Coursework: Researching Children's Readiness for Schooling. The topic of the research activity is "research of children's readiness for schooling". Features of research of child's readiness for school
The first year of school is an extremely difficult, turning point in a child's life. His place in the system of social relations is changing, his whole way of life is changing, the psycho-emotional load increases. Day-to-day learning activities are replacing light-hearted games. They require from the child intense mental work, activation of attention, focused work in the lessons and a relatively motionless position of the body, maintaining the correct working posture. It is known thatfor a child of six to seven years, this so-called static load is very difficult. Lessons at school, as well as the fascination of many first-graders with television programs, sometimes music lessons, foreign language lead to the fact that the child's physical activity becomes two times less than it was before entering school. The need for movement remains great.
A child who has come to school for the first time will be greeted by a new team of children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, new responsibilities associated with educational work, but not all children are ready for this. Some first-graders, even those with a high level of intellectual development, find it difficult to cope with the pressure to which schooling obliges. Psychologists point out that for many first graders, and especially six-year-olds, it is difficult social adaptation, since a personality has not yet formed that is capable of obeying the school regime, assimilating school norms of behavior, and recognizing school responsibilities.
The year that separates a six-year-old child from a seven-year-old is very important for mental development, because during this period the child develops an arbitrary regulation of his behavior, an orientation towards social norms and requirements.
S. Harrison: “We were so carried away by teaching our children that we forgot that the very essence of a child's education is creating his happy life. happy life- what we sincerely wish for both our children and ourselves. "
As already mentioned, the initial period of study is quite difficult for all children who enter school. In response to new increased demands on the body of a first grader in the first weeks and months of schooling, children may complain of fatigue, headaches, irritability, tearfulness, and sleep disturbances. Decreases children's appetite and body weight. There are also psychological difficulties, such as, for example, a feeling of fear, a negative attitude towards studies, a teacher, and a misconception about one's abilities and capabilities.
The above-described changes in the organism of a first-grader associated with the beginning of schooling are called by some foreign scientists "adaptation disease", "school shock", "school stress".
The fact is that in the process of personality formation, there are especially important key points. They are almost inevitable for every child, are confined to certain age periods and are called age crises. The most important crisis changes occur in the age ranges from two to four, from seven to nine, and from thirteen to sixteen years. During these periods, significant changes occur in the body: a rapid increase in growth, changes in the work of the cardiovascular, nervous, respiratory and other systems. This leads to the appearance of unusual internal sensations: increased fatigue, irritability, mood swings. At the same time, even practically healthy children begin to get sick, show excessive vulnerability. During these periods, significant changes in character take place (children begin to show stubbornness, rebelliousness), inadequate changes in self-esteem ("I'm good at home. But at school I'm bad," or vice versa). A new, difficult period is coming in the child's life.
Going to school is a major step from a carefree childhood to an age filled with a sense of responsibility. The period of adaptation to schooling helps to take this step.
Types of adaptation and its duration
The term "adaptation" has a Latin origin and means the adaptation of the structure and functions of the body, its organs and cells to environmental conditions.
The concept of adaptation is directly related to the concept of "child's readiness for school" and includes three components: adaptationphysiological, psychological and social, or personal. All components are closely interrelated, the disadvantages of the formation of any of them affect the success of training, the well-being and state of health of the first grader, his ability to work, the ability to interact with the teacher, classmates and obey school rules. The success of the assimilation of program knowledge and the level of development of mental functions necessary for further education indicate the physiological, social or psychological readiness of the child.
The psychological adaptation of a child to school covers all aspects of the child's psyche: personal-motivational, volitional, educational and cognitive. It is known that the success of school education is determined, on the one hand, individual characteristics students, on the other - the specifics of the educational material. The main difficulty of "subject" adaptation for a beginner pupil is the mastery of the content of instruction - literacy and mathematical concepts. At first glance, this is not the case. The content of instruction in the first grade and in the preparatory group for school is largely the same. In fact, the knowledge that schoolchildren acquire in the classroom at the beginning of their education is for the most part learned in kindergarten. At the same time, it is known: the first half of the year at school is the most difficult. The point is that other mechanisms underlie the assimilation of knowledge in the conditions of school education. This means that in the preschool period, knowledge is acquired mostly involuntarily, classes are built in an entertaining form, in the usual activities for children. In the process of schooling, the main thing is to teach children to be aware of the educational task. Achieving such a goal requires certain efforts from students and the development of a number of important learning qualities:
1. Personal-motivational attitude to school and learning: the desire (or unwillingness) to accept the educational task, to fulfill the teacher's tasks, that is, to learn.
2. Acceptance of the learning task: understanding the tasks set by the teacher; desire to fulfill them; the desire for success or the desire to avoid failure.
3. Ideas about the content of the activity and the ways of its implementation: the level of elementary knowledge and skills formed by the beginning of training.
4. Information relation: provides the perception, processing and preservation of a variety of information in the learning process.
5. Performance management: planning, monitoring and evaluating one's own performance, as well as sensitivity to learning impact.
Consequently, even a high level of cognitive activity does not yet guarantee sufficient motivation for learning. It is necessary that there is a high general level of development of the child and the leading qualities of the personality are developed.
During the period of the child's adaptation to school, the most significant changes occur in his behavior. Usually,an indicator of difficulties in adaptation are such changes in behavior as excessive excitement and even aggressiveness or, conversely, lethargy, depression and a sense of fear, unwillingness to go to school.
All changes in the child's behavior reflect the peculiarities of psychological adaptation to school.
According to the degree of adaptation, children can be conditionally divided into three groups.
First group children adapt during the first two months of schooling. These children join the team relatively quickly, get used to school, and make new friends. They almost always have good mood, they are calm, benevolent, conscientious and fulfill all the teacher's requirements without visible stress. Sometimes they still have difficulties either in contacts with children or in relations with a teacher, since it is still difficult for them to comply with all the requirements of the rules of conduct. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is fully mastered with the new status of a student, and with new requirements, and with a new regime.
Second group children have a longer period of adaptation, the period of inadequacy of their behavior to the requirements of the school is delayed. Children cannot accept a new learning situation, communication with a teacher, children. Such students can play in the classroom, sort things out with a friend, they do not react to the teacher's remarks or react with tears, resentment. As a rule, these children also experience difficulties in mastering the curriculum, only by the end of the first half of the year the reactions of these children become adequate to the requirements of the school and teacher.
Third group - children whose socio-psychological adaptation is associated with significant difficulties. They have negative forms of behavior, a sharp manifestation of negative emotions, they learn with great difficulty learning programs... It is these children that teachers most often complain about: they "interfere" with work in the classroom.
Processphysiological adaptationa child for school can also be divided into several stages, each of which has its own characteristics and is characterized by varying degrees of tension in the functional systems of the body.
First stage physiological adaptation - indicative, when in response to the whole complex of new influences associated with the beginning of systematic learning, the body responds with a violent reaction and significant stress in almost all systems. This "physiological storm" lasts long enough (two to three weeks).
Second phase - an unstable adaptation, when the body seeks and finds some optimal options, reactions to outside influences.
At the first stage, there is no need to talk about any saving of the body's resources. The body spends everything that it has, sometimes "borrows". Therefore, it is important for the teacher to remember what a high "price" the organism of each child pays during this period. At the second stage, this "price" is reduced. The storm begins to die down.
Stage three - a period of relatively stable adaptation, when the body finds the most appropriate options for responding to stress, requiring less stress on all systems.
Whatever work the student does, whether it is mental work to master new knowledge, the static load that the body experiences during a forced sitting position, or the psychological load from communication in a large and heterogeneous team, the body, or rather each of its systems, must respond with its own tension , by their work. Therefore, the more stress each system experiences, the more resources the body will use up. But the possibilities of the child's body are far from limitless. Prolonged stress and the associated fatigue and overwork can cost the child's body health.
The duration of all three phases of physiological adaptation is approximately five to six weeks, and the first and fourth weeks are the most difficult.
Personal, or social, adaptationis associated with the child's desire and ability to accept a new role as a schoolchild and is achieved by a number of conditions.
1. Development in children of the ability to listen, respond to the teacher's actions, plan their work, analyze the result obtained - that is, the skills and abilities necessary for successful learning in primary school.
2. Development of the ability to establish contact with other children, build relationships with adults, be sociable and interesting for others - that is, skills that allow you to establish interpersonal relationships with peers and teachers.
3 Formation of the ability to correctly assess one's own actions and the actions of classmates, to use the simplest criteria for assessment and self-assessment (such criteria are the completeness of knowledge, its volume, depth; the ability to use knowledge in various situations, that is, practically, etc.) - that is, sustainable learning motivation against the background of a child's positive self-image and a low level of school anxiety.
An important indicator of a child's satisfaction with school is his emotional state, which is closely related to the effectiveness of educational activities, affects the assimilation of school norms of behavior, the success of social contacts and, ultimately, the formation of the student's internal position.
The first grade of school is one of the most difficult periods in the life of children. When entering school, a child is influenced by the classroom, and the personality of the teacher, and the change in the regime, and the unusually prolonged limitation of physical activity, and the emergence of new responsibilities.
Adapting to school, the child's body is mobilized. But it should be borne in mind that the degree and pace of adaptation is individual for everyone.
The success of adaptation largely depends on the presence in childrenadequate self-esteem... We constantly compare ourselves with other people and, on the basis of this comparison, develop an opinion about ourselves, about our capabilities and abilities, our character traits and human qualities. This is how our self-esteem gradually develops. This process begins at an early age: it is in the family that the child first learns whether he is loved, whether he is accepted as he is, whether he is accompanied by success or failure. In preschool age, the child develops a feeling of well-being or unhappiness.
Undoubtedly,
adequate self-esteem facilitates the process of adaptation to school, while overestimated or underestimated, on the contrary, complicates it.
However, even if the child has adequate self-esteem, adults should remember that a novice student cannot yet cope with all the tasks on their own. To help the child overcomecrisis of seven years,
to help adapt to school conditions, you need the understanding and sensitive attitude of the teacher, attentiveness, great love and patience of parents, and, if necessary, consultations of professional psychologists.
The terms of adaptation of first graders can be different. Usually, a stable adaptability to school is achieved in the first semester. However, it is not uncommon for this process to not be completed throughout the first year. Low efficiency remains, poor academic performance is noted. Such children get tired quickly. By the end of the school year, they often show deterioration in their health, which are most often manifested by disorders of the nervous and cardiovascular systems.
One of the factors that hinder the normal adaptation of the child, as we already know, is the insufficient level of school maturity. Partially, the lag in the development of the child may be associated with the state of his health. First-graders who have certain deviations in health, have undergone severe infectious diseases who have received traumatic injuries during the last year before school, it is more difficult to adapt to the requirements of the school. They are more likely to miss classes, complaining of increased fatigue, headaches, and poor sleep. Often they have increased irritability and tearfulness, and by the end of the year, their health deteriorates. However, one should not rush to conclusions: gradually, in the process of learning, the lagging functions improve, and the child catches up with his peers in development. But it takes months, and sometimes the entire first year of study. Therefore, the task of adults is to create such conditions in which the described difficulties will not adversely affect the child's academic performance, causing reluctance to learn.
Of course, it is best if the parents took care of the child's health before school, thereby making it easier for him to adapt in the first year of school. In this case, the child copes with the difficulties of starting school faster and with less stress and can learn better.
Diagnostics of the formation of the prerequisites for educational activity is aimed at determining the readiness of the future student for a new type of activity for him - educational. In contrast to play, educational activity has a number of specific features. It presupposes a focus on results, arbitrariness and commitment.
Most of the learning tasks faced by a first grader are aimed at fulfilling a number of conditions, some requirements, orientation to the rule and the pattern. It is these skills that relate to the so-called prerequisites of educational activity, that is, to those that are not yet fully educational actions, but are necessary for the beginning of its assimilation.
In this regard, at the age of 6-7 years, it is advisable to conduct a study of the above skills, on which the success of education largely depends on the initial stages of mastering the knowledge and requirements of the school.
To diagnose the prerequisites of educational activity, a set of techniques is used, consisting of diagnosing the ability to focus on the system of requirements - the "Beads" technique, the ability to focus on the sample - the "House" technique, the ability to act according to the rule - the "Pattern" technique, the level of development of randomness - the "Graphic dictation ", Methodology" Encryption "by Pieron-Ruser, drawing tests by Kern-Jerasik, test" Ladder "(self-esteem diagnostics), children's projective test of anxiety, aggressiveness questionnaire.
Additionally, methods are provided: "Drawing by points" to determine the formation of the ability to focus on the system of requirements, the "Mysterious letter" method to study the level of cognitive activity junior schoolchildren
Beads technique.
Assignment of the task: to identify the number of conditions that a child can keep in the process of activity when perceiving the task by ear.
Organization of the task: the task is performed on separate sheets with a curve drawing representing a thread:
Each child must have at least six markers or pencils to work. different color... The work consists of two parts: Part I (main) - completing the task (drawing beads), Part II - checking the work and, if necessary, redrawing the beads.
Instructions for part I: "Children, each of you has a thread drawn on a piece of paper. On this thread you need to draw five round beads so that the thread passes through the middle of the beads. All beads should be of different colors, the middle bead should be blue. (The instruction is repeated twice). Start painting. "
Instructions for part II of the assignment (this part of the test begins after all the children have completed the first part): "Now I will once again tell you which beads had to be drawn, and you check your drawings to see if you did everything correctly. Who will notice the mistake, draw a new drawing next to it. Listen carefully. " (The test condition is repeated one more time at a slow pace, each condition is highlighted with a voice.)
Assessment of the assignment (for assessment, the teacher chooses the best of two possible options):
1st level - the task was completed correctly, all five conditions were taken into account: the position of the beads on the string, the shape of the beads, their number, the use of five different colors, the fixed color of the middle bead.
2nd level - 3-4 conditions were taken into account when completing the assignment.
3rd level - when completing the task, 2 conditions were taken into account.
4th level - when completing the assignment, no more than one condition was taken into account
"House" technique.
The child is invited to sketch the image of the house as accurately as possible. After finishing the work, offer to check if everything is correct. Can fix it if he notices inaccuracies.
This technique allows you to identify the ability to focus on the sample, to accurately copy it; the degree of development of voluntary attention, the formation of spatial perception.
Accurate reproduction is scored 0 points, 1 point is awarded for every mistake made.
The errors are:
a) an incorrectly depicted element; the right and left parts of the fence are assessed separately;
b) replacing one element with another;
c) the absence of an element;
d) gaps between lines in those places where they should be connected;
e) a strong skew of the picture.
Method "Pattern".
The technique consists of three control dictations and one training one.
Children are told: "We will learn to draw a pattern. You have drawn rows of triangles, squares and circles on a piece of paper. We will connect triangles and squares to make a pattern. We must listen carefully and do what I say. We will have these three rules :
1.two triangles, two squares or a square with a triangle can be connected only through a circle;
2. the line of our pattern should only go forward;
3. each new connection must be started from the figure on which the line stopped, then the line will be continuous and there will be no gaps in the pattern.
Look on the piece of paper how you can connect triangles and squares. "
Then the examiner says: "Now learn to connect yourself. Look at the bottom strip. Connect two squares, a square with a triangle, two triangles, a triangle with a square" (introductory - training - series).
The examiner monitors how each child completes the task, and, if necessary, corrects mistakes and explains to the child what he made a mistake. During the learning process, children make four compounds.
This is followed by the first series. The examiner says: "Now we will draw without prompts. You must listen carefully and connect those figures that I will name, but do not forget that they can only be connected through a circle, that the line must be continuous and go forward all the time, i.e. That is, each new connection must be started from the figure on which the line ended. If you make a mistake, then do not correct the error, but start with the next figure. "
Dictation for the first episode:
"Connect a triangle with a square, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, two squares, a square with a triangle, two triangles, two triangles, a triangle with a square."
You should dictate slowly, so that all children have time to draw the next connection. You cannot repeat the same thing twice, because For some children, this may lead to drawing unnecessary connections.
After the children have finished their work, the second series follows, and then the third. The series differ from each other only in the character of the pattern reproduced under dictation. The rules for doing the work remain the same.
Dictation for the second series:
"Connect a square with a triangle, two triangles, a triangle with a square, two squares, again two squares, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, a triangle with a square, two squares, a square with a triangle."
Dictation for the third series:
"Connect two squares, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, two triangles."
No help is provided to children during the assignment. After the end of the work, the leaves are collected. Leaflets are issued before the start of the examination. A sample of the pattern and 4 series of figures (a, b, c, d) have already been drawn on them. Each series is located one below the other and consists of three rows of small geometric figures (the size of figures is 2x2 mm).
Evaluation of results.
Each correct connection counts for two points. The correct compounds are those corresponding to the dictation. Penalty points (one at a time) are awarded:
1.for extra connections not provided for by the dictation (except for those at the end and at the beginning of the pattern, i.e. those preceding and following the dictation);
2. for "breaks" - skipping the "zones" of the connection - between the correct connections.
Other possible types errors are not taken into account at all, since their presence automatically reduces the number of points awarded. The final number of points scored is calculated by the difference between the number of correctly scored points and the number of penalty points (the second is subtracted from the first).
The maximum possible number of points in each series is 24 (0 penalty points). The maximum possible number of points for completing the entire task is 72.
Interpretation of the results obtained.
60-72 points - a fairly high level of skill to act according to the rule. Can simultaneously take into account several rules in the work.
48-59 points - the ability to act according to the rule is not sufficiently formed. Can keep focusing on only one rule while working.
36-47 points - low level of skill to act according to the rule. He constantly gets confused and breaks the rule, although he tries to focus on it.
Less than 36 points - the ability to act according to the rule is not formed.
"Graphic dictation" technique.
This technique is used to determine the level of development of the child's arbitrary sphere, as well as to study the possibilities in the field of perceptual and motor organization of space.
The material consists of 4 dictations, the first of which is training.
1. "Begin to draw the first pattern. Place the pencil at the topmost point. Attention! Draw a line: one cell down. Do not take the pencil off the paper, now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. . One cell up. One cell to the right. One cell down. Then continue drawing the same pattern yourself. "
2. "Now put your pencil on the next point. Ready! Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. One cell up.”) One to the right. Now continue drawing the same pattern yourself. "
3. "Attention! Three cells up. One cell to the right. Two cells down. One cell to the right. Two cells up. One to the right. Three cells down. One cell to the right. Two cells up. One cell to the right. Two cells down. One cell right. Three cells up. Now continue drawing this pattern yourself. "
4. "Put a pencil on the lowest point. Attention! Three cells to the right. One cell to the left (the word" left "is highlighted by the voice). Two cells up. Three cells to the right. Two cells down. One cell to the left (the word" to the left "again highlighted by the voice."
One and a half to two minutes is given for independent execution of each pattern. The total time of the technique is usually about 15 minutes.
Analysis of the results.
Unmistakable reproduction of the pattern - 4 points. For 1-2 mistakes, 3 points are given. For more errors - 2 points. If there are more errors than correctly reproduced sections, then 1 point is given.
If there are no correctly reproduced sections, then 0 points are given. In this way, three patterns are evaluated (one training). Based on the data received, the following runlevels are possible:
10-12 points - high;
6-9 points - average;
3-5 points - low;
0-2 points - very low.
Methodology "Encryption"
Target ... Revealing the formation of voluntary regulation of activity (retention of the activity algorithm), the possibilities of distributing and switching attention, working capacity, pace and purposefulness of activity.
The time to complete this task is strictly limited to 2 minutes. After 2 minutes, regardless of the amount of work done, all children should go to task number 5 (figure). The specialist's task is to track this moment.
Four empty figures (square, triangle, circle, rhombus) are drawn on the board, which, in the process of giving instructions, the specialist fills in with the corresponding signs, the same as in the sample task (the first line of four figures, which is underlined).
This methodological guide provides one of the options for filling shapes with signs. There can be many such options. In accordance with the requirements of the Pieron-Roser methodology, the figures should be filled with signs that do not repeat the shapes of the figures themselves (for example, there should be no point in the circle, but in the square - just a line parallel to one of the sides). One (last) shape must always be empty.
Before the start of the screening, the specialist must put "marks" in the sample figures of this task in all forms accordingly. It is convenient to do this before reproducing blanks. The marks should be clear, fairly simple (cross, check mark, point, etc.) and occupy the middle part of the figure, not approaching its edges.
Instructions ... Now turn the sheet over. Look carefully. Shapes are drawn here. Each of them has its own badge. Now you will place signs in empty figures. This should be done as follows: put a point in each square (accompanied by showing and placing a point in the middle of the square on the board), in each triangle - a vertical stick (accompanied by showing and placing the corresponding sign in a triangle on the board), in a circle you will draw a horizontal stick ( accompanied by a corresponding display), and the diamond remains empty. In it you do not draw anything. On your sheet (the specialist shows a sample of filling on the form) it is shown what you need to draw. Find it on your sheet (point your finger, raise your hand, who saw ...).
All shapes must be filled by queues , starting from the very first row (accompanied by a hand gesture along the first row of figures from left to right in relation to the children sitting in front of the specialist). Take your time, be careful. Now take a simple pencil and start working.
The main part of the instruction can be repeated twice: In each shape, put your own sign, fill in all the shapes in turn.
From this moment, the time for completing the task is counted (2 minutes). The instruction is no longer repeated. You can only say: how to fill in the shapes - it is shown on the sample on their form.
The specialist records in the observation sheet the peculiarities of the task and the nature of the behavior of children. The work lasts no more than 2 minutes. After this time, the teacher asks all children to stop and stop working: And now everyone put down their pencils and looked at me.
It is important that all children complete the task at the same time, regardless of how much they have done.
"Encryption"
Successful it is considered error-free filling of geometric shapes in accordance with the sample for a period of up to 2 minutes (estimate - 5 points ). You can have your own single correction or a single skip of the filled figure. At the same time, the child's graphics do not go beyond the figure and take into account its symmetry (graphic activity is formed in visual-coordination components).
One accidental mistake (especially at the end, when the child stops referring to the filling standards) or the presence of two independent corrections is assessed in 4.5 points .
In case of two missing shapes to be filled, corrections, or one or two errors in filling, the quality of the assignment is assessed in 4 points ... If the task is completed without errors, but the child does not have time to complete it to the end in the allotted time (no more than one line of figures remains unfilled), the assessment is also 4 points.
Moderately successful is such an implementation when there are not only two gaps in the filled shapes, corrections or one or two errors in filling, but also poor filling graphics (going beyond the shape of the shape, asymmetry of the shape, etc.). In this case, the quality of the assignment is assessed in 3 points.
3 points the error-free (or with a single error) filling of the figures in accordance with the sample is also evaluated, but the omission of an entire line or part of a line. And also one or two self-fixes.
An unsuccessful execution is considered when, with one or two errors in combination with poor filling graphics and omissions, the child did not have time to complete the entire task in the allotted time (more than half of the last line remains unfilled). This embodiment is evaluated in 2 points .
Evaluated in 1 point such an embodiment, when there are marks in the figures that do not correspond to the samples, the child is not able to hold on to the instruction (that is, he begins to fill in all the circles first, then all the squares, etc., and after the teacher's comment continues to perform the task in the same style). If there are more than two errors (not counting corrections), even if the entire task is completed, it is also given 1 point .
Particular attention should be paid to such performance results when the child does not have time to complete the entire task within the allotted time. This can characterize both a low rate of activity, the difficulty of the task itself, and the child's fatigue (since this task is one of the last).
The pace of completing this task must be compared (including the observation sheet, where it can be noted whether the child manages to complete the tasks simultaneously with other children or whether each task, even not standardized in time, he performs more slowly than others) with the pace of completing other tasks (in particular task number 1). If task number 4 is performed significantly slower than everything else, this indicates a high "price" of such activities, that is, compensation for difficulties by reducing the pace. But this is precisely the reflection of the child's physiological unpreparedness for regular training.
If it is impossible to complete the task as a whole (for example, the child began to do, but could not finish even one line, or made several incorrect fills in different corners and did nothing else, or made many mistakes), an assessment is given 0 points.
Study of a child's self-esteem using the "Ladder" test
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CONCLUSION
Recently, much attention has been paid in the literature to the issue of identifying children who are not ready for schooling and who have difficulties in school adaptation in grade 1. And this problem is still urgent. A child, entering school, must be mature in physiological and social terms, the success of a child's education in school also depends on his psychological maturity. Psychological readiness to learn is a multifaceted concept. It does not provide for individual knowledge and skills, but a certain set, in which all the basic elements must be present. What components are included in this set " school readiness"? The main components of school maturity are: intellectual, personal, strong-willed, moral readiness. All of these components of school readiness are important in the development of a child. If there is insufficient development of any one component, there is a need for psychological assistance to the child.
Literature
Diagnostic and coordination work of a school psychologist. / Edited by I.V. Dubrovinka / Moscow. 1987 year
¬ ... Features of the mental development of children 6 - 7 years of age. / Under the editorship of D.B. Elkonina, A.L. Wenger / Moscow. 1988 year
¬ Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation "Primary school" 1999 No. 1 61-63 p.
¬ Readiness for school / Edited by M. Dubrovina 1995 - 289 p.
¬ ... Gutkina N.N. Diagnostic program to determine the psychological readiness of children 6-7 years old for school education "Psychological education" 1997 - 235 p.
¬ Ovcharova R. V. "Practical psychology in elementary school", M. 1999 -261 p.
¬ Wenger L.A. Wenger L.A. "Is your child ready for school?" M. 1994 - 189 p.
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Chapter 1. Theoretical analysis of the problem of the child's readiness for school
Chapter 2. Experimental study of the development of child readiness for school
2.2 Psychocorrectional work with schoolchildren at the stage of adaptation
Conclusion
Bibliography
Applications
INTRODUCTION
The relevance of research. In modern conditions, the role of the personal factor in school education is objectively increasing.
The high demands of life on the organization of upbringing and education make us look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in accordance with the requirements of life.
In this sense, the problem of readiness to learn at school is of particular importance. Determining the goals and principles of organizing education and upbringing in preschool institutions is associated with its solution. At the same time, the success of the subsequent education of children in school depends on its decision.
Research into the preparation of children for school began directly under the guidance of academician psychologist A.V. Zaporozhets. The results of the work were repeatedly discussed with D.B. Elkonin. Both of them fought for the preservation of childhood for children, for the maximum use of the possibilities of this age stage, for a painless transition from preschool to primary school age.
Preparing children for school is a multifaceted task, covering all spheres of a child's life. There are three main approaches to the problem of a child's readiness for school.
The first approach can include all studies aimed at developing certain skills and abilities in preschool children that are necessary for learning at school.
The second approach is that a child entering school must have a certain level of cognitive interests, a willingness to change social position, a desire to learn.
The essence of the third approach is to study the child's ability to consciously subordinate his actions to a given one while consistently fulfilling the adult's verbal instructions. This skill is associated with the ability to master the general way of fulfilling the verbal instructions of an adult.
In the domestic literature there are many works, the purpose of which is to study the problem of preparing for school education: L.S. Vygotsky, V.V. Davydov, R. Ya. Guzman, E.E. Kravtsova and others.
The problems of diagnosing children entering school were addressed by A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonin and others.
Recently, the school has undergone major transformations, new programs have been introduced. The structure of the school has changed. Higher requirements are imposed on children going to the first grade. The development of alternative methods at school allows children to be taught according to a more intensive program.
Thus, the problem of school readiness remains relevant. The need to study it stems from the school's own work in modern conditions. First, the requirements for children entering school have increased. Secondly, as a result of the introduction of new programs and developments in the primary school, there is a possibility of a child's choice of teaching according to one or another program, depending on the level of preparation for school.
Third, due to changes in social conditions, many children have different level readiness. In connection with the relevance of this problem, the topic was determined: "The study of the personal and motivational readiness of the child for school."
Purpose of the study: to identify and substantiate the totality of psychological and pedagogical conditions of a child's readiness for school.
Research object: the child's readiness for school.
Research hypothesis: the effectiveness of the system of work on studying the child's readiness for school will increase if the following conditions are met:
a) When correct organization special events (classes, tests, purposeful games, etc.) to identify the individual characteristics of the child at the time of the study and school maladjustment.
b) When using psychocorrectional work with schoolchildren experiencing learning and behavioral difficulties.
Subject of research: the study of a child's personal and motivational readiness for school.
Based on the object and subject to achieve this goal, the following tasks were identified:
1. To study and analyze the psychological and pedagogical literature on the research topic.
2. Consider the essence of the concept of "readiness for schooling", identify its criteria.
3. To reveal the peculiarities of the psychological and pedagogical status of schoolchildren for the purpose of timely prevention and effective solution of problems that arise in their learning, communication and mental state.
4. Carry out diagnostics and develop recommendations to help maximize the use of the child's capabilities in preparation for learning.
The methodological basis of the research was formed by the developed theoretical provisions set forth in the works of psychologists, teachers, sociologists, philosophers, such as L.S. Vygotsky, V.V. Davydova, R. Ya. Guzman, E.E. Kravtsova, A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonin and others.
Research methods:
Theoretical
study and theoretical analysis of psychological, pedagogical and methodological literature;
Study and generalization of the experience of teachers and psychologists.
Empirical
testing, conversation, diagnostic (ascertaining), analysis of student work (documentation)
Psychocorrectional work with students.
The theoretical significance of the study is that it:
the concept of "personal-motivational and intellectual readiness of a child for school" is presented.
the relationship between mental qualities and properties that determine a child's readiness for school has been determined.
the factors of social and motivational nature, peculiar combinations of which determine the significant variability of the level of readiness of children entering school are revealed.
The practical significance is expressed in the creation of conditions conducive to the formation of a high level of readiness for schooling.
The volume and structure of the work. Graduate work consists of ___ pages of typewritten text, from an introduction, two chapters, a conclusion, a list of references (51 sources), ____ applications.
Chapter I. Generalized theoretical analysis of the studied problem of the child's readiness for school
1.1 The concept of a child's readiness for school
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 student is that his study is a compulsory, socially significant activity. For her, he is responsible to the teacher, the school, the 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.
A very special type of relationship develops between teacher and student. The teacher is not just an adult who or does not arouse sympathy in the child. He is the official bearer of social requirements for the child. The assessment that the student receives in the lesson is not an expression of a personal attitude towards the child, but an objective measure of his knowledge, the performance of his educational duties. A bad grade cannot be compensated for by obedience or repentance. The relationship of children in the classroom is also different from those that develop in the game.
The main criterion that determines the position of a child in a peer group is the teacher's assessment and academic success. At the same time, shared participation in compulsory activities creates a new type of relationship based on shared responsibility. The assimilation of knowledge and restructuring, changing oneself becomes the only educational goal. Knowledge and learning activities are assimilated not only for the present time, but also for the future, for future use.
The knowledge that children receive at school is scientific in nature. If earlier initial training was a preparatory step for the systematic assimilation of the foundations of sciences, now it turns into the initial link of such assimilation, which begins with the first grade.
The main form of organizing the educational activities of children is a lesson in which the time is calculated up to a minute. In the lesson, all children need to follow the instructions of the teacher, strictly follow them, not be distracted and not engage in extraneous business. All these requirements relate to the development of different aspects of the personality, mental qualities, knowledge and skills. The student must be responsible for learning, be aware of its social significance, obey the requirements and rules of school life. For successful study, he needs to have developed cognitive interests, a fairly wide cognitive outlook. The student absolutely needs the complex of qualities that organizes the ability to learn. This includes understanding the meaning of educational tasks, their differences from practical ones, awareness of ways to perform actions, skills of self-control and self-esteem.
An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. For different children, this level turns out to be different, but a typical feature that distinguishes six seven-year-old children is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately, having come to the first grade, be included in the general activity, to accept the system the requirements of the school and the teacher.
As for the arbitrariness of cognitive activity, although it begins to form in senior preschool age, by the time of entering school it has not yet reached full development: it is difficult for a child to maintain stable voluntary attention for a long time, memorize material of significant volume, and the like. Education in elementary school takes into account these characteristics of children and is structured in such a way that the requirements for the arbitrariness of their cognitive activity increases gradually, as in the very process of learning it is improved.
A child's mental readiness for school includes several interrelated aspects. A child, in the first grade, needs a well-known stock of knowledge about the world around him: about objects and their properties, about the phenomena of animate and inanimate nature, about people, their work and other aspects. public life, about "what is good and what is bad", i.e. about moral standards of behavior. But it is not so much the volume of this knowledge that is important as its quality - the degree of correctness, clarity and generalization of the ideas that have developed in preschool childhood.
We already know that creative thinking for an older preschooler, it provides quite rich opportunities for the assimilation of generalized knowledge, and with well-organized teaching, children master concepts that reflect the essential laws of phenomena related to different areas of reality. Such representations are the most important acquisition that will help a child move towards learning at school. scientific knowledge... It's enough if in the end preschool education the child will get acquainted with those areas and aspects of phenomena that serve as the subject of study of various sciences, will begin to distinguish them, distinguish living from non-living, plants from animals, natural from man-made, harmful from useful. Systematic acquaintance with each area of knowledge, assimilation of systems of scientific concepts is a matter of the future.
A special place in psychological readiness for school is occupied by the mastery of special knowledge and skills, traditionally related to the actual school - literacy, counting, solving arithmetic problems. Primary school is designed for children who have not received special training and begins to teach them literacy and mathematics from the very beginning. Therefore, appropriate knowledge and skills cannot be considered an obligatory part of a child's readiness for schooling. At the same time, a significant part of children entering the first grade can read, and almost all children, to one degree or another, are able to count. The acquisition of literacy and elements of mathematics in preschool age can affect the success of schooling. The education in children of general ideas about the sound side of speech and its difference from the content side, about the quantitative relations of things and their difference from the objective meaning of these things has a positive significance. It will help the child to study at school and assimilate the concept of number and some other initial mathematical concepts.
As for skills, counting, problem solving, their usefulness depends on the basis on which they are built, how well formed. So, the reading skill increases the level of a child's readiness for school only if it is based on the development of phonemic hearing and awareness of the sound composition of a word, and is itself continuous or syllable. Reading letter by letter, which is often found among preschoolers, will make it difficult for the teacher to work. the child will have to be retrained. The same is the case with counting - experience will be useful if it is based on an understanding of mathematical relations, the meaning of a number, and useless or even harmful if it is learned mechanically.
The readiness to master the school curriculum is evidenced not by knowledge and skills per se, but by the level of development of the child's cognitive interests and cognitive activity. A general positive attitude towards school and learning is enough to ensure sustainable successful learning, if the child is not attracted by the very content of the knowledge acquired at school, is not interested in the new that he gets acquainted with in the classroom, if he is not attracted by the process of cognition itself. Cognitive interests develop gradually, over a long period of time and cannot arise immediately upon entering school, if at preschool age they did not pay enough attention to their upbringing. studies show that the greatest difficulties in primary school are not those children who by the end of preschool age have an insufficient amount of knowledge and skills, but those who show intellectual passivity, who do not have the desire and habit to think, to solve problems that are not directly related to any child's play or life situation. Overcoming intellectual passivity requires in-depth individual work with the child. The level of development of cognitive activity, which a child can reach by the end of preschool age and which is sufficient for successful learning in primary school, includes, in addition to voluntary control of this activity, certain qualities of the child's thinking perception.
A child entering school must be able to systematically examine objects, phenomena, highlight their variety and properties. He needs to own a fairly complete, clear and dismembered perception, a bale. Primary schooling is largely based on teacher-led children's own work with a variety of materials. In the process of such work, the essential properties of things are singled out. Good orientation of the child in space and time is important. Literally from the first days of being at school, the child receives instructions that cannot be followed without taking into account the spatial characteristics of things, knowledge of the direction of space. So, for example, the teacher may suggest drawing a line “obliquely from the upper left to the lower right corner” or “straight down along the right side of the cell,” and so on. an idea of time and a sense of time, the ability to determine how much time has passed - an important condition for the student's organized work in the classroom, for completing the assignment on time.
Particularly high demands are made by teaching at school, the systematic assimilation of knowledge, to the child's thinking. A child should be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similarities and different things; he must learn to reason, find the causes of phenomena, draw conclusions. Another side psychological development, which determines the child's readiness for schooling, is the development of his speech - mastering the ability coherently, consistently, understandable for those around him, an object, a picture, an event, to convey the course of his thoughts, to explain a particular phenomenon, a rule.
Finally, psychological readiness for school includes the qualities of the child's personality that help him to enter the class team, find his place in it, and get involved in common activities. These are social motives of behavior, those rules of behavior learned by the child in relation to other people and the ability to establish and maintain relationships with peers that are formed in the modern activities of preschoolers.
The main place in preparing a child for school is the organization of play and productive activities. It is in these types of activity that social motives of behavior arise for the first time, a hierarchy of motives is formed, actions of perception and thinking are formed and improved, social skills of relationships develop. Of course, this does not happen by itself, but with the constant guidance of the activities of children by adults, who pass on to the younger generation the experience of social behavior, impart the necessary knowledge and develop the necessary skills. Some qualities can be formed only in the process of systematic teaching of preschoolers in the classroom - these are elementary skills in the field of educational activity, a sufficient level of productivity of cognitive processes.
The acquisition of generalized and systematized knowledge plays a significant role in the psychological preparation of children for school. The ability to navigate in specific cultural areas of reality (quantitative relations of things, sound matter of language) helps to master certain skills on this basis. In the process of such training, children develop those elements of a theoretical approach to reality that will enable them to consciously assimilate a variety of knowledge.
Subjectively, readiness for school grows along with the inevitability of going to school on September 1. In the case of a healthy, normal attitude of those close to this event, the child eagerly prepares for school.
Adapting to school is a special problem. Uncertainty is always worrying. And in front of school, every child experiences extreme excitement. He enters life in new conditions compared to kindergarten. It may also happen that a child in lower grades will obey the majority against his own will. Therefore, it is necessary to help the child in this difficult period of life to find himself, to teach him to be responsible for his actions.
I.Yu. Kulachina identifies two aspects of psychological readiness - personal (motivational) and intellectual readiness for school. Both aspects are important both for the child's learning activity to be successful, and for the earliest adaptation to new conditions, painless entry into a new system of relations.
1.2 Problems of studying a child's personal and motivational readiness for schooling
In order for a child to study successfully, he, first of all, must strive for a new school life, for "serious" activities, "responsible" assignments. The appearance of such a desire is influenced by the attitude of close adults to learning, as to an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger and equalize in the position with the elders. The child's desire to occupy a new social position leads to the formation of his internal position. L.I. Bozovic characterizes this as a central personality neoplasm that characterizes the personality of the child as a whole. It is this that determines the behavior and activity of the child, and the entire system of his relationship to reality, to himself and the people around him. The way of life of a schoolchild engaged in a socially significant and socially appreciated business in a public place is perceived by the child as an adequate path to adulthood for him - he responds to the motive “to become an adult” formed in the game and to actually carry out its functions.
Research by psychologists has shown that the age of six seven years is the period of the formation of the psychological mechanisms of the child's personality. The essence of a person's personality is associated with the ego's creative capabilities, with the ego's ability to create new forms of social life, and "the creative principle in a person, his need for creation and imagination as a psychological means of their realization arise and begin to develop in preschool age due to play activities."
A child's creativity in play, a creative attitude to certain tasks, and can be one of the indicators of the formation of a personality.
This feature of the development of the psyche should not be underestimated, it is impossible not to reckon with the child, with his interests, needs, on the contrary, it is necessary to encourage and develop creative abilities. Mental development and personality formation is closely related to self-awareness, and self-awareness is most clearly manifested in self-esteem, in how the baby evaluates himself, his qualities, his capabilities, his successes and failures. It is especially important for the teacher to know and take into account that correct assessment and self-esteem for a six seven-year-old child is impossible without authoritative correction of an adult. One of the important conditions for the successful education of a child in primary school is that he has appropriate motives for learning: an attitude towards him as an important, socially significant business, the desire to acquire knowledge, interest in certain academic subjects. Cognitive interest in any object and phenomenon develops in the process of active activity of the children themselves, then children acquire a certain experience, ideas. The presence of experience, ideas contribute to the emergence of a desire for knowledge in children. Only the presence of sufficiently strong and stable motives can induce a child to systematically and conscientiously fulfill the duties imposed on him by the school. The prerequisites for the emergence of these motives are, on the one hand, the general desire of children to enter school, to acquire an honorable position in the eyes of the child as a schoolchild, and, on the other hand, the development of curiosity, mental activity, manifested in a lively interest in the environment, in the desire learn new things.
Numerous surveys of senior schoolchildren and observations of their games indicate a great attraction of children to school.
What attracts children to school?
Some children are attracted by the acquisition of knowledge in school life. “I love to write”, “I will learn to read”, “I will solve problems at school” and this desire is naturally connected with new moments in the development of the older preschooler. It is no longer enough for him to join the life of adults only indirectly in the game. But being a schoolboy is completely different. This is already a conscious step up to adulthood.
Some of the children refer to external accessories. “They will buy me a beautiful uniform”, “I will have a brand new knapsack and pencil case”, “My friend is studying at school…”. This, however, does not mean that motivationally similar children are not ready for school: of decisive importance is the very positive attitude towards it, which creates favorable conditions for the subsequent formation of a deeper, proper educational motivation. The emergence of educational motivation is facilitated by the formation and development of curiosity, mental activity, directly related to the allocation of cognitive tasks that do not initially appear for the child as independent, being woven into the performance of practical activities, to the performance of tasks of a purely cognitive nature, directing children to the conscious performance of mental work.
A positive attitude towards school includes both intellectual and emotional components. Striving to occupy a new social position, i.e. become a schoolboy, merges with an understanding of the importance of schooling, respect for the teacher, for older schoolmates, it reflects both love and respect for the book as a source of knowledge. However, being at school does not yet give reason to believe that the walls themselves make a child a real schoolboy. He will still become one, but now he is on the road, in a difficult transitional age, and he can attend school for various reasons, including those that have nothing to do with learning: parents force him, you can run during recess and others.
Studies show that the emergence of a child's conscious attitude to school is determined by the way information is presented about it. It is important that the information given to children about the school is not only understandable, but also felt, experienced by them. Such an emotional experience is provided, first of all, through the inclusion of children in activities that activate both thinking and feelings. For this, excursions around the school, conversations, stories of adults about their teachers, communication with students, reading are used. fiction, watching filmstrips, films about the school, feasible inclusion in the social life of the school, holding joint exhibitions of children's works, acquaintance with proverbs and sayings that merge the mind, emphasize the importance of books, teachings, etc.
A particularly important role is played by play, in which children find application of the knowledge they have, there is a need to acquire new knowledge, and the skills necessary for educational activities develop.
Personal readiness for school also includes the formation of such qualities in children that would help them communicate with classmates at school, with a teacher. Every child needs the ability to enter the children's community, to act together with others, to yield in some circumstances and not to yield in others.
Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity presupposes an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-awareness. A child's personal readiness for school is usually judged by his behavior in group lessons and during a conversation with a psychologist. There are also specially developed conversation plans that reveal the student's position (methodology of N.I. Gutkina), and special experimental techniques. For example, the predominance of a cognitive or playful motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has examined the toys in the room for a minute, they begin to read a fairy tale to him, but at the most interesting place they interrupt the reading. The psychologist asks what he wants more now - to listen to the fairy tale or play with toys, it is obvious that with personal readiness for school, cognitive interest dominates and the child prefers to know what will happen at the end of the fairy tale. Children who are motivationally not ready for learning, with a weak cognitive need, are more attracted to play.
From the moment that in the child's mind the idea of school acquired the features of the desired way of life, we can say that his internal position has received a new content - it has become the internal position of the student.
And this means that the child psychologically moved into a new age period in his development - the primary school age. The internal position of a student in the broadest sense can be defined as a system of the child's needs and aspirations associated with school, i.e. such an attitude to school, when the child experiences involvement in it as his own need (“I want to go to school”). The presence of the inner position of the student is revealed in the fact that the child decisively refuses the preschool-play, individually direct way of existence and shows a brightly positive attitude towards school-educational activity in general, and especially towards those aspects of it that are directly related to learning.
The next condition for successful learning consists in sufficient arbitrariness, controllability of behavior, which ensures the realization of the child's motives for learning. The arbitrariness of external motor behavior provides the child with the opportunity to withstand the school regime, in particular, to behave in an organized manner in the classroom.
The main prerequisite for mastering the arbitrariness of behavior is the formation of a system of motives, their subordination, which comes to the end of preschool age, as a result of which some motives come to the fore, while others become less important. All this, however, does not mean that the behavior of a child entering school can and should be characterized by a high degree of arbitrariness, but it is important that in preschool age a mechanism of behavior is formed that ensures the transition to a new type of behavior in general.
When determining a child's personal readiness for school, it is necessary to identify the specifics of the development of the sphere of arbitrariness. Features of voluntary behavior can be traced not only when observing a child in individual and group lessons, but also using special techniques.
The Kern-Jirasek orientation test of school maturity is quite widely known, which includes, in addition to drawing a male figure from memory, two tasks - sketching written letters and sketching a group of dots, i.e. work on the sample. Similarly to these tasks, N.I. Gutkina "House": children draw a picture depicting a house, made up of elements of capital letters. There are also simpler methodological techniques.
A.L. Wenger "Draw Tails for Mice" and "Draw Handles for Umbrellas". And mouse tails and pens are also letter elements. It is impossible not to mention two more methods of D.B. Elkonina, A.L. Wenger: Graphic Dictation and Pattern and Rule. Performing the first task, the child draws an ornament on a piece of paper from the previously set points, following the instructions of the psychologist. The psychologist dictates to a group of children in which direction and how many cells to draw lines, and then offers to draw the resulting dictation "pattern" to the end of the page. Graphic dictation allows you to determine how accurately the child can fulfill the requirement of an adult given orally, as well as the ability to independently perform tasks on a visually perceived sample. The more complex technique "Pattern and Rule" involves the simultaneous following in your work the pattern (the task is given to draw exactly the same pattern by points as this geometric figure) and the rule (the condition is stipulated: you cannot draw a line between the same points, i.e. connect a circle with a circle, a cross with a cross, a triangle with a triangle). The child tries to complete the task, can draw a figure similar to the given one, neglecting the rule, and, conversely, focus only on the rule, connecting different points and not checking the sample. Thus, the methodology reveals the level of the child's orientation to a complex system of requirements.
1.3 Psychological support of children at the stage of admission and adaptation at school
In the most widespread sense, school adaptation is understood as the child's adaptation to a new system of social conditions, new relationships, requirements, types of activity, mode of life, etc. a child who fits into the school system of requirements, norms and social relations is most often called adapted. Sometimes the most humanistic teachers add one more criterion - it is important, they say, that this adaptation be made by the child without serious moral losses, deterioration of health, mood, and self-esteem. Adaptation is not only adaptation to successful functioning in a given environment, but also the ability for further psychological, personal, and social development.
An adapted child is a child adapted to the full development of his personal, intellectual and other potentials in the pedagogical environment given to him.
The purpose of the psychological and pedagogical conditions that allow the child to function and develop successfully in the pedagogical environment (the school system of relations).
That is, in order to help a child feel comfortable at school, to release his intellectual, personal, physical resources for successful learning and full development, teachers and a psychologist need to: identify the psychological characteristics of the child, adjust the educational process to his individual characteristics , opportunities and needs; help your child develop the skills and internal psychological mechanisms necessary for successful learning and communication in the school environment.
Let us dwell on the main stages of working with children during the adaptation period.
The first stage is the child's admission to school.
Within the framework of this stage, it is assumed:
Conducting psychological and pedagogical diagnostics aimed at determining the child's school readiness.
Conducting group and individual consultations for parents of future first graders. A parent-teacher meeting is a way to provide parents with some useful information about organizing the last months of their child's life before school starts. Individual consultations are primarily carried out for parents whose children showed poor results in the testing process and may experience difficulties in adapting to school.
Group consultation of teachers of future first-graders, which at this stage is of general informational character.
Conducting a psychological and pedagogical consultation based on the results of diagnostics, the main purpose of which is to develop and implement a specific approach to recruiting classes.
The second stage is the primary adaptation of children to school.
Without exaggeration, he can be called the most adult for children and the most responsible for adults.
Within the framework of this stage (from September to January) it is assumed:
Conducting consultative and educational work with parents of first-graders, aimed at familiarizing adults with the main tasks and difficulties of initial adaptation, tactics of communication and helping children.
Conducting group and individual consultations of teachers on the development of a unified approach to individual children and a unified system of requirements for the class on the part of various teachers working with the class.
Organization of the methodological work of teachers aimed at building the educational process in accordance with the individual characteristics and capabilities of schoolchildren, identified during the diagnosis and observation of children in the first weeks of training.
Organization of pedagogical support for schoolchildren. Such work is carried out after hours. The main form of work is various games.
Organization of group developmental work with children, aimed at increasing the level of their school readiness, socio-psychological adaptation in a new system of relationships.
Analytical work aimed at comprehending the results of the activities of teachers and parents during the period of primary adaptation of first-graders.
The third stage is psychological and pedagogical work with schoolchildren experiencing difficulties in school adaptation
Work in this direction is carried out during the second half of the first grade and involves the following:
Conducting psychological and pedagogical diagnostics aimed at identifying a group of schoolchildren experiencing difficulties in schooling, communicating with teachers and peers, and well-being.
Group and individual counseling and education of parents based on the results of diagnostics.
Consulting and educating teachers about this age in general.
Organization of pedagogical assistance to children experiencing various difficulties in learning and behavior, taking into account the data of psychodiagnostics.
Organization of group psychocorrectional work with schoolchildren experiencing learning and behavioral difficulties.
Analytical work aimed at comprehending the results of the work carried out during the six months and the whole year.
What tasks do teachers and psychologists need to solve when a child enters school?
The first task is to identify the level of his readiness for schooling and those individual characteristics of activity, communication, behavior that must be taken into account in the process of teaching communication in the school environment.
The second task is, if possible, to compensate, eliminate, fill in the gaps, i.e. to increase the level of school readiness by the time of arrival in the first grade.
The third task is to think over the strategy and tactics of teaching the child, taking into account the identified features and capabilities.
Let's highlight the main areas of work:
Psychological and pedagogical diagnostics;
Parenting education and counseling;
Counseling and educating teachers on classroom recruitment and training individual students.
Diagnostics will reveal the level of the child's readiness to master a new role and fulfill the requirements of educational activity, as well as his individual characteristics, without which it is impossible to build the process of his successful learning and development.
Educating and counseling parents will help solve some emerging or already announced problems even before entering the first grade.
Working with teachers is not only and not so much recruiting classes, it is the beginning of a large analytical work with the proposed curriculum.
The initial stage of a child's stay at school is precisely the period of the child's socio-psychological adaptation to new conditions. It is during this period that the main work of the teaching staff, psychologists, parents of schoolchildren falls, aimed at the quickest getting used to school by children, adapting to it as an environment for their development and life.
Let us dwell on the tasks of psychological and pedagogical support of schoolchildren during this period:
Creation of conditions for the psychological and pedagogical adaptation of children at school (creation of a cohesive class team, presentation of uniform reasonable requirements to children, establishment of norms for relationships with peers and teachers, etc.).
Increasing the level of psychological readiness of children for successful learning, assimilation of knowledge, cognitive development;
Adaptation of the curriculum, workload, educational technologies to the age and individual-personal capabilities and needs of students.
The solution of such problems presupposes the mutual adaptation of the child who came to study and the socio-psychological environment in which his learning takes place. On the one hand, special efforts are being made to increase the level of the child's readiness to learn, to join the system of pedagogical interaction. On the other hand, the interaction itself, its forms and content are modified in accordance with the characteristics of the child and his capabilities.
Main directions of work:
1. Counseling and education of teachers, which involves both psychological counseling on demand and joint psychological and pedagogical work to analyze the curriculum and its adaptation to specific students. A separate stage is counseling teachers on issues related to the organization of pedagogical support for children in a more acute period of primary adaptation. Let us single out three main types of counseling situations that are organized and implemented during the period of primary adaptation of children at school.
The first situation is the organization of the methodological work of teachers.
The first step is to harmonize the psychological and pedagogical aspects of the teacher's activities, the program and the system of psychological and pedagogical requirements for the status of a first grader.
The second step is to adapt the program in accordance with the individual characteristics of the students attending. It is the pedagogical program that should be the dependent variable. If this is an author's specific product, it is precisely the system of requirements that needs to be modified, and children who will be able to study according to this program should be selected for them, however, experience shows that many curricula used today in mass schools, to a greater or lesser extent, need psychological polishing. (and even more so in adaptation to specific children). But even if the teacher works strictly according to a certain program and considers it ideal, there are also teaching methods, personal style. And this is a fertile ground for introspection and self-improvement.
Such work begins in the summer, but of course the process of real activity, meeting with real children helps to make both planning and the work itself more meaningful. The analysis is based on observation data, diagnostic results and a developed, modified system of psychological and pedagogical requirements.
The second situation is the organization of pedagogical assistance to children during the period of primary adaptation.
Helping children adapt in a team, develop norms and rules of behavior: get used to a new space, feel comfortable in it - purely pedagogical work. There are many developed forms of organizing such support, including various educational games. It is precisely to take them off that, first of all, the consultative help of a psychologist is connected. Educational games that have a deep psychological meaning for the child and children's collective, often take on outwardly very simple, uncomplicated forms, are easy to perform, interesting for children.
At the adaptation stage, the teacher can play them with first graders during the dynamic hour, during breaks, in an extended day group. The game requires from each participant certain skills and abilities, makes certain requirements for the level of development of the group, the relationship between its members. In one exercise, children may be willing to take on leadership functions in one form or another and, at the same time, obey the system of rules set by the leader. Another game requires children to have cooperation skills and constructive behavior. In any collective interaction, the ability to empathy and empathy is diagnosed and developed. Each game is a diagnosis of the group and its individual members, and the possibility of targeted impact, and the holistic development of the child's personal, psychological potential. The planning of such influences and the analysis of their results should be the fruit of cooperation between the teacher and the psychologist.
The third situation is consulting first grade teachers on urgent requests regarding the problems of teaching specific children or the class as a whole. Such work can be extremely varied.
2. Counseling and education for parents.
The psychologist has enough opportunities and chances to actively involve parents in accompanying their children in the learning process. What can he count on, what can he achieve? First of all, it is an increase in the psychological competence of parents in matters that are most relevant from the point of view of the period of development experienced by children. Further - the creation of a friendly contact, trusting relationships with parents, which are a guarantee that parents will go to a psychologist with their problems, doubts and questions and honestly share their observations. And the last one is accepting some responsibility for what happens to their child at school. If this has been achieved, you can count on cooperation with parents in solving problematic situations for the child. As for the forms of work, they are very traditional: meetings at which the psychologist has the opportunity to provide parents with the necessary psychological information, individual consultations on requests, both from the family and the decision of the psychologist himself. At the beginning of the first grade, it is advisable to hold meetings and meetings regularly - about once every two months, telling parents about the difficulties of the adaptation period, forms of support for the child, optimal psychological forms of solving school problems at home, etc. Before starting psychological developmental work, it is imperative to tell parents about its goals and objectives, to involve them in discussions with the children of the classes that are taking place, to give certain tasks for observing children during the period of psychological work.
3. Psychologically developing work at the stage of primary adaptation.
The purpose of developmental activities at this stage is to create social and psychological conditions for the successful adaptation of first-graders in a school situation.
Achieving this goal is possible in the process of implementing the following tasks:
Developing the cognitive skills and abilities in children to be successful in primary school. The complex of these skills is included in the concept of psychological readiness for school;
Development in children of social and communication skills necessary for the establishment of interpersonal relationships with peers and appropriate role relationships with teachers;
Formation of stable educational motivation against the background of a positive "I - concept" of children, stable self-esteem and a low level of school anxiety.
First of all, the possible forms of organizing developmental work.
More efficient and economical - group form. The size of the developing group should not exceed 5-6 people. This means that in the process of psychological developmental work, either only a part of first-graders can be included, or the class is divided into several stable developing groups.
The following principles for the acquisition of such mini-associations can be proposed:
Each group includes children with different levels of readiness for school, with an accentuation of various problems, so that the children help each other in acquiring new psychological skills.
When selecting children for a group, it is necessary, if possible, to equalize the number of boys and girls.
At the first stages of work, it is necessary to take into account the personal relationships of children and select them into groups based on mutual sympathy.
As the groups work, their composition, at the discretion of the psychologist, can change so that the social experience received by children is more versatile. The beginning of developmental work with first-graders at the adaptation stage is approximately at the end of October - beginning of November. The cycle should include at least 20 lessons. The frequency of group meetings depends on what stage of work she is in. So in the beginning it should be quite high 3-4 times a week. The approximate duration of each session is 35-50 minutes, depending on the condition of the children, the complexity of the proposed exercises and other specific circumstances of the work.
The main content of the group lessons is made up of games and psychological exercises. Throughout the existence of the group, the psychologist must deal with the development and maintenance of group dynamics. Rituals of greeting farewell, various exercises, games that require interaction and cooperation of children, joint search for solutions or their options, competitive situations, etc. can be used. At the same time, it must be remembered that the existence of a group in a permanent composition should not be very long.
The structure of a group lesson with schoolchildren should include the following elements: a greeting ritual, warm-up, reflection of the current lesson, a farewell ritual. The program is a system of interrelated activities aimed at the formation of the necessary level of psychological readiness for school in younger students in the areas of education, communication with peers and teachers, and motivational readiness.
By the middle of the first grade, for most children, the difficulties of the adaptation period are left behind: now they can use the stock of intellectual forces at their disposal, emotional resources, and abilities to master various types of activities. Learning activity is very attractive in the eyes of first graders, they are curious, focused on "adult" classes. They are interested in and, if I may say so, "psychologically comfortable" to engage in cognition.
But by the same time, a group of children emerged who had not so successfully passed the era of adaptation. Some aspects of the new social situation turned out to be alien and inaccessible for assimilation. For many, the "stumbling block" is the actual educational activity. A complex of non-success develops, which in turn gives rise to uncertainty, disappointment, loss of interest in learning, and sometimes cognitive activity in general. Uncertainty can turn into aggression, resentment towards those who put them in such a situation, "plunged" into a sea of failure and deprived of support. Others did not succeed in relationships with peers, a teacher. Chronic lack of success in communication led to the need to defend - to withdraw into oneself, internally turn away from others, attack first. Someone manages to cope with their studies, communicate with classmates, but at what cost? Health deteriorates, tears or fever in the morning become the norm, strange unpleasant "habits" appear: tics, stuttering, biting nails and hair. These children are maladjusted. In some of them, maladjustment has already acquired forms that threaten personal well-being, while in others it has taken on milder forms, smoothed features.
Thus, the main tasks of the third stage of work are to determine the level of school adaptation of first graders and the creation of psychological and pedagogical conditions for solving the problems of learning, behavior and psychological well-being of schoolchildren who are experiencing difficulties in the process of school adaptation.
The activities of teachers and psychologists unfold in the following directions:
Psychological and pedagogical diagnostics of the level and content of school adaptation of first-graders.
Conducting a psychological and pedagogical consultation based on the results of diagnostics with the development of a strategy and tactics for accompanying each child and, first of all, those schoolchildren who are experiencing difficulties in adaptation.
Conducting counseling and educational work with parents, individual counseling of the most difficult cases.
Organization of pedagogical assistance to schoolchildren experiencing difficulties in adaptation.
Organization of social and psychological assistance to children experiencing difficulties in adaptation.
CHAPTER 2. EXPERIMENTAL STUDY OF THE DEVELOPMENT OF A CHILD'S READINESS FOR SCHOOL
2.1 Choice of methods and techniques for studying child's readiness for schooling
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Sections: General educational technologies
The topic of researching children's readiness for schooling is based on the works of L.S. Vygodsky, L.I. Bozhenko, A.V. Zaporozhets, D.B. Elkonin. This question arose for the first time in the late 1940s, when it was decided to switch to teaching children from the age of 7 (before this decree, education began at the age of 8). It was from this time that the question of determining the child's readiness for learning did not fade away. A new surge of interest in this issue arose in 1983, when it was decided to educate children from the age of 6. A new question arose before society - about the maturity of the child and the formation of the prerequisites for educational activity.
A child entering school must be mentally and socially mature, he must achieve a certain level mental and emotional-volitional development. Learning activity requires a certain stock of knowledge about the world around and the formation of elementary concepts. A child should be able to generalize and differentiate objects and phenomena of the surrounding world, master mental operations, be able to plan his activities and exercise self-control. Also important are a positive attitude towards learning, the ability to self-regulate behavior and the manifestation of volitional efforts to complete the assigned tasks, the arbitrariness of cognitive activity and the level of development of visual-figurative thinking; verbal communication skills, developed fine motor skills of the hand and visual-motor coordination.
Object of study: children's readiness for school.
Subject of study: study of children's readiness for schooling.
The purpose of this study: determination of the psychological readiness of children to study at school.
The objectives of this study:
- to determine the psychological characteristics of readiness for schooling.
- consider the main components of children's readiness for schooling;
- consider how the study of school readiness of children is conducted.
Junior school age
In the modern periodization of mental development, it covers the period from 6-7 to 9-11 years.
The anatomical and physiological capabilities of a junior schoolchild make it possible to carry out quite serious work.
The time of active working capacity of a 6-7-year-old schoolchild does not exceed 20 minutes. Educational activity becomes the leading one for the younger student. This is facilitated by the social atmosphere of his life. If earlier a child could be called good because he has an elegant jacket or a bow, now everyone he meets asks how things are at school, what marks. The family is allocated a special time for classes, a special place, they buy what the school requires, the school topic is constantly present in the conversation. The teacher becomes the main person for the child, school marks begin to determine his "value" in the eyes of others, to determine self-esteem and self-acceptance.
Everything related to the implementation of the lessons becomes a point of growth, development. This is a new level of cognitive processes, and volitional qualities of a person, the desire to follow prescribed rules and achieve success, and a new level of self-control and self-esteem. The desire to be in school, the desire to earn the praise of the teacher helps not only to accept school requirements, but also to proudly fulfill everything to the smallest detail.
Psychological characteristics of readiness to study at school
The problem of readiness to learn becomes especially acute and practically significant due to the fact that there is a choice of when to send a child to school, and a choice of the type of school, class and nature of educational services that will be within his power. Premature inclusion in school life makes it difficult for the child to adapt to new conditions and can cause disorders in personal development: uncertainty, anxiety, loss of interest in learning, the desire to avoid failure instead of trying to achieve success, etc. However, the late start of school life is also dangerous with loss interest in learning.
Psychological readiness for learning is divided into general and specific.
Specific readiness includes the academic skills required for initial school success: reading, writing, and numeracy. High demands in this regard are made by gymnasiums, elite educational institutions, organizing the education of children before enrolling in school. However, the child's general readiness to learn is more important for sustainable school success. It consists of three components: social readiness, intellectual and personal.
Social readiness for school is expressed in the fact that the child assimilates the inner position of the student. He ceases to like children's activities, there is a need for such things that would be valuable, meaningful in the eyes of adults. In modern conditions, school is such an important matter, and even strangers ask a child more and more often: "Well, how soon to school?" School life in the eyes of children is so adult and important that sometimes they do not like drawing lessons - "As if in kindergarten!".
A normally developed child wants to go to school, complete assignments, and get grades. The social environment pushes him to this.
Readiness for learning includes both physiological components - school maturity, and psychological components. At school, a child has to maintain a static posture while sitting for a long time, to perform intense mental work; many learning activities, especially writing, require fine, coordinated finger and hand movements, while the child has mostly gross motor skills. Physically strong children with sufficiently developed physiological systems adapt more easily to school conditions.
Research of children's psychological readiness for schooling
In this regard, psychological techniques may be more useful in diagnostics. Within the framework of the psychological approach to the diagnosis of school maturity, two main directions are clearly distinguished:
- the first provides for the use of psychodiagnostic methods for determining the level of school maturity (Kern-Jirasek test, Vitzlak test, etc.).
- the second involves the determination of school maturity through the diagnosis of the level of development of the child's mental processes.
Diagnostic complex:
1. Assessment of the intellectual component of school maturity.
Orientation in the environment, stock of knowledge.
The data are revealed in a conversation with a child, in the process of which the child's general erudition, the level of his knowledge and ideas about the world around him are determined. The conversation is structured in a calm, confidential tone. For the successful conduct of the survey and obtaining reliable results, it is important to establish contact with the child during the conversation, to gain his trust. If the child is at a loss, it is necessary to encourage him, you should also not express dissatisfaction or scold the child for the wrong answer.
The next stage of the research is related to the determination of the child's social and emotional maturity. It can be qualitative in nature and be based on the data of the psychologist's observation of the child's behavior during the examination. In some cases, you can use special methods aimed at assessing these components of school maturity.
2. Assessment of the social component of school maturity
In the process of observation, the psychologist notes how sociable the child is, whether he easily makes contact, whether he himself shows the initiative of communication. For a more subtle diagnosis of social maturity, you can use the methods proposed by G.A. Uruntaeva and Yu.A. Afonkina, for example, the methodology "Study of social emotions", etc. (see Appendix B).
3. Diagnostics of the emotional component of school maturity
Based on the observation results, the features of the child's emotional response to success and failure, the presence of impulsive emotional reactions, the child's bone interest in completing the task, etc. are determined and evaluated. It is especially important for admission to school to have volitional manifestations of behavior and the development of the ability to arbitrarily regulate their activities. In this regard, in the process of observation, special attention is paid to the study of volitional manifestations in the process of activity.
Based on the analysis of observation data, a conclusion is made about the development of volitional behavior, the formation of volitional qualities and habits.
To make a conclusion about the level of school maturity of the child and determine the program and the nature of his further education, the child's indicators are analyzed for all the methods carried out. The conclusion is drawn up in writing, in the form of characteristics of the child's psychological development.
Conclusion
In this work, there was an attempt to get acquainted with the main psychological methods for determining the level of school maturity, the rules for compiling the psychological and pedagogical characteristics of a child, as well as the peculiarities of organizing a child's examination before entering school.
As we have already learned, preparing a child for schooling is one of the most important problems of educational psychology.This problem has become especially relevant in connection with the transition to teaching children, starting from the age of 6 and the introduction of new, in many respects, alternative educational programs. The success of the beginning of schooling, as well as the peculiarities of the child's adaptation in the initial period, largely depends on the extent to which the age-psychological and individual characteristics of the preschooler will be taken into account in the preparatory period. Equally important is the issue of diagnosing a child's readiness for schooling. According to many researchers (L.I.Bozhovnch, A.L. Venger, L.V. Zaporozhets, J. Jirasek, N.V. Nizhegorodtsev, etc.), the main difficulties that arise in children during the adaptation period are in most cases with insufficient school maturity. Therefore, the problem of diagnosing school maturity, determining the level of mental development of a child is especially relevant.
In conclusion, once again highlight the main points:
1. Psychological readiness for school, first of all, manifests itself in the presence of a child's educational motivation, which allows him to effectively engage in the educational process. At the same time, the motivation for learning testifies to the necessary and sufficient development of the intellectual and arbitrary sphere of the future student for the start of learning at school.
2. Psychological readiness for school appears as a new formation at the turn of preschool and primary school age, which, according to Russian periodizations of the child's mental development, occurs at about 7 years.
3. Psychological readiness for school appears as a result of the full development of a preschooler who has approached the entry into primary school age. It is important to note that attempts to artificially accelerate the onset of school age lead to a slowdown in the development of motivation for learning, and, consequently, to a later appearance of psychological readiness for school. The latter grows not from the purposeful preparation of children for school education, but from traditionally children's activities, in which play takes the main place.
And so, in during the research on the topic of this work, they learned what psychological readiness for school is, considered different approaches to this problem; studied methods of psychological diagnostics of children's readiness for schooling .
We also learned that there is a wide variety of diagnostic programs for determining psychological readiness for school.
As a result of the examination, children are identified who need correctional and developmental work, which allows them to form the necessary level of readiness for school.
It is advisable to carry out developmental work with children in need of it in development groups. In these groups, a program that develops the psyche of children is being implemented. There is no special task to teach children to count, write, read. The main task is to bring the child's psychological development to the level of readiness for school. The main emphasis in the development group is divided on the child's motivational development, namely the development of cognitive interest and learning motivation. The adult's task is to first awaken the child's desire to learn something new, and only then to begin work on the development of higher psychological functions.
graduate work
1.1 The concept of a child's readiness for school
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 student is that his study is a compulsory, socially significant activity. For her, he is responsible to the teacher, the school, the 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.
A very special type of relationship develops between teacher and student. The teacher is not just an adult who or does not arouse sympathy in the child. He is the official bearer of social requirements for the child. The assessment that the student receives in the lesson is not an expression of a personal attitude towards the child, but an objective measure of his knowledge, the performance of his educational duties. A bad grade cannot be compensated for by obedience or repentance. The relationship of children in the classroom is also different from those that develop in the game.
The main criterion that determines the position of a child in a peer group is the teacher's assessment and academic success. At the same time, shared participation in compulsory activities creates a new type of relationship based on shared responsibility. The assimilation of knowledge and restructuring, changing oneself becomes the only educational goal. Knowledge and learning activities are assimilated not only for the present time, but also for the future, for future use.
The knowledge that children receive at school is scientific in nature. If earlier primary education was a preparatory stage for the systematic assimilation of the foundations of the sciences, now it turns into the initial link in such assimilation, which begins with the first grade.
The main form of organizing the educational activities of children is a lesson in which the time is calculated up to a minute. In the lesson, all children need to follow the instructions of the teacher, strictly follow them, not be distracted and not engage in extraneous business. All these requirements relate to the development of different aspects of the personality, mental qualities, knowledge and skills. The student must be responsible for learning, be aware of its social significance, obey the requirements and rules of school life. For successful study, he needs to have developed cognitive interests, a fairly wide cognitive outlook. The student absolutely needs the complex of qualities that organizes the ability to learn. This includes understanding the meaning of educational tasks, their differences from practical ones, awareness of ways to perform actions, skills of self-control and self-esteem.
An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. For different children, this level turns out to be different, but a typical feature that distinguishes six seven-year-old children is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately, having come to the first grade, be included in the general activity, to accept the system the requirements of the school and the teacher.
As for the arbitrariness of cognitive activity, although it begins to form in older preschool age, by the time of entering school it has not yet reached full development: it is difficult for a child to maintain stable voluntary attention for a long time, memorize material of considerable volume, and the like. Education in elementary school takes into account these characteristics of children and is structured in such a way that the requirements for the arbitrariness of their cognitive activity increases gradually, as in the very process of learning it is improved.
A child's mental readiness for school includes several interrelated aspects. A child, in the first grade, needs a certain amount of knowledge about the world around him: about objects and their properties, about the phenomena of animate and inanimate nature, about people, their work and other aspects of social life, about “what is good and what is bad” , i.e. about moral standards of behavior. But it is not so much the volume of this knowledge that is important as its quality - the degree of correctness, clarity and generalization of the ideas that have developed in preschool childhood.
We already know that the figurative thinking of the older preschooler provides quite rich opportunities for the assimilation of generalized knowledge, and with well-organized learning, children master ideas that reflect the essential laws of phenomena related to different areas of reality. Such representations are the most important acquisition that will help a child move in school to the assimilation of scientific knowledge. It is quite enough if, as a result of preschool education, the child becomes familiar with those areas and aspects of phenomena that serve as the subject of study of various sciences, begins to distinguish them, distinguish living from non-living, plants from animals, natural from man-made, harmful from useful. Systematic acquaintance with each area of knowledge, assimilation of systems of scientific concepts is a matter of the future.
A special place in psychological readiness for school is occupied by the mastery of special knowledge and skills, traditionally related to the actual school - literacy, counting, solving arithmetic problems. Primary school is designed for children who have not received special training and begins to teach them literacy and mathematics from the very beginning. Therefore, appropriate knowledge and skills cannot be considered an obligatory part of a child's readiness for schooling. At the same time, a significant part of children entering the first grade can read, and almost all children, to one degree or another, are able to count. The acquisition of literacy and elements of mathematics in preschool age can affect the success of schooling. The education in children of general ideas about the sound side of speech and its difference from the content side, about the quantitative relations of things and their difference from the objective meaning of these things has a positive significance. It will help the child to study at school and assimilate the concept of number and some other initial mathematical concepts.
As for skills, counting, problem solving, their usefulness depends on the basis on which they are built, how well formed. So, the reading skill increases the level of a child's readiness for school only if it is based on the development of phonemic hearing and awareness of the sound composition of a word, and is itself continuous or syllable. Reading letter by letter, which is often found among preschoolers, will make it difficult for the teacher to work. the child will have to be retrained. The same is the case with counting - experience will be useful if it is based on an understanding of mathematical relations, the meaning of a number, and useless or even harmful if it is learned mechanically.
The readiness to master the school curriculum is evidenced not by knowledge and skills per se, but by the level of development of the child's cognitive interests and cognitive activity. A general positive attitude towards school and learning is enough to ensure sustainable successful learning, if the child is not attracted by the very content of the knowledge acquired at school, is not interested in the new that he gets acquainted with in the classroom, if he is not attracted by the process of cognition itself. Cognitive interests develop gradually, over a long period of time and cannot arise immediately upon entering school, if at preschool age they did not pay enough attention to their upbringing. studies show that the greatest difficulties in primary school are not those children who by the end of preschool age have an insufficient amount of knowledge and skills, but those who show intellectual passivity, who do not have the desire and habit to think, to solve problems that are not directly related to any child's play or life situation. Overcoming intellectual passivity requires in-depth individual work with the child. The level of development of cognitive activity, which a child can reach by the end of preschool age and which is sufficient for successful learning in primary school, includes, in addition to voluntary control of this activity, certain qualities of the child's thinking perception.
A child entering school must be able to systematically examine objects, phenomena, highlight their variety and properties. He needs to own a fairly complete, clear and dismembered perception, a bale. Primary schooling is largely based on teacher-led children's own work with a variety of materials. In the process of such work, the essential properties of things are singled out. Good orientation of the child in space and time is important. Literally from the first days of being at school, the child receives instructions that cannot be followed without taking into account the spatial characteristics of things, knowledge of the direction of space. So, for example, the teacher may suggest drawing a line “obliquely from the upper left to the lower right corner” or “straight down along the right side of the cell,” and so on. an idea of time and a sense of time, the ability to determine how much time has passed - an important condition for the student's organized work in the classroom, for completing the assignment on time.
Particularly high demands are made by teaching at school, the systematic assimilation of knowledge, to the child's thinking. A child should be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similarities and different things; he must learn to reason, find the causes of phenomena, draw conclusions. Another aspect of psychological development that determines a child's readiness for schooling is the development of his speech - mastering the ability to coherently, consistently, understandable for those around him, an object, a picture, an event, to convey the course of his thoughts, to explain a particular phenomenon, a rule.
Finally, psychological readiness for school includes the qualities of the child's personality that help him to enter the class team, find his place in it, and get involved in common activities. These are social motives of behavior, those rules of behavior learned by the child in relation to other people and the ability to establish and maintain relationships with peers that are formed in the modern activities of preschoolers.
The main place in preparing a child for school is the organization of play and productive activities. It is in these types of activity that social motives of behavior arise for the first time, a hierarchy of motives is formed, actions of perception and thinking are formed and improved, social skills of relationships develop. Of course, this does not happen by itself, but with the constant guidance of the activities of children by adults, who pass on to the younger generation the experience of social behavior, impart the necessary knowledge and develop the necessary skills. Some qualities can be formed only in the process of systematic teaching of preschoolers in the classroom - these are elementary skills in the field of educational activity, a sufficient level of productivity of cognitive processes.
The acquisition of generalized and systematized knowledge plays a significant role in the psychological preparation of children for school. The ability to navigate in specific cultural areas of reality (quantitative relations of things, sound matter of language) helps to master certain skills on this basis. In the process of such training, children develop those elements of a theoretical approach to reality that will enable them to consciously assimilate a variety of knowledge.
Subjectively, readiness for school grows along with the inevitability of going to school on September 1. In the case of a healthy, normal attitude of those close to this event, the child eagerly prepares for school.
Adapting to school is a special problem. Uncertainty is always worrying. And in front of school, every child experiences extreme excitement. He enters life in new conditions compared to kindergarten. It may also happen that a child in lower grades will obey the majority against his own will. Therefore, it is necessary to help the child in this difficult period of life to find himself, to teach him to be responsible for his actions.
I.Yu. Kulachina identifies two aspects of psychological readiness - personal (motivational) and intellectual readiness for school. Both aspects are important both for the child's learning activity to be successful, and for the earliest adaptation to new conditions, painless entry into a new system of relations.
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