy),
- logical (arbitrary) memory,
- development of fine hand movements and hand-eye coordination,
- mastery of colloquial speech by ear and the ability to understand and use symbols,
- interest in knowledge, the process of obtaining it through additional efforts.
Diagnosis of a child's personal readiness for school is the most difficult, because it is required to assess the level of the child's relationship with adults, peers, and himself. Personal readiness presupposes a certain level of development of the motivational sphere (a system of subordinate behavioral motives). In short, it is necessary to assess the extent to which the child is capable of arbitrary regulation of his activities and behavior in general.
The last aspect of psychological readiness is the diagnosis of the development of the emotional-volitional sphere, or rather the level of emotional tension. It is shown that emotional factors have a powerful effect on the child's mental performance.
Most often, emotional tension affects the child's psychomotor (82% of children are affected by this effect), his volitional efforts (70%); it leads to speech disorders (67%), reduces the efficiency of memorization in 37% of children. Along with this, emotional tension has a strong influence on internal changes in the mental processes themselves. The greatest changes occur (as they decrease) in memory, psychomotor, speech, speed of thinking and attention. Thus, we see that emotional stability is the most important condition for normal learning activities children.
Children react differently to the action of emotiogenic factors, but there is not a single child who would not react to them. In conditions of emotional tension, some of the children practically do not change the productivity of their activities, while others are generally incapable of any activity. Such a state affects the entire system of his relationships with others. Unfortunately, today almost half of the children (48%) experience tension in their relationship with their parents. It should be borne in mind that the nature of these relationships in different children may be different. Thus, for 26% of children, on the whole, a passive-defensive type of relationship with their parents is characteristic. Usually this type of relationship arises in response to the formally pedantic approach of parents to the child, when his inner world is closed to adults, when the child lacks faith in the possibility of establishing emotional intimacy with them.
Another type of child's reaction to emotional tension in the family can be called active-defensive. Such families are characterized by an atmosphere of emotional restraint, conflicts and scandals. Children adopt this style and treat their parents like a mirror. They do not count on support from their parents, they are ready to accept censure, reproaches, punishment and threats. Aggressive responses are given to accusations. They are characterized by the inability to restrain their emotional reactions, the behavior itself is characterized by excessive excitability, conflict, aggressiveness.
Finally, the third group of children who experience tension in the family react in a completely different way. They are distinguished by the weakness of their nervous processes and, in response to sharp and, in fact, overwhelming influences, react even with physiological disorders, such as tics, enuresis, or stuttering.
Without disclosing the psychological content of the reactions of children who experience emotional tension in relationships with educators and peers (it is very similar to the one described above), let's say that 48% of children experience it in relationships with educators, and 56% of children with peers. It is interesting to note that if educators adequately assess the relationship between the children themselves, then neither they nor the parents are able to adequately assess their relationship with the children.
And two more important points
The effectiveness of corrective measures will be directly proportional to how comprehensively emotional tension acts on different aspects mental activity child and his relationship with others. It turned out that only in 26% of children emotional tension negatively affects 1-3 parameters of mental activity. In 45% of children, 4-5 parameters change, in 29% of children, 6-8 parameters.
As for the psycho-correctional measures themselves, this is a topic for a special discussion. It is clear that the best form of preventive and psycho-corrective measures is the normal living conditions of the child, the correct position of parents and educators in relation to the child. However, for this you need not only to love children, but also to know them!
Psychological diagnosis of a child's readiness for school
Ultimately, according to the degree of readiness for learning, it is desirable to predict the learning ability of a child. Learnability acts as a manifestation of general abilities that express cognitive activity the subject and his ability to learn. In turn, the most significant qualities of cognitive processes and personality that provide learning opportunities are:
- the level of arbitrariness of attention, memory, thinking, etc.,
- speech capabilities of a person, the ability to understand and use various types of sign systems (symbolic, graphic, figurative).
Unfortunately, in the practice of psychodiagnostic activity, there has been a clear bias towards the assessment of the child's own intellectual development and an underestimation of the level of speech activity. But the number of children with speech disorders by the beginning of schooling is 33% of the total. From this point of view, the subject of psychological diagnostics when a child enters school in order to predict his learning ability should be:
reading, writing and imaginative thinking as the main components of learning. These preliminary remarks seem necessary before characterizing the most popular psychodiagnostic procedures for determining school maturity.
The Kern-Jirasek school maturity test, which allows you to get an idea of the level of voluntary mental activity, the degree of maturity of hand-eye coordination and intelligence, has become the most widely used in diagnosing a child’s psychological readiness for school. It includes three tasks: draw a figure of a man from a representation, copy written letters, and copy a group of dots. J. Jirasek introduced an additional fourth task in the form of a questionnaire of 20 questions, the answers to which make it possible to judge the level of development social qualities associated with general awareness and development of mental operations.
1. The drawing of a man is an old diagnostic test proposed in 1926 by F. Goodenough to assess the level of intellectual development. In 1963, a student of F. Goodenough D. Harris standardized this task and formulated 10 informative signs used to evaluate a drawing made by a child according to the idea:
1) parts of the body, details of the face;
2) three-dimensional image of body parts;
3) the quality of the connections of body parts;
4) compliance with proportions;
5) the correctness and detail of the image of clothing;
6) the correctness of the image of the figure in profile;
7) the quality of mastering a pencil: the hardness and confidence of straight lines;
8) the degree of arbitrariness in using a pencil when drawing forms;
9) features of the drawing technique (only in older children, for example, the presence and quality of shading);
10) expressiveness of the transmission of the movements of the figure.
The research of P. T. Homentauskas made it possible to formulate the following indicators for evaluating the drawing:
1. Number of body parts. Whether: head, hair, ears, eyes, pupils, eyelashes, eyebrows, nose, cheeks, mouth, neck, shoulders, arms, hands, fingers, legs, feet.
2. Decoration (details of clothing and decorations):
hat, collar, tie, bows, pockets, belt, buttons, hairstyle elements, clothing complexity, jewelry.
The dimensions of the figure can also be informative:
children who are prone to dominance, self-confident, draw figures of large sizes; small figures of a person are drawn by children who are anxious, insecure, experiencing a sense of danger.
If children older than five years of age miss some parts of the face (mouth, eyes) in the drawing, this may indicate serious violations in the field of communication, the child's autism. A high level of detail in the drawing indicates a higher level of intellectual development of the child.
There is a pattern that with age, a child's drawing is enriched with new details: if at three and a half years a child draws a “cephalopod” (arms and legs seem to grow from the body), then at seven years old it is a drawing with a large number of details. Therefore, if at the age of 7 a child does not draw one of the details of the body (head, eyes, nose, mouth, arms, torso or legs), then this should be paid attention to.
2. Copy letters. The child is asked to copy a simple three-word sentence written in cursive (7 letters). The distance between the sample words is about half a letter.
3. Copy points. It is proposed to copy 9 points, placed by 3 points in 3 horizontal rows;
the second row of dots is shifted to the right by one dot. It should be noted that the Kern-Jirasek test provides only a preliminary orientation on the level of a child's readiness for school. However, if a child shows a high result on average from 3 to 6 points, then an additional psychological research not carried out. In the case of an average, and even lower result, an individual psychological study of the child is required. For a comprehensive assessment of a child's readiness for school, E. A. Bugrimenko and others propose to assess the level of development of the prerequisites for educational activity:
- the ability to carefully and accurately follow the consistent instructions of the teacher, to independently act on his instructions, to focus on the system of task conditions, overcoming the distracting influence of side factors - the methods of "graphic dictation" by D. B. Elkonin and "sample and rule" by A. L. Wenger;
- the level of development is visual - figurative thinking- Labyrinth technique.
A list of diagnostic methods used to assess a child's readiness for school can be found in the book by T. V. Cherednikova "Tests for the preparation and selection of children in schools."
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STATE BUDGET EDUCATIONAL INSTITUTION OF SECONDARY VOCATIONAL EDUCATION OF THE CITY OF MOSCOW
PEDAGOGICAL COLLEGE №14
PCC of psychological and pedagogical disciplines
Course work
Topic: Special preparation of children for school
Moscow 2011
Introduction
1. Characteristics of the process of preparing children for school
Conclusion
Bibliography
psychological educational preschooler
Introduction
Going to school is a turning point in a child's life. Therefore, the concern that both adults and children show with the approaching need to enter school is understandable. A distinctive feature of the position of a student, a schoolchild, is that his study is a mandatory, socially significant activity. For her, he is responsible to the teacher, school, 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 assimilation of knowledge common to all children. The problem of children's readiness for schooling is, first of all, considered from the point of view of the correspondence of the level of development of the child to the requirements of educational activities. Many parents believe that readiness for school lies only in mental readiness, so they devote maximum time to the development of the memory, attention and thinking of the child. Not all classes involve the formation of the necessary qualities for learning at school.
Often, underachieving children have all the necessary skills of writing, counting, reading and have enough high level development. But readiness implies not only the presence of certain skills and abilities necessary for schooling, it is necessary to ensure the full and harmonious development of the child.
Preparing children for school is a complex task, covering all spheres of a child's life. These are, first of all, the levels of social and personal, motivational, volitional, intellectual development, all of them are necessary for successful assimilation school program. When children enter school, insufficient development of any component of psychological readiness is often revealed. Shortcomings in the formation of one of the levels, sooner or later, entail a lag or distortion in the development of others, which affects the success of training.
There is an assimilation of moral norms, social values, rules of behavior in society, now you have to do not the way you want, but the way you need to. The activity of the child acquires a new content. The ability not only to control their actions, but also to focus on the result.
Psychological studies show that during preschool childhood, a child already develops self-esteem, this emerging self-esteem is based on the result of activity, success-failure, as well as the assessments of others and the approval of parents.
During this period of life, the child needs support and understanding from adults. Correct attitude in families and preschools. The teacher must be a person with certain personal qualities, he must find an approach to each child, give certain knowledge and skills, taking into account the individual characteristics of each child individually. Also, an important role is played by the continuity between the kindergarten and the school, organizational forms and methods of work, the content of education, all together contribute to a more comfortable development of children, a more relaxed transition from kindergarten to school, which is not so traumatic for the child's psyche, easier adaptation to new conditions and new requirements for the child.
In this regard, the purpose of the course work is to study the special preparation of children for school.
Describe the process of preparing children for school
Consider the activities of the educator in the process of special preparation of older preschoolers for school.
Course work of 20 pages, consists of the following structural components content, introduction, two paragraphs, conclusion and list of references, from 21 single sources.
1. Characteristics of the process of preparing for school
The question of the criteria for the readiness of children of senior preschool age for school has been considered and studied by many well-known teachers and psychologists. Until now, they continue to study and develop new systems and methods of preparing children for school. Humanity does not stand still with the development of science and technology, new opportunities for the development of children appear. But as L.S. Vygotsky that learning should outstrip development “do not trail behind him, lead him behind you.” Consider the definitions and those psychological components that are given by famous educators, psychologists and teachers in their works.
In his book I.V. Dubrovina writes that in the psychological dictionary the concept of “readiness for schooling” is considered as a set of morpho-physiological characteristics of a child of older preschool age, ensuring a successful transition to a systematic, organized school education. (7)
V.S. Mukhina argues that readiness for schooling is a desire and awareness of the need to learn, arising as a result of the social maturation of the child, the appearance of internal contradictions in him, setting the motivation for learning activities. (10)
D.B. Elkonin believes that a child's readiness for schooling presupposes the "cultivation" of a social rule, that is, a system of social relations between a child and an adult. (17, c.73)
The most complete concept of "readiness for school" is given in the definition of L.A. Wenger, by which he understood a certain set of knowledge and skills, in which all other elements should be present, although the level of their development may be different. The components of this set, first of all, are motivation, personal readiness, which includes the "internal position of the student", volitional and intellectual readiness. (17, c.103-105)
The child's new attitude towards environment arising upon admission to school, L.I. Bozovic called the "internal position of the student", considering this neoplasm a criterion of readiness for learning. (3)
In his research, T.A. Nezhnova points out that a new social position and the activities corresponding to it develop insofar as they are accepted by the subject, that is, they become the subject of his own needs and aspirations, the content of his "internal position" (14, p. 34).
In their work “Psychological readiness of children”, the authors G.G. Kravtsov and E.E. Kravtsova cites data from studies by foreign psychologists: F.L. Ilg, L.B. Ames conducted a study to identify parameters of school readiness. As a result, a special system of tasks arose, which made it possible to examine children from 5 to 10 years old. The tests developed in the study are of practical importance and have a predictive ability. Except test tasks The authors suggest that if a child is not ready for school, they should be taken away from there and through numerous trainings brought to the desired level of readiness. However, this point of view is not the only one. So, D.P. Ozubel proposes, in case of unpreparedness of the child, to change the curriculum at school and thereby gradually align the development of all children. A lot has been written and said about preparing for school, and this problem arises not only in our country. It is also carried out by specialists from different countries and often approaches and views on this problem diverge. No wonder they say "How many people have so many opinions", but no one denies the need to prepare children for entering school. (9)
L.A. Wenger wrote: “To be ready for school does not mean already now to be able to do everything that is required for school life. To be ready for school means to be ready to learn all this.” (4, p.30-35)
From the above definitions of children's readiness for school, it is clearly seen that comprehensive preparation for school includes five main components: motivational, intellectual, social, volitional, and physiological readiness.
The components of a child's psychological readiness for school are:
motivational (personal),
intellectual,
emotionally-volitional.
Motivational readiness - 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 to school is determined by the way information about it is presented. It is important that the information about the school communicated to children is not only understood, but also felt by them. Emotional experience is provided by including children in activities that activate both thinking and feeling.(12)
I. V. Dubrovina V. V. Zatsepin distinguish two groups of learning motives in terms of motivation:
Broad social motives for learning or motives associated with the child's needs for communication with other people, for their evaluation and approval, with the student's desire to take a certain place in the system of social relations available to him.
Motives directly related to educational activities, or the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge.
Motivational readiness is considered as an incentive to study, the desire of the child to study at school. The initial motive of the child is the ascent to a new level of relationship. (7, p.64-79)
L.I. Bozhovich considers motivation from a slightly different perspective, supplementing the description given by I.V. Dubrovina and V.V. Zatsepin. The author distinguishes between extrinsic and intrinsic motivation. Most children of senior preschool age dream of becoming schoolchildren, but of course, almost none of them have any idea what a school is in reality, many children have a completely idealized attribute idea of a school, if they are asked who a student is, they will certainly answer that this is a child, who carries a large briefcase, sits at a desk with his hand raised, writes, reads and good children get fives, and bad children get deuces. And I want the same, and everyone will praise me.
Intrinsic motivation is associated with a direct desire to learn, expressed in cognitive interest, manifested in the desire to learn new things, to find out the incomprehensible. A very difficult situation arises, because not all children are ready to fulfill the requirements of the teacher and do not get along in a new social environment due to the lack of an internal motive. A child’s cognitive need exists from birth, and the more adults satisfy the child’s cognitive interest, the stronger it becomes, so parents need to devote as much time as possible to the development of children, for example, read books to them, play educational games, etc. (2)
Intellectual readiness of the child for school. In his work I.V. Dubrovina V.V. Zatsepin write that this component of readiness assumes that the child has an outlook, a stock of specific knowledge. The child must have a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child's thinking remains figurative, based on real actions with objects, their substitutes. Intellectual readiness also implies the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity. (7, p.64-79)
Discussing the dilemma of school readiness, D.B. Elkonin put the formation of the necessary prerequisites for educational activity in the first place. (17)
Another component of school readiness is volitional readiness. Volitional readiness implies the readiness of the child for the fact that he will have to fulfill the requirements of the teacher. This is the ability to act according to the rules, in accordance with the established model. The fulfillment of the rule underlies the social relations of the child and the adult. D.B. Elkonin conducted an experiment. First-graders were asked to draw four circles, and then color three yellow and one blue, the children painted all the circles in different colors, claiming that it was more beautiful. This experiment perfectly demonstrates that not all children are ready to accept the rules.
The emergence of the will leads to the fact that the child begins to consciously control himself, control his internal and external actions, his cognitive processes and behavior in general. He gradually masters the ability to subordinate his actions to motives. (17)
R.S. Nemov argues that the development of speech as a means of communication and a prerequisite for the assimilation of writing is no less important. This function of speech should be given special care 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, a more complex independent form of speech appears and develops - a detailed monologue statement. By this time, the child's vocabulary consists of approximately 14,000 words. He already owns the word measurement, the formation of tenses, the rules for composing a sentence. (15)
Social readiness for school is a readiness for new form relationships, in the situation of schooling. Going to school is, first of all, the acquisition of a new social status of a student. He enters into new social relations, the child-teacher model. In the situation of the lesson, there are strict rules that the student must adhere to, for example, only substantive communication.
Physiological readiness is determined by three criteria: physiological, biological and health status. At school, a child faces a lot of problems, for example, an incorrect fit can lead to a curvature of the spine, or a deformity of the hand with heavy loads on the arm. Therefore, this is the same significant sign of development as the others. (23)
Preparing for school is a multifaceted and consistent process of influencing a child. The main goal of preparing for school is the comprehensive development of the child: mental and aesthetic, moral and physical. Elkonin D.B. and Wenger L.A. noted that the formation of readiness for learning at school means the creation of prerequisites for the successful assimilation of the curriculum and entry into the student team. This is a long and complex process, the purpose of which is the comprehensive development of preschoolers. (eighteen)
The readiness of the child for modern school education acts as the cumulative result of the upbringing system aimed at the full personal development of each preschooler. The full readiness of the child to study at school acts, on the one hand, as a kind of indicator of his achievements. personal development in the preschool period, and on the other hand, how a basic level of for mastering the school curriculum and as an indicator of readiness to accept the position of the subject of educational activity (T.I. Babaeva, L.I. Bozhovich, L.A. Venger, L.S. Vygotsky, E.E. Kravtsova, etc.).
Modern studies show that 30-40% of children come to the first grade of a mass school unprepared for learning, that is, they do not have the following components of readiness sufficiently formed:
Social
Psychological
Emotional-volitional.
N.I. Gutkina draws attention to the fact that going to school is the most important step in the development of a child, requiring a very serious approach and preparation. It has been established that a child's readiness for school is a holistic phenomenon, and for full readiness it is necessary that each of the signs be fully developed, if at least one parameter is poorly developed, this can have serious consequences.
When preparing a child for school, it is also necessary to consult with a child psychologist and teachers.(6)
2. The activities of the educator in the process of special preparation of older preschoolers for school
The history of the profession of an educator originated in ancient Greece, but in those days a slave was engaged in raising a child, who took him to school and carried all the necessary supplies for his studies. The rest of the time, the slave followed the development of the child, protected from dangers and unwittingly shaped the child's actions and his behavior in general. Some time later, the work of a slave was continued by a home educator, and subsequently, after the popularization of public education, the profession of an educator appeared.
The social significance of the profession in society: life position a person, his character, moral principles and views are laid down in childhood, and that is why high competence, impeccable education and the comprehensive development of the personality of the educator himself, accompanying the child in his early years, acquires special social significance. All the work of the educator with the child is focused on the formation of not only new personality, but also a new citizen of a particular state. In conditions preschool education the attitude of the child to work, to society and to himself is brought up, laying a solid foundation for his further development.
The main and constant requirement for a teacher is love for children, for pedagogical activity, the presence of special knowledge in the area in which he teaches children, broad erudition, pedagogical intuition, highly developed intellect, a high level of general culture and morality, professional knowledge of various methods of teaching and educating children. Without any of these factors, successful pedagogical work is impossible.(23)
The mass nature and uniqueness of the profession: when working with children, the educator is directly involved in organizing their life in the conditions of a certain preschool institution, performing all the prescribed activities. For successful work, it is necessary to be well versed in the developmental psychology of children, pedagogy, to be familiar with the basic principles of organizing preschool and primary school education. Among personal qualities, the most developed should be attentiveness, patience, observation, resourcefulness and, of course, love for children.
Constant communication with the child is the most important service function of the educator. The educator should be able to answer many questions, taking into account age. On how correctly and how quickly the teacher will find an approach to each child, will be able to organize, the life of children in a preschool depends on whether the children will be calm, affectionate, and sociable, or whether they will grow up restless, wary, withdrawn. Caring for the child's life preschool institutions, performs all modes of activities - food, sleep, hardening, walks, physical exercises - are the main responsibility of the educator.
The preschool teacher teaches the child the basics of independence, the rules of behavior in society, prepares the child for entering school (that is, teaches them to read and count) (23)
Paramonova L. Director of the Center "Preschool Childhood" writes that before our society on present stage its development is the task of further improving educational work with children of preschool age, preparing them for schooling. (21)
Gammershmidt Irina Vladimirovna, head, sees a model for preparing children for school in a preschool educational institution and implements it by providing the following conditions:
one of them is the availability of legal documents of the federal, regional and local levels.
The next condition for the implementation of the model is the organization of a rational subject and developmental environment, which allows stimulating the physical and mental development of children, the introduction of health-saving environment technologies, which in a preschool educational institution include:
Compliance with a rational daily routine, built taking into account the age and individual characteristics of children, their physical and mental performance.
The rational construction of the daily routine creates comfortable conditions for children to stay in kindergarten, as well as the rhythm of life gives rise to the habit of regular change different types activity, disciplines children, increases their efficiency, promotes normal physical and mental health.
Providing a favorable hygienic environment and conditions for the predominance of positive emotions in children in the daily routine.
Creating a comfortable psychological environment that ensures the favorable functioning of the state nervous system preschooler.
The next condition is the cooperation of the preschool educational institution with the family, based on the following principles that determine its content, organization and methodology:
Unity of goals and objectives of raising a child;
Systematic and consistent work;
Individual approach to each child and to each family;
Mutual trust and mutual assistance of teachers and parents.
One of the main conditions for the implementation of the model is the establishment
continuity in the work of kindergarten and school.
Organization of a child escort service;
Family collaboration;
Interaction with society;
Continuity in work with the school.(22)
As noted in the program "Childhood" T.I. Babaeva and V.I. Loginov's kindergarten work in preparing children for school begins long before they move to the preparatory group. The whole system of educational work of the kindergarten provides for the formation of the child's readiness for schooling. The school-preparatory group differs from other age groups in that it completes all the tasks of educational work provided for by the Kindergarten Education Program.
AT preparatory group the exactingness to the precise fulfillment of the daily regimen by children is significantly increased. If they long time attend kindergarten, they have already developed the habit of doing the same activities at a certain time. Children are well aware of their content and features, prepared for their implementation. (1)
In his article, the teacher Belyaeva I.V. writes that the main task of the educator is to strengthen control and help children in the quality and timely completion of tasks, to demand that each child achieve the goals set for him. The complication of the content of their activities in the preparatory group should be combined with a higher efficiency of its implementation. (20)
The continuity of the kindergarten and the school presupposes the relationship between the content of their educational work and the methods of its implementation. N. K. Krupskaya, noting the organic connection between the kindergarten and the school, emphasized: “If we put the preschool education of children right, we will thereby raise the school to a higher level ...” (23)
The need for continuity between kindergarten and school is intensified to an even greater extent due to the significantly increased role of public preschool education in our country. preschool education- the first link of a unified system of public education.
The continuity of kindergarten and school provides, on the one hand, the transfer of children to school with such a level of general development and upbringing that meets the requirements of school education, on the other hand, the school's reliance on knowledge, skills, qualities that have already been acquired by preschoolers, the active use of them for the further development of students. Employees of preschool institutions should be well aware of the requirements that apply to children in the first grade, and in accordance with them, prepare older preschoolers for systematic learning.
Continuity between kindergarten and school is carried out both in terms of the content of education and upbringing, and in terms of methods, techniques, and organizational forms of educational work. Teacher elementary school to increase the effectiveness of learning, it uses game techniques that are often used in kindergarten; the kindergarten teacher includes special learning tasks, exercises in the learning process, gradually complicating them, and thereby forms the prerequisites for learning activities in preschoolers. Classes as a form of education in kindergarten precede the lesson at school. Continuity is a connection between phenomena in the process of development, when the new, removing the old, retains some of its elements. (19)
Continuity between kindergarten and school means a system of links that ensure the interaction of the main tasks, content and methods of teaching a single continuous education process at adjacent stages of a child's development.
The interaction between the kindergarten and the school is built on the basis of the legislative and regulatory framework. (23)
Here is what the kindergarten teacher writes in his article:
“I would like to emphasize the enduring importance of preschool childhood. All types of children's activities in which the child is the author of this activity, i.e. the child himself creates something, draws, designs, and so on, very important, fundamental abilities are formed, which, as the famous child psychologist Zaporozhets said, "then will form the golden fund" of a mature personality. For example, such universal abilities that are formed only in preschool childhood, include the development of imagination, imaginative thinking and a number of other personal qualities. And these abilities are no longer formed in other periods of a person's life. Therefore, the role of practical activities is extremely high .. "(Director of the Center "Preschool Childhood" named after A. V. Zaporozhets L. Paramonova, Rogalskikh O. V. senior teacher of the city of Stary Oskol kindergarten of the combined type 52 "Swallow".) (21)
Preparing children for school includes two main tasks: the comprehensive education of the child (physical, mental, moral, aesthetic) and special preparation for the assimilation of those subjects that he will study at school.
The main purpose of the classes is to develop in children the knowledge and skills provided for by the "Program of Education and Training in Kindergarten". But along with this, it is very important to educate a child's curiosity, the ability to compare, contrast, analyze, the need to independently search for answers to emerging questions. Thus, the tasks of mental education of a child should be solved in close connection with the tasks of educating the moral and volitional qualities of a person: perseverance, diligence, diligence, responsibility, striving to achieve high-quality results, as well as a benevolent and respectful attitude towards peers. (8.9)
Thus, the activities of the educator in the process of preparing children for schooling are of great importance for the development of the child in a new quality - the quality of a student. In the preparatory group, the educator focuses on building classes with children competently, giving them not only the basics of reading and mathematics, but also preparing children both physically and creatively, and teaching independence, giving them confidence in their abilities, i.e. fully prepare children for a new stage in their lives.
Conclusion
An analysis of the pedagogical heritage showed that at all times teachers expressed their thoughts about preparing for schooling.
The main task of preschool teachers is to prepare the child for school, to develop psychological readiness for systematic learning. However, the problems of developing attention, intellectual cognitive activity preschoolers have now become relevant. Therefore, there is a need to find innovative ways to solve this issue. In kindergartens, the new generation programs “Development”, “Childhood”, “Rainbow”, “Origins”, etc., are being implemented, developed on the basis of research in domestic and world psychology. The programs are focused on the development of the child's own cognitive activity, intellectual, creative and artistic abilities of children.
When preparing for school, the motivation of children plays an important role. After analyzing the material and experience of practicing educators and relying on personal experience, I want to note that with the formation of the right motivation and a competent approach to each child individually, taking into account his character, temperament and other qualities and features of development, you can achieve best results with kindness and care. Trying to rely on the strengths of the child, highlighting the best qualities in him, we give impetus to the development best sides personality of the child, we form self-confidence. Using folk art and sayings with vivid examples, explaining to children how to achieve results, developing patience, diligence, focus, we form those qualities that will help the child cope with difficulties and not lose heart, but realistically assessing their capabilities, not being afraid of failures to learn new knowledge, skills and abilities.
The interest of the educator in the success of the child, faith in his abilities and strength, give the child great moral support and a feeling of a friendly hand from an adult. The efforts of a child will exceed all your expectations if an adult believes and supports the first steps in learning and life, showing patience and tact.
Bibliography
1. T.I. Babaeva, V.I. Loginova Program "Childhood", ed. Detstvo-Press, 2006
2. L.I. Bozhovich Personality and its formation in childhood. M.: Pedagogy, 1998. 217 p.
3. L.I. Bozhovich Selected psychological works / ed. DI. Feldstein.M.: 1987.
4. L.A. Wenger On the mental development of preschool children.//Preschool education.1972. No. 1, p.30-35
5. E.D. Geytsi The problem of preparing children for school as one of the aspects of the education reform / / Fundamental Research, 2005., No. 6 .-on p. 34-38
6. N.I. Gutkina Psychological readiness for school. 4th ed. - St. Petersburg, St. Petersburg, 2004
7. I.V. Dubrovina, V.V. Zatsepin Developmental and pedagogical psychology//Reader. M.: 1999 pp.67-79
8. E.E. Kravtsova, G.G. Kravtsov Readiness for school // Preschool education. 1991. No. 7
9. G.G. Kravtsov, E.E. Kravtsova Psychological readiness for school. M.: 1987 .
10. V.S. Mukhina Age-related psychology: Textbook for students. Vuzov.-9th ed., M .: Publishing Center "Academy", 2004. - 456 p.
11. V.S. Mukhina Psychology of childhood and adolescence. M.: 1998.
12. A.K. Markova, T.A. Matis, A.B. Orlov Formation of learning motivation., M .: Prosveshchenie., 1990. - 250 s.
13. A.K. Markova Reserves of cognitive possibilities.
14. T.A. Nezhnova Dynamics of the "internal position" during the transition from preschool to school age. M.: 1988.
15. R.S. Nemov Psychology. M.: 1994.
16. N.I. Novikova Issues of upbringing and primary education / / Preschool education. 1989. No. 6
17. G.G. Petrochenko Development of children of 6-7 years of age and their preparation for school, M.: 1978. - 291s.
18. D.B. Elkonin, L.A. Wenger Features of the mental development of children 6-7 years of age. M.: 1988.
19. V.I. Yadeshko, V.A. Sokhina Preschool Pedagogy. M.: ed. Center "Enlightenment", 2006.
21. http://festival.1september.ru "Preschool childhood" Director of the center Paramonova L., Rogalskikh O.V.
22. http://festival.1septembr.ru Model of preparing children for school in a preschool educational institution of a combined type Gammershmidt Irina Vladimirovna, head
23. www.bestreferat.ru
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DatsoPic 2.0 2009 by Andrey Datso
Twenty years ago, first graders could not read, write, or count. All this children learned at school, while intellectual development did not suffer. Today the situation is quite different.
Educators and teachers, adjusting to the laws of the market economy, willingly respond to consumers (parents) and teach.
Fear of the future forces parents to thoroughly prepare their child for school. Preparation for school becomes the main goal not only of parents, but also of educators, psychologists working with preschoolers.
Today, parents have several options as to where they can prepare their child for school. One of the options is a private children's center, where the child learns to build relationships in a team with adults and peers, gains knowledge, develops. Here children receive the first self-service skills, get used to order and discipline.
In children's centers operating according to standard programs, for example, M.A. Vasilyeva, children receive counting and reading skills, they develop thinking, memory, attention, perseverance, curiosity, fine motor skills and other important qualities. Children receive concepts of morality, love for work is instilled.
What does school preparation include?
Preparing a child for school is a whole complex of knowledge, skills and abilities that a preschooler should possess. And this includes not only the totality necessary knowledge. So, what does quality preparation for school mean?
There are many classifications of a child's readiness for school, but they all boil down to one thing: readiness for school is divided into a physiological, psychological and cognitive aspect, each of which includes a number of components. All types of readiness should be harmoniously combined in the child. If something is not developed or not fully developed, then it can serve as a problem in teaching at school, communicating with peers, acquiring new knowledge, and so on. The physiological readiness of the child for school
This aspect means that the child must be physically ready for school. That is, the state of his health should allow him to successfully pass educational program. If a child has serious deviations in mental and physical health, then he should be trained in a special correctional school regarding the characteristics of his health. In addition, physiological readiness implies the development of fine motor skills (fingers), coordination of movement. The child must know in which hand and how to hold the pen. And also, when a child enters the first grade, he must know, observe and understand the importance of observing basic hygiene standards: the correct posture at the table, posture, etc.
Psychological readiness of the child for school
The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional. Intellectual readiness for school means:
By the first grade, the child should have a stock of certain knowledge (we will discuss them below);
he is supposed to navigate in space, that is, to know how to get to school and back, to the store, and so on;
the child should strive to acquire new knowledge, that is, he should be inquisitive;
development of memory, speech, thinking should be age-appropriate.
Personal and social readiness implies the following:
The child must be sociable, that is, be able to communicate with peers and adults; aggression should not be shown in communication, and when quarreling with another child, he should be able to evaluate and look for a way out of a problem situation; the child must understand and recognize the authority of adults;
tolerance; this means that the child must adequately respond to constructive comments from adults and peers;
moral development, the child must understand what is good and what is bad;
the child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completing it, he must adequately evaluate his work, admit his mistakes, if any.
The emotional-volitional readiness of the child for school involves:
Understanding by the child why he goes to school, the importance of learning;
interest in learning and acquiring new knowledge;
the ability of the child to perform a task that he does not quite like, but requires it training program;
perseverance - the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and affairs.
Cognitive readiness of the child for school.
This aspect means that the future first grader must have a certain set of knowledge and skills that will be needed for successful schooling. So, what should a child of six or seven years old know and be able to do?
1) Attention.
Do something without distraction for twenty to thirty minutes.
Find similarities and differences between objects, pictures.
To be able to perform work according to a model, for example, accurately reproduce a pattern on your sheet of paper, copy human movements, and so on.
It is easy to play mindfulness games where quick reaction is required. For example, name a living creature, but discuss the rules before the game: if a child hears a pet, then he should clap his hands, if it’s wild, tap his feet, if a bird, wave his arms.
2) Mathematics.
Numbers from 0 to 10.
Count up from 1 to 10 and count down from 10 to 1.
Arithmetic signs: "", "-", "=".
Dividing a circle, a square in half, four parts.
Orientation in space and a sheet of paper: “right, left, above, below, above, below, behind, etc.
3) Memory.
Memorization of 10-12 pictures.
Telling rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.
Retelling a text of 4-5 sentences.
4) Thinking.
Finish the sentence, for example, “The river is wide, but the stream ...”, “The soup is hot, but the compote ...”, etc.
Find an extra word from a group of words, for example, “table, chair, bed, boots, armchair”, “fox, bear, wolf, dog, hare”, etc.
Determine the sequence of events, so that first, and what - then.
Find inconsistencies in drawings, verses-fictions.
Putting together puzzles without the help of an adult.
Fold a simple object out of paper together with an adult: a boat, a boat.
5) Fine motor skills.
It is correct to hold a pen, pencil, brush in your hand and adjust the force of their pressure when writing and drawing.
Color objects and hatch them without going beyond the outline.
Cut with scissors along the line drawn on the paper.
Run applications.
6) Speech.
Make sentences from several words, for example, cat, yard, go, sunbeam, play.
Understand and explain the meaning of proverbs.
Compose a coherent story based on a picture and a series of pictures.
Expressively recite poems with the correct intonation.
Distinguish letters and sounds in words.
7) The world around.
Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions are.
But, of course, parents play the most important role in preparing children for school. In many ways, it depends on you the level of development of the child, his upbringing. But the main thing here is not to go too far. Some parents try to make their child a child prodigy almost from the cradle, satisfying their own ambitions and unfulfilled dreams. As a result, only the child suffers. It is one thing if the parents themselves are teachers and know how to properly train a preschooler, what he should know and be able to do. But often parents simply stuff the baby with encyclopedic knowledge, believing that this is the main thing for the child. And as a result, teachers have to retrain such children, because they simply do not know how to hold a pen in their hand. Often, teachers also face another extreme, when parents overdid it - when a child enters school, he already knows how to read, count, write well, that is, thanks to the efforts of his parents, he has already mastered the first grade program. And what to do with such a child in the first grade? Naturally, in this case, he will not be interested in going to school, and this will generally discourage him from learning.
Sizonenko Olga Anatolievna
Svobodnoye village
Area Esilsky
Akmola region
st. Youth 4, tel. 24-4-94
educational psychologist
State Institution "Svobodnenskaya Secondary School of the Yesil Department of Education"
The effectiveness of teaching children at school is largely determined by the level of their preparation. Readiness to study at school is the most important result of the upbringing and education of a preschool child in the preschool and in the family. It is determined by the system of requirements that the school imposes on the child. The nature of these requirements is due to the peculiarities of the new socio-psychological position of the student, the new tasks and responsibilities for which he must be prepared.
The transition to school education is associated with fundamental changes in the child's habitual way of life, in the system of his relations with other people. For the first time, a socially significant educational activity occupies a central place in the life of a child. Unlike the free play activity familiar to the child, teaching is mandatory and will require the most serious and responsible attitude from the first grader. As a leading activity, teaching restructures the entire course Everyday life child: the daily routine changes, the time for free games is reduced, most of the time is devoted to new school duties. The requirements for the independence and organization of the child, his diligence and discipline are significantly increased.
Quality academic work the student is constantly evaluated by the teacher, and this assessment largely determines the attitude of those around him: parents, peers.
The new position of the student creates a special moral orientation of his personality. Teaching begins to be perceived by the child as his own labor duty, as his participation in the working life of people, for which he is responsible to the whole country.
The task of the pre-school is to ensure that the entire system of upbringing and educational work ensures the formation of readiness for school in children, which most fully meets the requirements of modern school education.
General readiness for school is expressed in the achievement by the time the child enters school of such a level of mental, moral, strong-willed, aesthetic and physical development which creates the necessary basis for the active entry of the child into the new conditions of schooling and conscious assimilation educational material. General readiness is characterized by a certain level of mental development, which the child reaches by the time of the transition to schooling.
The concept of psychological readiness summarizes the most important qualitative indicators of the mental development of a child entering grade 1 from the standpoint of successful schooling.
Psychological readiness for schooling includes motivational readiness, which is manifested in the child's desire to learn, in the desire to be a schoolchild, a sufficiently high level of cognitive activity and mental operations, the child's mastery of the elements of educational activity, a certain level of volitional and social development. All components of the child's psychological readiness for school provide the psychological prerequisites for the inclusion of the child in the class team, the conscious, active assimilation of educational material at school, and the fulfillment of a wide range of school duties.
Special readiness for school is a necessary addition to the general, psychological readiness of the child for schooling. It is determined by the presence of the child's special knowledge, skills and abilities that are necessary for the study of school subjects. The intensive work carried out in the pre-school on the formation of elementary mathematical concepts in children, on the development of speech and preparation for mastering literacy, provides the necessary level of special readiness for children to study at school.
A child entering school must be prepared for a new way of life, for new activities. He must reach a certain level of physical development in order to cope with new serious responsibilities.
In the content of the general readiness of children for schooling, several interrelated aspects are distinguished, the most important of which are moral-volitional, intellectual, and physical readiness.
Moral-volitional readiness to study at school is expressed in the achievement by the end of preschool childhood of a child of such a level of development of moral behavior, will, moral feelings and consciousness, which allows him to actively take a new social position and build his relationship with the teacher and classmates on a moral basis. The content of moral and volitional readiness for school is determined by the requirements for the personality and behavior of the child, which are determined by the position of the student. These requirements literally from the first days of schooling put the student in front of the need to independently and responsibly fulfill their educational duties, to be organized and disciplined, to arbitrarily manage their behavior and activities, to strictly observe the rules of a culture of behavior in relationships with the teacher and students, to carefully and carefully treat school students. accessories.
Moral-volitional readiness is manifested in a certain level of development of the personal behavior of an older preschooler. Indicative in this regard is the ability of the child to voluntarily control his behavior during preschool age: the ability to consciously follow the rules and requirements of the educator, inhibit affective urges, persevere in achieving the goal, the ability to complete the necessary work, despite the attractive, but distracting from her goals, etc. The basis for the development of the arbitrariness of the behavior of the future student is formed by the end of preschool age, the hierarchy of motives, their subordination. The subordination of motives is associated with an effort of will, with the conscious overcoming of one's momentary desires for the sake of a morally significant goal. Naturally, at preschool age, the child's behavior is not yet distinguished by a constantly high degree of voluntariness, but it is important that during this period a mechanism of voluntary behavior is formed that ensures the transition to a new type of behavior at school.
Significant for the formation of moral and volitional readiness for school are also such traits of personal behavior as independence, organization and discipline.
Evidence of the successful formation of independence is the habit of following the rules of behavior without reminders and help from the teacher, the ability to use the correct habitual methods of action in new conditions, the desire to take the initiative, and the willingness to help. Closely related to independence, organization and discipline of behavior are expressed in the purposefulness of the child's behavior, in the ability to consciously organize their activities in accordance with the rules adopted by the preschool, in the ability to achieve the result of activities and control it, to coordinate their behavior with the actions of other children, to feel personal responsibility for their own deeds. The presence of these traits in the behavior of preschoolers confirms the formation of moral and volitional readiness for school.
Another important component of moral and volitional readiness for school is the child's ability to build his relationships with adults and peers in accordance with the rules. Experience shows that adaptation to the conditions of learning in a stake is directly dependent on how successfully the child’s qualities of “public” have been formed over previous years: a benevolent, respectful attitude towards comrades, organizational skills, sociability, readiness to show sympathy, to provide mutual assistance. The presence of such a complex of collectivistic traits in the child's behavior is an indicator of his moral and volitional readiness for school and creates an emotionally positive tone of communication with peers in a new team.
At school, on a fundamentally new, business basis, the relationship between the child and the teacher is also built. The assessment of the teacher becomes an objective criterion for the quality of the student's knowledge and the fulfillment of his educational duties. The assimilation of a new style of relationship with the teacher is possible only in the conditions of schooling. Nevertheless, the habit brought up at preschool age of strict fulfillment of the requirements of an adult, respect for him, knowledge and implementation of the rules of cultural behavior in relation to elders constitute the necessary moral basis for the “acceptance” by schoolchildren of a new style of relationship with a teacher and successful adaptation to school conditions.
Moral-volitional readiness for school is also characterized by a certain level of development of moral feelings and consciousness of the child. The most indicative in this regard is moral behavior, the development of the ability to self-evaluate one's actions, the formation of a sense of responsibility, justice, the foundations of humanistic and elements of civic feelings. Developing moral feelings and elements of moral self-awareness ensure the emotional “acceptance” by the child of a new socio-psychological position of the student, understanding the importance of fulfilling educational duties. They constitute the fundamental basis for the subsequent formation in students of a sense of personal responsibility for their educational work in front of loved ones and the whole country.
The composition of moral-volitional readiness also includes a set of qualities that express the attitude of a preschooler to work. This is a desire to work, a sense of satisfaction from a job well and accurately done, respect for the work of others, mastering the necessary labor skills. For the future student special meaning acquire the skills of self-service work - the ability to dress neatly on their own, monitor the condition of their belongings, educational supplies, the ability to eliminate individual problems in clothes and shoes without a reminder from outside (sew on a button, wash a handkerchief, clean shoes, etc.). An important role in teaching a student is played by the skills of collective work acquired in the pre-school (the ability to plan one's work, distribute responsibilities, coordinate one's actions with comrades, and bring things to a close).
Thus, the moral-volitional readiness of the child for school acts as a certain result of his moral-volitional development in the first seven years of life. It covers the most important traits of a child’s personality and behavior from the point of view of schooling, which together constitute the necessary prerequisites for the child’s adaptation to school conditions, the responsible fulfillment of new duties, and the formation of a moral attitude towards the teacher and students. Moral-volitional readiness is inextricably linked with the intellectual and physical readiness of the child for schooling.
The significance of the intellectual readiness of children for school is due to the leading type of activity of the student - teaching, which requires students to intense mental work, the activation of mental abilities and cognitive activity. Intellectual readiness for school consists of several interrelated components.
An important component of intellectual readiness for school is that a child entering school has a fairly wide stock of knowledge about the world around him. This fund of knowledge is the necessary basis on which the teacher begins to build his work.
The knowledge of children entering school should be sufficiently differentiated. A preschooler must single out both relatively large areas of reality (living and inanimate nature, various spheres of human activity and relations, the world of things, etc.), as well as individual aspects of objects, phenomena and their own activities.
Essential for intellectual readiness for school is the quality of knowledge acquisition by children. An indicator of the quality of knowledge is, first of all, a sufficient degree of their comprehension by children: the accuracy and differentiation of ideas; completeness of the content and volume of elementary concepts; the ability of children to independently operate knowledge in solving available educational and practical tasks; consistency, i.e. the ability of preschoolers to reflect available, significant connections and relationships between objects and phenomena (functional, spatio-temporal, causal, etc.)
A component of intellectual readiness for school is a certain level of development of the child's cognitive activity.
Of particular importance is, firstly, the growing arbitrariness of cognitive processes: the ability to arbitrary semantic memorization and reproduction of material, the planned perception of objects and phenomena, the purposeful solution of cognitive and practical tasks, etc.; secondly, improving the quality of cognitive processes: the accuracy of sensations, the completeness of perception, the speed and accuracy of memorization and reproduction; thirdly, the child has a cognitive attitude to the world around him, a desire to acquire knowledge and study at school.
As many psychologists (L.I. Bozhovich, L.S. Slavina, N.G. Morozova, A.A. Lyublinskaya, L.A. Venger) emphasize, the education of curiosity, interest in knowledge, desire to learn and comply with school rules, the formation of a positive attitude towards school, interest in the book are an important prerequisite for creating sustainable study interests and responsible attitude to school.
A significant role in the formation of intellectual readiness for school is played by the general level of mental activity of the future student.
Under the conditions of systematic, purposeful work of the preschool on mental education, children develop such valuable features of mental activity as the ability to fairly complete, multilateral analysis of objects, the ability to apply social sensory standards to examine the properties and qualities of objects and phenomena, the ability to elementary generalization based on identifying the main connections, dependencies, signs in objects and phenomena, the ability to compare objects on the basis of a consistent selection of signs of similarity and difference. Future schoolchildren develop elementary independence of mental activity: the ability to independently plan their practical activities and carry them out in accordance with the plan, the ability to set a simple cognitive task and solve it, etc.
It should be noted that the listed features of cognitive activity in the majority of children of preschool age are at the stage of initial formation; their most complete development occurs in the process of schooling. But in their totality, they constitute the most important prerequisite for the conscious and active assimilation of educational material by the future student at school.
Intellectual readiness for school also includes the mastery of elements of educational activity by children.
By the end of preschool childhood, in conditions of systematic education, children should master the main components of learning activity: the ability to accept an accessible learning task, understand and accurately follow the instructions of the teacher, achieve results in work using the methods indicated by adults, the ability to control their actions, behavior, the quality of the task, the ability to critically evaluate their own work and the work of other children. A special role in preparing children for schooling is played by the formation of the ability to consciously subordinate their activities and behavior to certain requirements and rules put forward by the teacher.
A necessary component of a child's intellectual readiness for school is a fairly high level of speech development. A clear pronunciation, a variety of vocabulary, the ability to express thoughts coherently, grammatically correct, a culture of speech communication - all this is a prerequisite for successful schooling.
The content of intellectual readiness also includes a fairly wide range of knowledge, skills and abilities in the field of elementary mathematical concepts, native language, and the first basics of literacy. These knowledge, skills and abilities create the necessary readiness of children to master the relevant subjects in the 1st grade. It should be emphasized that the significance of "special" knowledge, skills and abilities for school education largely depends on the basis on which they are built and how well they are formed. As many researchers emphasize (A.V. Zaporozhets, A.M. Leushina, D.B. Elkonin, L.E. Zhurova, N.I. Nepomnyashchaya), the initial teaching of literacy and the rudiments of mathematics in preschool institutions should have a great developmental effect and first of all, to form in children a broad orientation in the world of values and in the world of language sounds, thereby creating the basis for the transition to subject education.
A child's physical readiness for school is essential to successful learning. The restructuring of the child's lifestyle associated with entering school, changing the regime, serious educational work, the duration of lessons, and doing homework require significant physical stress from the child. Physical readiness for school includes many components. First of all, this is a good state of health of the child, hardiness, a certain endurance and performance of the body, a high degree of resistance to diseases. This is the harmonious physical and neuropsychic development of the child, the correspondence of morphological and physiological development to age indicators (or some advance of them), a high level of development of motor skills. The development of the small muscles of the hand plays a special role in preparing children for school - a prerequisite for the successful mastery of writing. Physical readiness for school also implies the child's mastery of cultural and hygienic skills, the cultivation of the habit of observing the rules of personal hygiene.
Physical readiness is a necessary component of the formation of school maturity in a child. The concept of "school maturity" has become widespread in modern scientific literature. This is a rather voluminous concept that summarizes many aspects of the mental and physical development of the child. In general terms, “school maturity” is understood as such a level of physical and mental development at which it can be assumed that the child will fully cope with all the requirements of schooling.
To identify "school maturity", a multivariate analysis is used, which involves assessing the state of health and biological maturity of the child's body (anthropometric indicators, the development of the bone, muscle, respiratory and cardiovascular systems), assessing functional readiness for school as the main indicator of school maturity and, above all, the level of development a number of physiological functions. These include the development of the ability to brake, which is necessary for a sufficiently long sitting at the desk, good coordination of movements, in particular small finger movements, necessary for performing graphic tasks related to writing and drawing; relative rapid formation and strengthening of conditional connections of a positive and inhibitory nature and sufficient development of the second signaling system.
The success of schooling of a high degree is associated with the development of "school maturity".
A clear daily routine, tempering procedures, regular physical education classes, a variety of outdoor games and physical exercises, an active motor regime are necessary conditions for ensuring the physical readiness of children for schooling.
The data of modern researchers indicate that a high level of readiness for school is the result of an organic combination of work aimed at the comprehensive harmonious development of the child's personality, with special training in mathematics and literacy, which should be carried out by methods corresponding to the age characteristics of preschoolers, and have a wide developing Effect.
Preparing children for school. General and special readiness of the child for school, diagnostics of readiness of children for school.
Preparing a child for school, schooling is one of the most important problems of child psychology. Enrolling a child in school is most often a serious test for him. Moreover, recently in our country there has been a growing number of schools that impose increased requirements on the level of preparation of children entering them. If the individual characteristics of the child, the level of his readiness for schooling are not taken into account in a timely manner, then the risk of difficulties in adapting to school, learning problems, etc., increases significantly. On the contrary, the identification of insufficiently formed individual mental functions, on the one hand, corresponds the main task of age-related psychological counseling (monitoring the course of the mental development of the child), and on the other hand, it significantly contributes to the organization of preparatory correctional and developmental work with children, increases the awareness of parents and, thereby, allows solving the problems of psychological prevention of children's problems.
In modern domestic psychology, the problem of readiness for schooling has been studied in various directions. This problem was studied by A.V. Zaporozhets, A.A. Wenger, F.A. Sokhin, L.E. Zhurova, T.V. Taruntaeva, M.I. Lisina, L.I. Bozhovich, T.A. Repin, R.B. Sterkina, T.V. Antonova and others.
Psychologists distinguish general and special readiness as two large blocks that make up the readiness of children for school.
To general readiness include physical, personal (relationships with other people, relationships with peers, the child's attitude to himself) and intellectual.
To special- preparation for mastering the subjects of the primary school course, general development, preparation for reading, writing. (E.A. Zhurova, L.N. Nevskaya, N.V. Durova)
In determining the readiness of a child of 6-7 years old for schooling, it is necessary to take into account the so-called "school maturity" (S.M. Grombakh, M.V. Antropova, O.A. Loseva, etc.), that is, the level of morphological and functional development , which allows us to conclude that the requirements of systematic education, various kinds of workloads, and the regime of school life will not be excessively burdensome for the child and will not worsen his health.
Various methods are used to assess the state of school maturity:
Test batteries designed to diagnose intellectual development (D. Wexler's test; R. Amthauer's intelligence structure test);
Tests and diagnostic complexes that determine the general readiness for schooling (the method for determining readiness for school by L. Ya. Yasyukova);
Methods aimed at determining the level of formed individual mental functions as prerequisites for successful learning activities.
A comprehensive assessment of a child's readiness for school includes readiness to accept a new social role student, readiness to master educational activities, readiness to interact with a new social environment, assessment of the degree of physiological maturity of the body.
Motivation can be identified talking with a child about school, watching for preferred activities (for example, a preference for spontaneous play activities by a child of older preschool age may indicate a motivational unpreparedness for educational activities). If the child asks questions about the school, plays in the school (and at the same time prefers the role of a student rather than a teacher), if the positive assessment of an adult is significant for the child, and he tries to match it, if the child likes to look at books, sculpt, draw and can do it a fairly long time (15-30 minutes) - all this is evidence of a developing motivation for schooling.
To study psychomotor readiness, the following methods can be used.