Svetlana Knyazeva
Problem psychological readiness to schooling
« The problem of psychological readiness for schooling»
defectologist teacher: Knyazeva S.I.
The problem of studying the psychological readiness of the child for school engaged in many researchers, both in foreign and domestic psychology(L. I. Bozhovich, L. A. Venger, M. I. Lisina, N. I. Gutkina, E. O. Smirnova, E. E. Kravtsova, D. B. Elkonin, St. Hall, J. Iirasek , F. Kern).
Psychological readiness to study at school is considered on
present stage of development psychology as a complex characteristic of the child, revealing the levels of development psychological qualities, which are the most important prerequisites for normal inclusion in the new social environment and for the formation of educational activities.
IN psychological dictionary concept« school readiness» considered as a set of morpho- physiological characteristics older child before school age ensuring a successful transition to a systematic, organized schooling.
V. S. Mukhina claims that school readiness is
the desire and awareness of the need to learn, arising as a result of the social maturation of the child, the appearance of internal contradictions in him, setting the motivation for learning activities.
L. A. Wenger considering the concept « school readiness» , by which he understood a certain set of knowledge and skills, in which all other elements should be present, although the level of their development may be different. The components of this set are primarily motivation, personal readiness, which includes "internal position schoolboy» , strong-willed and intellectual readiness.
to mental maturity (intellectual) the authors attribute the child's ability to differentiated perception, voluntary attention, analytical thinking, and so on.
By emotional maturity, they understand emotional stability and the almost complete absence of impulsive reactions of the child.
They associate social maturity with the child's need to communicate with children, with the ability to obey the interests and accepted conventions of children's groups, as well as the ability to take on a social role. schoolboy V social situation schooling.
concept psychological readiness for school
Traditionally, there are three aspects school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception (perceptual maturity, including the selection of a figure from the background; concentration of attention; analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. You can to say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.
Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to long time do a very unattractive task.
Social maturity includes the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as the ability to play the role of a student in a situation. schooling.
Components psychological readiness for schooling
Psychological readiness for learning for school reflects the general level of development of the child, is a complex structural and systemic formation, the structure psychological readiness for schooling corresponds to the psychological structure of educational activity, and its content (educational-important qualities - UVK) determined by the abilities of educational activities and the specifics educational material at the initial stage learning.
Components psychological readiness of the child to study at school include the following Components:
1. Intelligent readiness;
2. Personal readiness;
3. Psychophysiological readiness.
1. Intelligent readiness. intellectual readiness shows the formation of the child's main mental processes : perception, memory, thinking, imagination, symbolic function of consciousness.
intellectual child's readiness for school lies in a certain outlook, a stock of specific knowledge, in understanding the basic patterns. Curiosity, a desire to learn a new, sufficiently high level of sensory development, must be developed, as well as figurative representations, memory, speech, thinking, imagination, i.e. all mental processes.
By the age of six, the child should know his address, the name of the city where he lives; know the names and patronymics of their relatives and friends, who and where they work; be well versed in the seasons, their sequence and main features; know the months, days of the week; distinguish the main types of trees, flowers, animals. He must navigate in time, space and the immediate social environment.
Observing nature, the events of the surrounding life, children learn to find spatio-temporal and causal relationships, to generalize, to draw conclusions.
The child must:
1. Know about your family, life.
2. Have a stock of information about the world around you, be able to use it.
3. Be able to express their own judgments, draw conclusions.
2. Personal readiness. At the age of 6-7, the foundations of the future are laid. personalities: a stable structure of motives is formed; new social needs are emerging (the need for respect and recognition of adults, the desire to fulfill important for others, "adults" affairs, being an adult, the need for recognition peers: in the elders preschoolers there is an active interest in collective forms of activity and at the same time - the desire to be the first, the best in the game or other activities; there is a need to act in accordance with established rules and ethical standards and etc.); a new (mediated) type of motivation - the basis of arbitrary behavior, the child learns certain system social values, moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and act not as he wants at the moment, but as "necessary" .
In the seventh year of life, the child begins to realize his place among other people, he develops an internal social position and a desire for a new social role that meets his needs. The child begins to realize and generalize his experiences, a stable self-esteem is formed and an attitude corresponding to it and failures in activity (some tend to strive for success with a high achievement, while for others it is most important to avoid failures and unpleasant experiences).
Child, ready for school, wants to learn both because he wants to take a certain position in the society of people, namely, a position that opens access to the world of adulthood, and because he has a cognitive need that he cannot satisfy at home. The fusion of these needs contributes to the emergence of a new attitude of the child to environment named L. I. Bozhovich "internal position schoolboy» . He characterizes the internal position as a central personal positioning that characterizes the personality of the child as a whole. It is this that determines the behavior and activity of the child and the whole system of his relations to reality, to himself and to the people around him. Lifestyle student as a person engaged in a public place in a socially significant and socially valued business, is recognized by the child as an adequate path to adulthood for him - he meets the motive formed in the game "become an adult and really carry out its functions" .
3. Psychophysiological readiness for schooling
By the age of seven, the structure and functions of the brain are sufficiently formed, close in a number of indicators to the brain of an adult. Thus, the weight of the brain of children during this period is 90 percent of the weight of the brain of an adult. Such maturation of the brain provides the possibility of assimilation of complex relationships in the surrounding world, contributes to the solution of more difficult intellectual tasks.
Back to top schooling develop enough large hemispheres brain and especially the frontal lobes associated with the activity of the second signaling system responsible for the development of speech. This process is reflected in the speech of children. It dramatically increases the number of generalizing words. If you ask children of four or five years how to name a pear, plum, apple and apricot in one word, then you can observe that some children generally find it difficult to find such a word or it takes them a long time to search. A seven-year-old child can easily find the right word ( "fruits").
By the age of seven, the asymmetry of the left and right hemispheres is quite pronounced. child brain "left" which is reflected in cognitive activities: it becomes consistent, meaningful and purposeful. In the speech of children appear more complex structures, it becomes more logical, less emotional.
Back to top schooling the child has sufficiently developed inhibitory reactions that help him control his behavior. The word of an adult and his own efforts can provide the desired behavior. Nervous processes become more balanced and mobile.
The musculoskeletal system is flexible, there is a lot of cartilage in the bones. The small muscles of the hand develop, albeit slowly, which provide the formation of writing skills. The process of ossification of the wrists is completed only by the age of twelve. Hand motor skills in six-year-old children are less developed than in seven-year-olds, therefore, seven-year-old children are more receptive to writing than six-year-olds.
At this age, children are well aware of the rhythm and pace of movements. However, the movements of the child are not sufficiently dexterous, accurate and coordinated.
All of the above changes in physiological processes nervous system allow the child to participate in schooling.
Further psychophysiological the development of the child is associated with the improvement of the anatomical and physiological apparatus, the development physical characteristics(weight, height, etc., the improvement of the motor sphere, the development of conditioned reflexes, the ratio of the processes of excitation and inhibition.
So to the components school readiness include intellectual readiness(formation of such mental processes such as perception, memory, thinking, imagination, personal readiness(formation of a stable structure of motives, the emergence of new social needs, new types of motivation, the assimilation of moral values and social norms, psychophysiological readiness(development of structures and functions of the brain).
Psychological readiness for school is a necessary and sufficient level mental development of the child to master school programs under learning in a peer group.
Thus the concept psychological readiness for schooling includes:
intellectual readiness(the presence of a child's horizons, a stock of specific knowledge);
personal readiness(readiness to the adoption of a new social position - position schoolboy having a range of rights and obligations).
-psychophysiological readiness(general health).
3. Components of psychological readiness
1.1. Motivational, personal readiness for school (formation of the "internal position of the student")
According to many leading domestic psychologists (A.N. Leontiev, D.B. Elkonin, V.V. Davydov, A.K. Markova), the preschool period is associated with the development and complication of the motivational sphere of the individual, with the emergence of socially valuable motives and "subordination" of them. "Motive", according to S.L. Rubinshtein, there is that "building" material from which the character is formed. Motives perform a dual function: firstly, they stimulate and direct human activity; secondly, they give activity a subjective character. And the meaning of activity is ultimately determined by its motives.
I.The origin of teaching motives
Learning motivation is a complex area of behavior that depends on many factors. It is characterized not by a simple increase in a positive attitude towards learning, but, above all, by a complication of the structure of the entire motivational sphere of the individual. In cognitive motives, two levels are distinguished: broad educational motives aimed at the learning process, its content and result (they are manifested in the desire to go to school, in the desire to overcome difficulties, in general curiosity), and epistemological, aimed at ways of obtaining knowledge. .
IN domestic psychology There are different approaches to studying the problem. So, D.N. Uznadze believed that the main motive for learning activity is the need for functioning of the intellectual powers of the child. Therefore, he determined the criteria for readiness for schooling by the level of development of cognitive needs.
Other psychologists (L.I. Bozhovich, D.B. Elkonin) emphasize the importance social motives of teaching, which allow revealing some consistency in the formation of the student's position and determine his personal readiness for schooling.
However, all psychologists believe that necessary condition the formation of educational motivation is the development of the student's educational activity in the unity of all its components. Behind last years data have been obtained that indicate the effective formation of motivation for learning in the course of a phased assimilation of knowledge, built on the principle of ascent from the abstract to the concrete (V.V. Davydov).
II. Development of cognitive interests
Long before entering school, the child has a need for impressions, which causes a certain cognitive attitude to reality and contributes to the emergence of interest.
Interest refers to complex psychological phenomena, the nature of which is not clear enough. Many scientists were engaged in its study (B.G. Ananiev, M.F. Belyaev, L.I. Bozhovich). They considered cognitive interest as one of the forms of reflection of reality.
Most researchers define interest as a special emotional and cognitive attitude to an object or activity, which, under favorable conditions, develops into a personality orientation. Cognitive interest is manifested in the desire to learn new things, to find out the incomprehensible in objects and phenomena of reality, in the desire to know their essence, to find the connections and relationships between them. It contributes to the expansion of horizons, affects the quality of knowledge itself, and changes the very process of acquiring knowledge, since interest activates perception, attention, memory, and increases the productivity of mental activity.
Two qualitatively unique levels of development of cognitive interests are singled out, differing both in their content and breadth, and in stability.
In the study of N.G. Morozova, depending on the degree of stability, two types of interests are distinguished: I / situational, episodic and 2 / personal, persistent. In situational interest, the child's experience of his attitude to the subject is manifested. Persistent interest is long-term, is a property of the individual, determining her behavior, actions, character. The basis for the emergence of cognitive interest is children's curiosity, which reaches its greatest development by the age of 6–7. There is an interest in learning, which, according to a number of researchers, is associated not with entertainment, but with intellectual activity. However, both intellectual activity and the interest associated with it arise and remain only in a situation of direct interaction with the object, otherwise they quickly fade away.
Currently, there is a large amount of psychological literature, including popular science, devoted to the problem of the psychological readiness of children for school. And although quite often the opinions of the authors about what are decisive for the success of training diverge, almost all of them proceed from an analysis of what requirements modern school presents to the child. This is understandable. After all, not knowing what awaits the child at school, it is difficult to understand what to prepare him for.
So what does school bring to a child's life?
The first innovation, which, as a rule, we adults do not think about, is that the school is social institution, which exists and lives according to certain rules. They are very conditional, and the child must be ready to “play” according to the rules of school life, to understand and accept the conditionality of the situation in which he finds himself.
The most important component of these rules is a specific attitude towards an adult who performs the function of a teacher. An important role is played by the very organization of communication between the child and the adult. By the end of preschool age, there should be such a form of communication between the child and adults as extra-situational-personal communication.
Analysis of literary sources on the nature and characteristics of communication between a child and an adult in preschool age allows us to conclude what happens by the end of the preschool period in the development of children's communication, namely the fact that communication acquires a specific, extremely important feature - voluntary. The content and structure of communication by the end of preschool age begins to be determined not only by the immediate objective situation and direct relationships with others, but also by consciously accepted tasks, rules, requirements, that is, by a certain context. The main distinguishing characteristic of the communication of children with a high level of arbitrariness is what can be called the context of communication.
Context of communication(non-situational) is non-attachment to any current situation, the ability to act not under the influence of momentary situational urges, but taking into account the pre-set target setting, rules, conditions and other moments that set the context of the situation.
The class-lesson system of education presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. New form communication with peers develops at the very beginning of schooling. The desire for communication is based on the need to know another person, people and compare yourself with them.
The school makes its demands not only in relation to the teacher. There are also requirements for the children themselves. In some schools, these requirements are very strict, in some - softer, but they are everywhere. And in order to feel good at school, the child must be ready for these requirements, must be willing and able fulfill your role as a student. But, if you think about it, most of these requirements are simply unnatural for children 6-7 years old. For example, to sit for 40–45 minutes without getting up, without turning around, without looking out the window, without talking to friends who are right there, nearby, at neighboring desks. And you can’t do this just because these are the rules of the school. To overcome all sorts of temptations (to chat with friends, play with Barbie, read a fairy tale, draw or just sleep), you need to really want to “be a schoolboy”, an exemplary student, be ready to take on this difficult role.
If a child is not ready to play the role of a schoolboy, it is simply impossible for him to explain why, when a teacher asks a question, he should not answer it, but raise his hand and wait to be asked. Finally, if a child does not accept the conventions of school life, he will not complete the tasks that the teacher offers, listen to his explanations, read the primer, write sticks and hooks, and learn a poem.
In order to determine the child's readiness to accept the social norms of school life - the formation of an attitude towards an adult as a teacher and an attitude towards oneself as a schoolchild, special psychodiagnostic programs have been developed. And a qualified psychologist with their help will assess how the child is ready for school socially. For parents, it is more important to know something else: where can such skills come from in a child of 6–7 years old in his preschool childhood?
The emergence of a desire to learn in children is influenced by the attitude of close adults to learning as 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 ones and equalize in position with the older ones.
However, the desire to GO to school and the desire to LEARN are fundamentally different from each other. A child may want to go to school because all his peers will go there, because he heard at home that getting into this gymnasium is very important and honorable, and finally, because at school he will receive a new beautiful satchel, a pencil case and other gifts. In addition, everything new attracts children, and at school, almost everything - both classes, and the teacher, and systematic classes are new. This does not mean that children have realized the importance of learning and are ready to work diligently. They just realized that the status of a schoolchild is much more important and honorable than that of a preschooler who goes to kindergarten or sits at home with his mother. Children see that adults can interrupt their interesting game, but do not interfere with older brothers or sisters when they sit up for lessons. Therefore, the child strives to go to school, because he wants to be an adult, to have certain rights, for example, to a satchel or notebooks, as well as duties assigned to him, for example, to get up early, prepare lessons (which provide him with a new status place and privileges in family). Although he still does not fully realize that in order to prepare a lesson, he will have to sacrifice, for example, a game or a walk, but in principle he knows and accepts the fact that lessons SHOULD be done. It is this desire to BECOME a SCHOOLCHILDREN, to comply with the rules of the schoolchildren's behavior and to have his rights and obligations that constitute the "internal position of the schoolchild". In the mind of the child, the idea of school has acquired the features of the desired way of life, which means that the child has psychologically moved into a new age period of his development - primary school age.
The internal position of a schoolchild in the broadest sense of the word is defined as a system of needs and aspirations of the child associated with the school, that is, such an attitude towards the school when the child experiences participation in it as his own need (“I want to go to school!”). The presence of the student's inner position is revealed in the fact that the child resolutely renounces the preschool-play, individual-direct way of existence and shows a brightly positive attitude towards school-educational activity in general, and especially to those aspects of it that are directly related to learning.
An equally important characteristic of personal readiness for school is the child's ability to critically consider his abilities, knowledge, actions. This indicator is very important for effective inclusion in school life. It demonstrates how much the child is able to independently, without the help of an adult, evaluate his actions and their results as correct, corresponding to the conditions of the task or the requirements of the teacher, or as erroneous, how much he is able to correct his actions if they turn out to be ineffective.
For psychological readiness for school, it turns out to be much more important not whether the child can read, but how much adequately he evaluates the formation of this skill. After all, if a child does not know the letters well, but says that he can read, then he will not need to learn to read. If the child says: “I only count well within ten”, then this means that he not only knows how to count, but also adequately assesses his knowledge, sees their limitations, which means that he may have a desire and need to study mathematics.
Productive educational activity implies an adequate attitude of the child to his abilities, results of work, behavior, that is, a certain level of development of self-awareness.
It is easiest to form a critical attitude in a child to his actions in such classes that require the reproduction of a model. For example, a girl collects a mosaic according to a model. You can just praise her for a beautiful ornament. Or you can take a sample, offer to compare your work with a given drawing, look together for what matches and what does not match the sample, ask for correction so that it is exactly like in the picture. And then the child will master and independently exercise both control over his actions and their assessment, and learn to correct his mistakes.
But this is not all that is required of a child in school. It is absolutely clear that the requirement general level intellectual and speech development child.
1.2. Intellectual School Readiness
Mental development in psychological research is characterized from different sides and its different criteria are distinguished. Studies conducted by domestic psychologists (A.V. Zaporozhets, L.A. Venger, V.V. Davydov, D.B. Elkonin, N.N. Poddyakov) made it possible to establish that the basis of the mental development of preschool children is the assimilation them various kinds cognitive orienting actions, and the main role assigned to perceptual and mental operations.
Intellectual readiness for schooling is associated with the development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, and draw conclusions. The child should have a certain breadth of ideas, including figurative and spatial, appropriate speech development, cognitive activity.
According to D.B. Elkonin educational activity is characterized by its focus on solving special educational problems, learning activities, assimilation of specific operations of control and evaluation. Based on this, psychologists, considering the structure of educational activity, distinguish four components in it: learning tasks, learning activities, control and evaluation. Each of the components has some features.
Learning tasks are characterized by the assimilation common ways performing an action. Actions can be very diverse - subject, verbal. Their specificity largely depends on the characteristics of the activities that the child performs in the classroom. Control involves the ability to correlate their learning activities and their results with what was asked. An important component is the assessment, which is applied at different times: during the implementation of educational activities and at the end of the activity.
Many believe that it is intellectual readiness that is the main component of psychological readiness for school, and its basis is teaching children the skills of writing, reading and counting. This belief is the cause of many mistakes in preparing children for school.
In fact, intellectual readiness does not imply that the child has any specific formed knowledge or skills (for example, reading), although, of course, the child must have certain skills. However, the main thing is that the child has a higher level psychological development, which provides arbitrary regulation of attention, memory, thinking, enables the child to read, count, solve problems “in his mind”, that is, in the internal plan.
Indicators of intellectual development
An important aspect of intellectual development is development spatial representations And figurative thinking. This indicator underlies the development of children's lettering, the rules of addition and subtraction, as well as many other aspects of the educational content of classes in the first grade.
Another indicator of a child's intellectual development is ability to navigate the system of signs. This indicator will allow you to identify how many signs a child can simultaneously take into account when performing a particular task. The ability to focus on a number of related features at the same time only develops by the beginning of schooling, but it is fundamentally important for the assimilation of educational content.
In order to correctly write even a single letter, the child needs not only to master the spelling of each element of this letter, but also to correctly position them relative to each other, correlate in size, and also correctly orient the entire set of letter elements relative to the notebook sheet. The so-called mirror writing, when the child incorrectly arranges the elements of the letter on the plane of the sheet, is one of the manifestations of this kind of difficulty.
Another characteristic of intellectual abilities is development of sign-symbolic function.
This ability, like the previous one, is only beginning to form in elementary school. The development of a sign-symbolic function is necessary for the assimilation of the concepts of number, sound-letter connections, in general, any abstract content.
Psychologists often use the term "sign function of consciousness" to refer to such a higher intellectual level of development of children.
And this name is connected with the fact that for normal development, children need to understand that there are certain signs (drawings, drawings, letters or numbers) that, as it were, replace real objects. You can explain to the child that in order to count how many cars are in the garage, it is not necessary to sort out the cars themselves, but you can mark them with sticks and count these sticks - substitutes for cars. To solve a more complex problem, you can invite children to build a drawing that could represent the condition of the problem and solve it based on this graphic image.
Gradually, such drawings - drawings become more and more conditional, since children, remembering this principle, can already, as it were, draw these designations (sticks, diagrams) in their minds, in their minds, that is, they have a “sign function of consciousness”.
The presence of these internal supports, signs of real objects and enables children to decide in their mind is enough challenging tasks, improve memory and attention, which is necessary for successful learning activities. Unfortunately, children do not always have a good mechanical memory, but this should not be an obstacle to memorization. You can play games with your child in which you need to come up with some kind of notation for each word, short story or verse.
Such games help in the development of not only memory, but also attention, organization of children's activities, since not only the story can be encrypted, but also the daily routine or the order of solving the problem.
These exercises also develop the thinking of children, as they learn to highlight the main thing not only in some work, but also in the objects of the world around them, that is, they form a generalization operation, one of the main operations logical thinking concepts are formed.
As a rule, only a very small number of children cope with diagnostic tasks that require the development of a sign-symbolic function. But those children who demonstrate its formation, of course, are more prepared to master the educational content.
In general, the group of indicators of intellectual development characterizes not only the mental operations that the child owns, but also whether he can effectively use them independently to solve various educational problems.
The development of a child's speech is closely related to intellectual development. A six-seven-year-old child should not only be able to formulate complex statements, but also understand well the meaning of various grammatical constructions in which explanations are formulated in the lesson, instructions for work are given, have a rich lexicon.
3.3. Emotional-volitional readiness
Let us assume that the child is both socially and personally ready for school. Can this be a sufficient guarantee of his further success? Unfortunately no.
Volitional readiness is necessary for the normal adaptation of children to school conditions. The question here is not so much the ability of the children to obey, although it is also important to follow certain rules of the school routine, but the ability to listen, to delve into the content of what an adult is talking about. The fact is that the student needs to be able to understand and accept the task of the teacher, subordinating his immediate desires and motives to him. This requires that the child be able to focus on the instructions that he receives from the adult.
Already at preschool age, the child is faced with the need to overcome the difficulties that arise and to subordinate his actions to the set goal. This leads to the fact that he begins to consciously control himself, control his internal and external actions, his cognitive processes and behavior in general. The foregoing gives reason to believe that the will arises already at preschool age. Of course, the volitional actions of a preschooler have their own specifics: they coexist with unintentional, impulsive actions that arise under the influence of situational feelings of desire.
The most important ability necessary for success in school is arbitrariness of behavior.
The arbitrariness of behavior is the ability of a child to control his behavior, to organize his work. This ability is shown in various forms.
Forms of arbitrariness
A - the ability to independently perform a sequence of actions.
The value of this ability for effective work at school in the lesson is obvious, since almost any work at the initial stages of learning and literacy, and mathematics, and at any other lesson requires the child to be able to independently, without outside help, prompting and control of an adult, perform one or another sequence of actions and operations.
So, in order to “just” rewrite an exercise from a textbook, you need to at least find it, read it in its entirety, break it into pieces that are easy to remember, write down each piece from memory, check with the text, find and correct omissions or errors, while writing smoothly line by line, try to write beautifully and accurately, do not go beyond the margins, etc. Moreover, all these steps must be divided for yourself and performed on your own, without the help of an adult.
B - reproduction of visual samples.
The importance of this ability for the success of education in the lower grades is also beyond doubt. A significant amount of material is offered to first-graders precisely in the form of visual samples, which they must reproduce as accurately and accurately as possible (let us recall at least the prescriptions).
For adults, reproducing a visual pattern sometimes seems easy. Actually it is not. After all, the sample itself does not carry any information about the method of its reproduction. The very method of performing the task must be completely reconstructed and carried out by the child himself.
It is also important to distinguish this ability from the ability to independently perform a sequence of actions, since different mechanisms lie behind these abilities. In the second case, they are connected precisely with the observance of the correct sequence of execution of which it is important not only to write down all the letters included in it, but also to arrange them in the correct order. The first situation corresponds, for example, to the task to perform a certain drawing. Here it is only important that all the details of the picture are present, but in what order they appear does not matter in principle.
C - the child's ability to act on the oral instructions of an adult.
In the practice of schooling, most of the tasks that children perform are given in the form of oral instructions from the teacher. And even if the child is intellectually developed, but does not know how to organize his behavior according to the verbal instructions of an adult, this can lead to poor work results.
It is easy for anyone who has ever been in school to imagine the sequence of actions when the teacher says: “Children, open the textbook to page 25, read the text at the bottom of the page and prepare answers to the questions after the text.” However, for a first grader, this is not at all easy. The situation becomes much more complicated when, in the form of an oral instruction, the teacher lists not just a sequence of specific substantive actions (open a book, read a text), but explains how to solve the problem. And if the child misses at least one intermediate action, then he will not only get an incorrect result, but will not be able to understand how to solve other problems of this type, how to analyze a condition, how to write an equation, how to use a grammatical rule, and the like.
D - the ability to subordinate their actions to the rule.
As a rule, all the instructions of the teacher in the class are some rules that the students must obey. The tasks preceding the exercises in the textbook are also the rules that the student must follow when doing homework. Rules limit the actions of students, sometimes having a substantive relation to the work itself, and sometimes only a formal one. Formal restrictions: rewrite the text without going beyond the margins, answer the question, but demonstrate your knowledge of the answer only with a raised hand. Content restrictions: write down the word, not forgetting to check the spelling, calculate the result, not forgetting the addition rule with the transition through a dozen, and the like.
Work according to the rule requires the child to distribute attention between the content of the work that he performs and the restrictions that are imposed by the rule. A typical manifestation of the lack of formation of this component of voluntary behavior is that the child correctly reproduces the rule for writing a word, even gives examples, but writes the word with an error. Or correctly inserts the missing letter (spelling), but at the same time skips other letters, and so on.
Already from the examples listed above, it is clear how important a component of readiness for school is the formation of voluntary behavior.
In modern scientific research the concept of volitional action is interpreted in different aspects. Some psychologists consider the choice of a motive leading to a decision and setting a goal to be the initial link, while others limit volitional action to its executive part. One of the central issues of the problem of will is the question of the motivational conditionality of those specific volitional actions and deeds that a person is capable of at different periods of his life. The question is also raised about the intellectual and moral foundations volitional regulation preschooler personality.
During preschool childhood, the nature of the volitional sphere of the personality becomes more complicated and its share in overall structure behavior, which manifests itself mainly as an increasing desire to overcome difficulties. The development of the will at this age is closely connected with a change in the motives of behavior, their subordination. The will of the child is most fully manifested in situations of clash of motives. The child gradually masters the ability to subordinate his actions to motives that are far removed from the purpose of the action.
In the development of volitional actions, most researchers distinguish three interrelated aspects: these are the purposefulness of the action, the establishment of a goal in relation to the motive, and the increase in the regulatory role of speech. A great influence on the formation of the purposefulness of actions has success and failure in their implementation, the desire to overcome difficulties at all costs (Baturin N.A.). The volitional formation of a personality goes in two main directions - the formation of individual volitional qualities and the development of volitional regulation of the personality as a whole. Important for preparing preschool children for school is:
1) the formation of independence;
2) development of self-esteem.
The formation of independence
Independence in domestic psychology is considered as a property of the individual, which is formed throughout the entire preschool age and depends on the characteristics of the activity and the entire mode of life of the child. It reaches in its development different levels depending on system requirements. Domestic psychologists have studied various aspects of the problem of independence, which made it possible to reveal its nature, structure, levels of development, relationships with other volitional qualities of a person (S.L. Rubinshtein, V.I. Selivanov, A.A. Lyublinskaya).
The dynamics of independence depends on the requirements imposed on the child by adults, on the situation in which he acts, and on the personality as a whole. Therefore, the structure of this quality must be considered comprehensively, to analyze the behavior of the child in different situations, in connection with the conditions of his life and upbringing in the family and preschool institution. (Ananiev B.G.).
Development of self-esteem
The most important volitional quality of a person, which provides communication with others and regulation of behavior, is self-esteem.
Psychological studies of the formation of self-esteem in preschool age have revealed its great instability and inconsistency. R.B. Sterkina, having identified certain specifics in this process, considers:
- general self-esteem, manifested in the assessment self-worth when comparing oneself with others;
- a specific self-assessment of their capabilities in a certain type of activity;
- dynamic self-assessment in the process of activity in the form of a choice of tasks of a certain difficulty.
The development of self-esteem goes in the direction from dynamic through specific to general. The formation of this most important personality trait occurs under the influence of the assessment expressed by others, especially adults.
The main components of the psychological preparation of the child for school and their characteristics………………………………………………3
The work of the educator in preparing the child for school……………….6
Features of the formation of voluntary behavior of an older preschooler………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Circle of problems modern society associated with psychological preparation child to school……...14
List of literature on the topic “Psychological readiness of the child for school”……………………………………………………………………..15
Organization of work on the formation of scientific concepts in children……………………………………………………………………… 16
7. Scheme of the main indicators characterizing the educational activities of a preschooler……………………………………………….…..18
8. The range of problems of developmental education in modern society ... .18
The main components of the child's psychological readiness for school.
Intellectual readiness of the child for school
The most important indicators of a child's intellectual readiness for learning at school are the characteristics of the development of his thinking and speech.
By the end of preschool age, the central indicator of the mental development of children is the formation of their figurative and fundamentals of verbal-logical thinking.
In addition, studies have found that by the senior preschool age, children, using the system of socially developed sensory standards, master some rational methods of examination. external properties items. Their use enables the child to perceive and analyze complex objects in a differentiated way. However, these abilities are limited to the range of children's knowledge. Within the limits of what is known, the child successfully establishes causal relationships, which is reflected in his speech. He uses the expressions "if, then", "because", "therefore", etc., his everyday reasoning is quite logical. The beginnings of logical thinking are also manifested in the ability to classify objects and phenomena in accordance with generally accepted concepts; by the end of preschool age, a child can already combine objects into “conceptual” groups: “furniture”, “dishes”, “clothing”, etc.
Summarizing the above and taking into account the age-related features of the development of the cognitive sphere of the child, we can say that the development of intellectual readiness for learning at school involves:
differentiated perception;
analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);
rational approach to reality (weakening of the role of fantasy);
logical memorization;
interest in knowledge, the process of obtaining it through additional efforts;
mastery of colloquial speech by ear and the ability to understand and apply symbols;
development of fine hand movements and hand-eye coordination.
Intellectual readiness is an important, but not the only prerequisite
Personal readiness of the child for school
For the person himself, personality acts as his image-I, I-concept. It is at preschool age that the formation of a child's personality begins.
The determining role in the personal component of psychological readiness for school is played by the motivation of a preschooler. Much attention was paid to the role of the motivational sphere in the formation of the child's personality in the theoretical works of L.I. Bozovic. Psychological readiness for school was considered from the same positions, i.e. the motivational plan was recognized as the most important. Two groups of learning motives were distinguished:
Personal readiness also implies a certain level of development of the emotional sphere of the child. The child masters the social norms of expressing feelings, the role of emotions in the child's activity changes, emotional anticipation is formed, feelings become more conscious, generalized, reasonable, arbitrary, extra-situational, higher feelings are formed - moral, intellectual, aesthetic. Thus, by the beginning of schooling, the child should have achieved relatively good emotional stability, against which both the development and the course of educational activities are possible.
Analyzing the prerequisites necessary for successful mastery learning activities, D.B. Elkonin and his collaborators identified the following parameters:
the ability of children to consciously subordinate their actions to a rule that generally determines the mode of action;
ability to navigate given system requirements;
the ability to listen carefully to the speaker and accurately perform tasks offered orally;
the ability to independently perform the required task according to a visually perceived pattern.
In fact, these parameters can be considered as the lower level actual development arbitrariness, which is based on teaching in the first grade.
G.G. Kravtsov considered the problem of the development of arbitrariness through its relationship with the will, emphasizing that the direction of the development of the child's personality towards his own individuality "coincides with the expansion of the zone of his own freedom, the ability to consciously control his psyche and behavior, that is, with the formation of arbitrariness."
In this case, a number of practically significant conclusions can be drawn, one of which is the determination of the leading activity for each age stage of a child's development, depending on the type and level of arbitrariness of his mental activity.
At the same time, the levels of arbitrariness are not formed in a linear sequence, but have periods of "overlapping".
Socio-psychological (communicative) readiness of the child for school
In addition to personal readiness, one more component of the child's psychological readiness for school can be distinguished - socio-psychological readiness, defining it as the formation of qualities in children, thanks to which they could communicate with other children, teachers. The child comes to school, a class where children are engaged in a common cause, and he needs to have sufficiently flexible ways of establishing relationships with other children, be able to enter into children's society, act jointly with others, be able to yield and defend. Thus, this component involves the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, the developing ability to cope with the role of a schoolchild in a situation of schooling.
According to a number of researchers, the following substructures can be distinguished in the structure of the socio-psychological component of school readiness:
communicative competence,
social competence,
language competence.
The use of the concept of competence is associated by the authors with the fact that it is not so often used in child psychology and, therefore; in this way, differences in its interpretation can be avoided. The very word "competence" means knowledge of something. Proceeding from this, social competence is knowledge of the norms and rules of behavior adopted in a certain socio-cultural environment, attitude towards them; putting this knowledge into practice. Language competence is understood as such a level of speech development that allows a person to freely use his knowledge of the language in the process of communication. These two types of competence can be considered as elements communicative competence, or more broadly - competence in communication, which also includes knowledge and understanding of the non-verbal language of communication, the ability to make contact both with their peers and with adults.
Communicative, social and speech competencies, which are formed in the process of socialization and upbringing of a child, have a certain level of development by the end of preschool childhood, which reflects the level of the child's socio-psychological readiness for schooling.
2. The teacher's job is to prepare the child for school.
Preparing a child for school is one of the critical tasks education and upbringing of preschool children, its solution in unity with other tasks preschool education allows to ensure the holistic harmonious development of children of this age.
As practice shows, the formation and objective assessment of the required level of school readiness is impossible without the active participation of educators and parents, and for this they need certain knowledge about the characteristics of older preschool children, ways of forming school readiness and possible difficulties at the beginning of school education. In order to answer the most frequently asked questions of parents of future first graders, to help them properly organize classes with preschoolers, you can organize a system of events in the form of group activities ( parent meetings, "round tables", organizational - activity games, etc.), individual (interviews) consultations, to involve a preschool psychologist in work with parents.
Preparing children for school begins long before entering school and is carried out in the classroom. kindergarten based on the types of activities familiar to the child: games, drawing, construction, etc.
A child can acquire knowledge and ideas about the world around him in a variety of ways: by manipulating objects, imitating others, visual activity and in the game, in communication with adults. Whatever activity the child is engaged in, there is always an element of cognition in it, he constantly learns something new about the objects with which he acts. It is important to remember that at the same time, he does not have a special task of knowing the properties of these farts and how to act with them, the child faces other tasks: draw a pattern, build a house out of cubes, mold an animal figure from plasticine, etc. knowledge is a by-product of his activity.
The activity of the child takes the form of teaching, learning activity when the acquisition of knowledge becomes the conscious goal of his activity, when he begins to understand that he is performing certain actions in order to learn something new.
In a modern mass school, education has a class-lesson form, while the activities of students are regulated in a certain way (the student is obliged to raise his hand if he wants to answer or ask the teacher about something, he must stand up when answering, during the lesson you can’t walk around the classroom and do outsiders affairs, etc.) In the recent past, in preschool institutions, the preparation of children for school and the formation of educational activities were reduced to developing in children the skills of school behavior in the classroom: the ability to sit at a desk, answer the teacher’s questions “correctly”, etc. Of course, if a preschooler enters the first grade of a school operating according to the traditional system, he needs the skills of educational work. But this is not the main thing in the formation of readiness for educational activities. The main difference between educational activities and others (games, drawing, construction) is that the child accepts the educational task and his attention is focused on ways to solve it. At the same time, a preschooler can sit at a desk or on a carpet, study individually or in a group of peers. The main thing is that he accepts the learning task and, therefore, learns. It should be noted that the content of education in the first grade and in the preparatory and senior groups Kindergarten is very similar. So, for example, children of the eldest and preparatory group quite well versed sound analysis words, I know letters, I can count within 10, I know the basic geometric shapes. In fact, in the first half of the school year, the knowledge that students receive in the classroom, for the most part, was known to them even in the preschool period. At the same time, observations of the adaptation of kindergarten graduates to school conditions show that the first half of the year at school is the most difficult. The thing is that the basis of the assimilation of knowledge in the conditions of a mass school is based on other mechanisms than it was before in the types of activities familiar to the child. At school, mastering knowledge and skills is a conscious goal of the student's activity, the achievement of which requires certain efforts. In the preschool period, knowledge is acquired by children mostly involuntarily, classes are built in an entertaining form for the child, in the usual activities for him.
When preparing a child for school, it is not enough just to develop memory, attention, thinking, etc. Individual qualities children begin to work to ensure the assimilation of school knowledge, that is, they become educationally important when they are specified in relation to educational activities and the content of education. So, for example, a high level of development of figurative thinking can be considered as one of the indicators of school readiness when the child has developed the ability to analyze complex geometric shapes and synthesize a graphic image on this basis. High level cognitive activity does not yet guarantee sufficient motivation for learning, it is necessary that the cognitive interests of the child be associated with the content and conditions of schooling.
3. Features of the formation of voluntary behavior of an older preschooler.
In the vast majority of sources, consciousness, or consciousness of behavior, is assumed as a fundamental characteristic that determines the specifics of the will and arbitrariness of a person. It is possible to carry out a large number of definitions in which consciousness is the main quality of volitional and voluntary action. At the same time, awareness of an action can occur both in the form of complex judgments and in the form of elementary sensations, which the subject considers the cause of his movements. A.V. Zaporozhets, based on the thought of Sechenov, put forward a hypothesis that involuntary human movements turn into arbitrary due to the fact that they become perceptible, i.e. conscious. M.I. Lisina in her original genetic study confirmed this hypothesis. This research is still a unique experiment on the transformation of involuntary reactions into voluntary ones through the purposeful formation of the sensation or awareness of one's own movements.
These parameters of the development of arbitrariness are part of the psychological readiness for school. As indicators of psychological readiness for school, arbitrariness is one of the prerequisites for learning activity.
However, despite the fundamental nature of this problem generally recognized in Russian psychology and its undoubted significance for the practice of raising children, interest in the problem of the development of volitionality has noticeably decreased in recent years. The scientific underdevelopment of this problem is reflected in the practice of raising children. Most available guidelines are limited to only some advice addressed to teachers and parents. These recommendations do not provide specific methods for the formation of the will and arbitrariness of the child and the general strategy for educating these most important qualities in the individual.
Thus, the development of voluntary behavior is an actual goal in scientific terms. Determining the essence and specifics of voluntary and volitional behavior at different stages will make it possible to identify the main conditions that contribute to the formation of the most important personality traits in preschool age, and, therefore, will provide an opportunity to build practical work with kids.
Practitioners note that the use of the main types of movements in a dosage that is accessible to children and corresponding to their age capabilities helps to increase the mental and physical performance of children, and also contributes to the development of volitional qualities and the formation of a motivational-need sphere. During the performance of the main types of movements, volitional qualities are formed in children: purposefulness, perseverance, endurance, courage, etc., the ability to independently select a method of action is formed depending on the specific conditions that have developed at the moment.
Ways of formation of will and arbitrariness are different and require different participation of an adult. These differences are as follows:
Volitional action is always proactive: its motivation must always come from the child himself. The goal and task of a voluntary action can be set from the outside, by an adult, and only accepted or not accepted by the child.
Voluntary action is always mediated, and its formation requires the introduction of certain means, which will later be consciously used by the child himself. Volitional action can be direct, i.e. carried out on a strong direct impulse.
Arbitrariness lends itself to training, learning, which consists in mastering the means of mastering one's behavior. The will does not lend itself to such training. Its formation takes place in joint life activity with an adult, aimed at nurturing stable motives and actions.
Arbitrariness as a function of the psyche always has elementary forms and prerequisites for its development at the previous stage, and therefore it is impossible to draw a hard line between the presence and absence of arbitrariness (and will). However, in early ontogenesis this process does not take place in the individual life of the child. Therefore, at preschool age, it is impossible to consider the will and arbitrariness of an isolated child. At every stage age development the adult opens before the child new aspects of activity, which become his motives, and new means of mastering his behavior.
The levels and stages of development of volitional and voluntary behavior are determined by the content of the motives of the child's activity, specific for each age, and the forms of mediation of his behavior in joint life with an adult.
The development of the movements of older preschool children is closely related to the entire educational process of the kindergarten, which determines general development child, his mental qualities, behavior, orientation of interests.
Senior preschoolers can master a variety of movements, primarily their main types - running, walking, jumping, throwing, climbing, new complex forms of these movements, as well as improving some elements of their technique, without which it is impossible to actively participate in outdoor games, and in the future successfully play sports. The use of the main types of movements in a dosage that is accessible to children and corresponding to their age capabilities helps to increase the mental and physical performance of children, and also contributes to the development of volitional qualities and the formation of a motivational-need sphere.
Children of older preschool age master various movements and practice them consciously. In the process of mastering the basic movements, they acquire a wide range of knowledge, the ability to analyze their actions, identify essential links, change and rebuild them depending on the result, assessment and situation, i.e. master the basics of voluntary behavior, which involves the ability to set a goal, plan their activities to achieve the desired result, show restraint and perseverance in overcoming obstacles that arise. All this contributes to the activation of the motor activity of children in the learning process, the manifestation of strong-willed efforts, initiative, the education of children's interest in classes in physical culture.
During the performance of the main types of movements, volitional qualities are formed in children: purposefulness, perseverance, endurance, courage, etc. Therefore, important point when teaching the main types of movements, it is to maintain the desire and ability of children to overcome obstacles (run around, jump over, climb over, etc.), independently choosing a method of action depending on the specific conditions that have developed at the moment.
Teaching older preschoolers the main types of movements contributes to the development of the arbitrariness of their behavior; allows you to form a motivational-required sphere, moral and volitional qualities, skills of self-regulation and self-control, the ability to independently perform tasks; renders positive influence on the volitional and emotional sphere of the child, increases interest in physical culture, develops the need for physical improvement, increases the efficiency of older preschoolers.
Learning the basic types of movements takes place in several stages.
At the initial stage learning has a low-variability character, an action can be performed in only one way, and the formation of the arbitrariness of behavior consists in facilitating the child’s desire to achieve the desired result through certain volitional efforts. However, the actions of the child are under the direct control of an adult. At this stage, the child often acts correctly only in a specially created environment, and the slightest change in the situation leads to a violation of the motor action.
Transition to stage of improvement of ATS
is possible with performance indicators such as accuracy, strength and stability. The presence of initial knowledge and skills allows using various variants of a motor action at this stage. Variability can be greater, the stronger the given motor skill. When forming arbitrary behavior, the variability in the performance of ATS can be considered as a consequence of overcoming difficulties, finding other ways to solve the same problem. The search for another option for action here is initiative on the part of the child himself, given that the goal is set by an adult, and the child accepts it and acts in accordance with his plan. At the same time, the child himself reflects his actions (that is, arbitrary actions are of an indirect nature) and subsequently these actions will be used by the child himself consciously to achieve this goal.
It is noted that children willingly perform new, even difficult movements, but do not show interest in their improvement, which requires multiple repetitions. It is more interesting for children if knowledge, skills are expanded through variations of exercises and a variety of conditions for their implementation. This leads to the fact that children, having correctly learned in the classroom the basic elements of the technique of jumping, throwing, crawling in games, do not improve the corresponding motor skills, but make mistakes in performing these movements, use them inappropriately. This indicates that the results of motor experience accumulated in the process of learning ATS in a specially organized environment are not automatically transferred to everyday motor activity. This suggests that in the process of teaching ATS, due attention was not paid to the awareness and comprehension of motor actions, i.e. self-control (reflection). Such a transfer requires the ability to perform the same movement in different ways in accordance with the situation, i.e. formation of voluntary behavior.
At the final stage of improving the ATS it is necessary to teach preschoolers to apply the learned motor actions in different situations, in different combinations with other movements, to perform at different tempos. It is possible in the processarbitrariness training , which consists in the assimilation of fundsmastering one's behavior, cultivating sustainable motives, developing the ability to self-control and regulate volitional efforts .
For the purposeful distribution of the physiological load and the formation of strong skills and abilities in children in physical education classes in the kindergarten group preparatory to school, we include not one, but 2-4 basic movements in the main part of the lesson in order to learn them. The methodologically correct application of various combinations of basic movements at different stages of training involves the use of adequate methods for performing exercises and organizing children. At the same time, active motor activity of children should reach 60-80% of the total time of the lesson. Compliance with all these conditions has a significant impact on the improvement of quantitative and qualitative indicators of the implementation of basic movements, which are evidence of good assimilation of them by children, as well as the formation of the motivational-need sphere and voluntary behavior, which is expressed in the manifestation of will, endurance, endurance, patience, courage, purposefulness. and perseverance.
The results of the work show that preschoolers show a desire for the correct (corresponding pattern) performance of these types of movements, the quality of their performance of movements, rhythm and coordination increase. They own different ways performing movements, consciously apply one or another of them. Children understand the interconnection of motor actions, they are able to independently plan their activities, behave regardless of the circumstances and even contrary to them, guided only by their own goals. This confirms the formation of the motivational-need sphere of preschool children.
Children have the ability to independently set a goal, organize their activities, and achieve the desired results. They are characterized by a conscious purposefulness of behavior when performing the main types of movements, overcoming difficulties and obstacles on the way to achieving the goal.
Thus, we can conclude that the process of children mastering the main types of movements contributes to the formation of voluntary behavior, which manifests itself in the ability to overcome obstacles and difficulties, control one's own actions and correlate them with the rules, in the ability to build a chain of goals based on certain motives; and also contributes to the development of volitional qualities: purposefulness, perseverance, endurance, courage, etc.
So, arbitrariness is the most important quality of personality. In children of older preschool age, arbitrariness is formed gradually. Even when children enter school, this quality remains at a low level. With purposeful systematic work, using various types of movements, exercises, games with rules, classes, one can observe an increase in indicators that characterize arbitrariness.
The process of development of volitional and voluntary behavior has a common direction, which is to overcome the motivating force of situational influences and to develop the ability to be guided by some extra-situational regulators - whether it is a verbal instruction or a moral motive.
The development of will and arbitrariness consists in changing the place of the regulator of behavior in the structure of the action, namely, in its shift from the end to the beginning of the action.
At the older preschool age, the child becomes capable of comparatively long volitional efforts. The development of the will of the child is closely connected with the change in the motives of behavior that occurs at preschool age, the formation of subordination of motives. It is the emergence of a certain direction, the foregrounding of a group of motives that become the most important for the child, that leads to the fact that he consciously achieves the goal, not succumbing to the distracting influence of motives associated with other, less significant motives. In the development of volitional actions of a preschooler, three interrelated aspects can be distinguished:
1) development of purposefulness of actions;
2) establishing the relationship between the purpose of actions and their motive;
3) an increase in the role of self-control in the performance of actions.
The ability to subordinate one's actions to a predetermined goal, to overcome the obstacles that arise on the way to its fulfillment, including the ability to refuse directly arising desires - all these qualities characterize volitional behavior. This is the most important condition for the readiness of the child to study at school.
The mastery of the main types of movements by preschoolers is based on the transformation of the rule for performing these movements into a motive for their own actions, which signify not only the development of volition, but also the will of the child. The preschooler no longer simply obeys the instructions and control of adults, but also acts on his own, controlling his own actions and correlating them with the standard.
Thus, systematic and purposeful work on mastering the main types of movements contributes to the development of volitional qualities: independence, perseverance, courage, purposefulness, initiative and the development of voluntary behavior and activity: self-awareness, self-esteem, self-control. The formation of voluntary behavior is important for the development of the child's personality.
4. The range of problems of modern society related to the psychological preparation of the child for schooling.
Preparing children for school is a complex, multifaceted task, covering all spheres of a child's life. In its decision, it is customary to single out a number of aspects. First, the ongoing development of the child's personality and cognitive processes that underlie successful educational activities in the future, and, secondly, the need to teach primary school skills and abilities, such as the elements of writing, reading, and counting.
The first aspect reflects the psychological readiness for school. Studies have shown that by the time they enter school, not all children reach the level of psychological maturity that would allow them to successfully transition to systematic schooling. Such children, as a rule, lack learning motivation, a low level of arbitrariness of attention and memory, there is an underdevelopment of verbal and logical thinking, incorrect formation of methods of educational work, there is no orientation to the method of action, poor possession of operational skills, a low level of development of self-control, there is an underdevelopment of fine motor skills and poor speech development.
Conducting research on psychological readiness, scientists, on the one hand, determine the requirements of the school for the child, and on the other hand, they investigate neoplasms and changes in the child's psyche that are observed by the end of preschool age. So, for example, L. I. Bozhovich notes: “... the carefree pastime of a preschooler is replaced by a life full of worries and responsibility - he must go to school, study those subjects that are defined by the school curriculum, do what the teacher requires in the lesson ; he must strictly follow the school regime, obey school rules behavior, to achieve a good assimilation of the knowledge and skills required by the program. The author emphasizes that a child entering school must have a certain level of development of cognitive interests, a readiness to change their social position, a desire to learn; in addition, he must have indirect motivation, internal ethical instances, self-esteem. The combination of these psychological properties and qualities is the psychological readiness for schooling. At the same time, according to A.V. Zaporozhets, when determining the ways of studying this issue, as well as "when determining the general strategy for the mental education of preschool children and preparing them for school, it is necessary to keep in mind the special role that preschool childhood plays in the process of forming human thinking and the human personality as a whole" . In his opinion, the initial unit of analysis of psychological readiness for schooling is the specificity of preschool childhood, taken in the context of personality ontogenesis, which determines the main lines mental development child at this age and thereby creating the possibility of a transition to a new, higher form of life. From this point of view, issues related to psychological readiness for schooling are included in the context of more common problem child and developmental psychology - problems of critical ages and age-related psychological neoplasms.
5. List of literature on the topic "Psychological readiness for school"
Avramenko N.K. Preparing a child for school. M., 1972 - 48 p.
Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation " Primary School» 1999 No. 1 61-63 p.
Amonashvili Sh.A. Hello children, M. 1983 - 180s.
Bugrimenko E.A., Tsukerman G.A. "School difficulties of well-off children M. 1994 - 189 p.
Storm R.S. “Preparing children for school M., 1987 - 93s.
Wenger L.A., "Home School" M. 1994 - 189 p.
Wenger L.A. Wenger L.A. "Is your child ready for school?" M. 1994 - 189 p.
Wenger L.A. "Psychological issues of preparing children for schooling, "Preschool education" 1970 - 289 p.
Readiness for school / Edited by Dubrovina M. 1995 - 289 p.
Gutkina N.N. Diagnostic program for determining the psychological readiness of children 6-7 years old for schooling "Psychological education" 1997 - 235 p.", 1980.
Thinking and speech are inseparable. By developing thinking, we develop speech, and by developing speech, we develop thinking.
The level of informatization of modern society is quite high, however, due to their age and individual features each child of preschool and primary school age chooses from the information flow available to himsomething of his own and does not always understand it adequately .
The child's lexicon is formed as he learns new concepts, as the ability to classify assimilated concepts and generalize them develops.
Language is a kind of system of concepts. The connection of words in a sentence allows you to understand speech.
As a rule, difficulties in understanding speech at the everyday level in terms of communication with parents, friends, etc. do not cause difficulties for the child. The situation changes with the beginning of training.
For children of primary school age, the most difficult is the understanding and assimilation of scientific concepts related to a particular subject, since each of them contains its own special terminology.
Of course, every teacher tries to convey the necessary educational material in the lesson to each student, using a variety of techniques.
However, it is not always possible for the child to learn the necessary concepts in the normative terms.It seems that he understands, but he is confused and cannot clearly answer .
Ways of concept formation
Playing around with terms in the classroom, on a walk, at home.
It is very important to listen carefully to the child. Sometimes children very figuratively convey in their own wordsthe thread of the teacher's reasoning in the lesson . From the child’s story, it immediately becomes clear whether he understood the teacher correctly or the information received was incorrectly refraction and parents need to analyze the studied material again with the child.
In some cases, the teacher's explanation does not leave a trace in the child's memory (distracted, felt bad, did not understand, etc.). There is nothing terrible in this.I forgot what a noun is? Play is a noun?
The child can learn the rule on his own. It is important to see if the child understood the essence of the new concept. You need to help the child.
2. Association with the concepts available in the child's speech experience.
Divide oh - to share something with someone. When you share, it becomes less than it was.Divisible, divides spruce, often Noah. Chast new - part of what was originally.
The names of the components of addition, subtraction, multiplication and division are often poorly remembered by children. It is easier for them to argue “6 divided by 2 will be 3” because in such a plan of reasoning the necessary sign immediately pops up.
Associations help the child learn the necessary terminology
Expansion of situations in which this concept can be used.
The capital letter in proper names is a simple topic, but there are many errors with this rule. While walking around the city, traveling by public transport, it would be nice to draw the child's attention to the names of streets, stops, road signs. Naturally, casually ask what letter and why these names are written, fixing the conceptproper names .
Drawing diagrams, symbols with repeated pronunciation of the concept aloud.
Together with parents, inventing stories where this or that concept appears.
You can also use the following methods of development of concepts:
Classification technique (from particular to general: dog, horse, cat are pets; a generalizing concept is pets. Or from general to particular: what refers to geometric shapes? circle, square, trapezoid).
Technique of semantic associations (pick up a few words related to the word dot in meaning (dot, question mark, exclamation mark). Be sure to limit the context of the task).
Hierarchical development of concepts, for example: doll - toys - children's objects - objects.
7. Key indicators characterizing educational activities preschooler.
The main indicators of educational activity of preschoolers
Motivational Development
emotional development
8. The range of problems of developmental education in modern world:
1. Coexistence of developmental education with the traditional system within the same educational institution.
2. Training of specialists in developmental education.
3. The teaching technology is not described holistically in a new one for the teacher. educational system where the old methods and forms of work are not effective.
It would seem that just yesterday your baby was lying in a crib and could only reproduce sounds, but soon he will become a first grader. And then he will face not only the opportunity to gain a lot of new knowledge, but also with no less unfamiliar situations. Of course, we cannot tell the child in advance all the possible scenarios for the development of events. But this is not required. If the little man is properly prepared for school, then he will quickly learn to cope with new tasks and situations for him. But how do you know if a child is ready for school? And what does that even mean?
Some parents believe that it is enough to put some knowledge into the baby’s head that will be useful to him in the classroom in order to qualitatively assimilate new information. But in fact, this is only part of what he will need within the walls of an educational institution. Let's see what the child's readiness for learning is. So you can understand in advance whether all the components are present in your child and, in which case, work on the gaps. Or take care of all the components in advance so that by the right time the baby has all the necessary skills, and you do not have to correct them in a hurry.
Components of a child's readiness for school
There are several such components, and they are all equally important. The absence or insufficiency of at least one can affect the little man with problems in learning or communicating with teachers and peers. The readiness of the child for school is: physical and psychological, which, in turn, is divided into:
- intellectual
- emotional (volitional)
- personal (social and communicative)
And over all these components it is necessary to work in one way or another. They will not appear in the child by themselves. Let's now take a closer look at each of the above components.
Physical readiness
This is probably the most understandable part. This term means that the child is physically developed enough for his age to cope with school loads. This is facilitated by a variety of sports, and outdoor games.
Psychological readiness of the child for learning
This component is quite versatile. It implies that the child is motivated to learn (that is, the child seeks to acquire new knowledge), household, behavioral and intellectual skills. Let's start with an important component of psychological readiness - intellectual.
Intellectual readiness of the child for school
This component, in turn, consists of:
- stock of certain knowledge and skills
- curiosity
- the presence of different types of thinking (figurative, logical)
- sensory development
- good memory
- horizons
- imagination
- understanding the basic patterns
At preschool age, the kid should be able to talk about his family and its way of life (he can name the names of all family members, their professions, etc.), have information about the world around him and be able to apply it (he knows the names of the seasons, days of the week, months and their sequence, the names of the most common plants and animals in the region of his residence). Also, the child already knows not only in which city he lives, but he can also say his address. The kid is able to draw conclusions, reason, navigate in space and time. Parents should help the child not only acquire all the above information, but also be able to generalize and systematize it. In addition, without the help of adults, it is difficult for him to learn to find causal and spatio-temporal relationships, to draw conclusions.
It should also be borne in mind that in children of this age, the figurative prevails over the logical.
Emotional readiness for school
We are well aware that the kid, although he is drawn to knowledge and strives to quickly go to educational institution, in practice, is faced with the fact that he does not always have to do what he wants. Emotional or volitional readiness implies that the child is able to carry out the tasks of the teacher, even if he does not like them. He knows how to follow the regimes (of the day and at school), set goals for himself, develop plans to achieve them and, accordingly, go towards them, even if obstacles arise. Also, the child can draw conclusions regarding the result of all the above manipulations, whether it is really what your child aspired to.
Personal readiness for school
School is not only lessons and knowledge, but also new people. Of course, your child already knows how to form relationships with other people, he did it in the kindergarten or on the playground, but still he may encounter certain difficulties. By school age, a child should be able to:
- communicate
- work in a team
- stand up for your opinion (when it comes to peers), but also find a compromise if necessary
- obey (in communication with the teacher)
This is a very important part of a child's readiness for school. After all, if he cannot communicate well with classmates, this may affect his psychological state and, as a result, his studies.
If you are not sure that you can fully assess the presence of all of the above components in your baby, then it is better to entrust this task to a specialist. Contact a psychologist who will diagnose the readiness of the child for school and who will give advice on what (and how) you still need to work on.
In modern psychological and pedagogical literature A. V. Zaporozhets, L. A. Venger, G. M. Lyakina, G. G. Petrochenko, T. V. Uruntaeva and others, the concept of readiness is defined as a multifaceted development of the child’s personality and is considered in interrelated aspects: as "general, psychological readiness" and as "special readiness" to study at school. The general readiness for school acts as the most important result of the long-term, purposeful educational work of the kindergarten for the comprehensive education of preschool children.
The general readiness for school is expressed in the achievement by the time the child enters school of such a level of mental, moral, volitional, aesthetic and physical development, which creates the necessary basis for the active entry of the child into the new conditions of schooling and conscious assimilation of educational material. General readiness is characterized by a certain level of mental development, which the child reaches by the time of the transition to schooling. The concept of psychological readiness summarizes the most important qualitative indicators of the mental development of a child entering grade I from the standpoint of successful schooling.
All components of the child's psychological readiness for school provide the psychological prerequisites for the inclusion of the child in the class team, the conscious, active assimilation of educational material at school, and the fulfillment of a wide range of school duties.
Under the psychological readiness for schooling is also understood the necessary and sufficient level of mental development of the child for the development of school curriculum in the conditions of training in a group of peers. The necessary and sufficient level of actual development should be such that the training program falls into the "zone of proximal development" of the child. The "zone of proximal development" is defined by what a child can achieve in cooperation with an adult. Collaboration is understood very broadly: from a leading question to a direct demonstration of a solution to a problem.
If the current level of a child's mental development is such that his "zone of proximal development" is lower than that required for mastering the curriculum at school, then the child is considered psychologically unprepared for schooling, because as a result of the discrepancy between his "zone of proximal development" required, he does not can learn the program material and immediately falls into the category of lagging students.
In Russian psychology, the theoretical study of the problem of psychological readiness for school is based on the works of L. S. Vygotsky. So, L. I. Bozhovich singled out several parameters of the child’s mental development that most significantly affect the success of schooling: a certain level of the child’s motivational development, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere. The motivational plan was recognized as the most important.
A child ready for school wants to learn, both because he already has a need to take a certain position in human society, namely, a position that opens access to the world of adulthood (the social motive for learning), and because he has a cognitive need that he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called the internal position of the schoolchild (8.67). L. I. Bozhovich gave this neoplasm a very great importance, believing that the internal position of the student can act as a criterion for readiness for schooling. It should be noted that it is the school that is the link between childhood and adulthood. And if a visit preschool institutions is optional, then school attendance is strictly required, and children, when they reach school age, understand that the school gives them access to adult life. Hence, there is a desire to go to school in order to take a new place in the system of social relations. This, as a rule, explains the fact that children do not want to study at home, but want to study at school: it is not enough for them to satisfy only the cognitive need, they still need to satisfy the need for a new social status which they receive by joining educational process as a serious activity leading to a result that is important both for the child and for the adults around him.
The “internal position of the student”, which occurs at the turn of preschool and primary school age, allows the child to be included in the educational process as a subject of activity, which is expressed in the conscious formation and implementation of intentions and goals, or, in other words, the student’s arbitrary behavior.
D. B. Elkonin believed that voluntary behavior is born in the collective role play, allowing the child to rise to a higher level of development than playing alone. The collective corrects violations in imitation of the intended model, while it is still very difficult for the child to independently exercise such control.
There are other approaches to determining the psychological readiness of children for school, when, for example, the main emphasis is on the role of communication in the development of the child.
There are three areas: attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity (6.90).
It should be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, although this is also an important factor, but on the level of development of intellectual processes, "... the child must be able to highlight the essential in the phenomena of the environment reality, to be able to compare them, to see similarities and differences; he must learn to reason, find the causes of phenomena, draw conclusions" (6.93). For successful learning, the child must be able to highlight the subject of his knowledge.
In addition to these components of psychological readiness for school, is there an additional one? speech development. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find in words individual sounds, i.e., he must have developed phonemic hearing.
Special readiness for school is a necessary addition to the general, psychological readiness of the child for schooling. It is determined by the child's special knowledge, skills and abilities that are necessary to study such subjects like mathematics and Russian. The intensive work carried out in the kindergarten on the formation of elementary mathematical concepts in children, on the development of speech and preparation for the development of literacy, provides required level special readiness of children for schooling.
Moral-volitional readiness to study at school is expressed in the achievement by the end of preschool childhood of a child of such a level of development of moral behavior, will, moral feelings and consciousness, which allows him to actively take a new social position and build his relationship with the teacher and classmates on a moral basis. . The content of moral and volitional readiness for school is determined by those requirements for the personality and behavior of the child, which are determined by the position of the student. These requirements, literally from the first days of schooling, put the student in front of the need to independently and responsibly fulfill their educational duties, be organized and disciplined, arbitrarily manage their behavior and activities, steadily observe the rules of a culture of behavior in relationships with the teacher and students, handle them carefully and carefully. school supplies. Preparation for the fulfillment of these high requirements is promisingly carried out in the process of long-term, purposeful educational work with preschoolers in kindergarten and in the family.
Moral-volitional readiness is manifested in a certain level of development of the personal behavior of an older preschooler. Indicative in this regard is the child's ability to arbitrarily control his behavior, which develops during preschool age: the ability to consciously follow the rules or requirements of the educator, inhibit affective urges, persevere in achieving the goal, the ability to complete the necessary work, despite the attractive, but distracting from goals, etc. The basis for the development of the arbitrariness of the behavior of the future student is formed by the end of preschool age, the hierarchy of motives, their subordination. The subordination of motives is connected with an effort of will, with a conscious overcoming by an older preschooler of his momentary desires for the sake of a morally significant goal. Naturally, at preschool age, the behavior of the child does not yet differ permanently. a high degree arbitrariness, but it is important that during this period a mechanism of voluntary behavior is formed, which ensures the transition to a new type of behavior at school. Significant for the formation of moral and volitional readiness for school are also such features of the personal behavior of an older preschooler as independence, organization and discipline.
Closely related to independence, organization and discipline of behavior are expressed in the purposefulness of the child's behavior, in the ability to consciously organize their activities in accordance with the rules adopted in kindergarten, in the ability to achieve the result of activities and control it, to coordinate their behavior with the actions of other children, to feel personal responsibility for your actions. The presence of these traits in the behavior of older preschoolers confirms the formation of moral and volitional readiness for school.
Moral-volitional readiness for school is also characterized by a certain level of development of the child's moral feelings and consciousness. The most indicative in this regard are the understanding by children of the social significance of moral behavior, the development of the ability to self-evaluate their actions, the formation of a sense of responsibility, justice, the foundations of humanistic and elements of civic feelings. Developing moral feelings and elements of moral self-awareness ensure the child's emotional "acceptance" of a new socio-psychological position of the student, understanding the importance of fulfilling school duties. They constitute the fundamental basis for the subsequent formation in students of a sense of personal responsibility for their educational work in front of loved ones and the whole country.
The composition of moral-volitional readiness also includes a set of qualities that express the attitude of a preschooler to work. This is a desire to work, a sense of satisfaction from a job well and accurately done, respect for the work of others, mastering the necessary labor skills. For the future student, the skills of self-service work are of particular importance? the ability to dress neatly on their own, monitor the condition of their belongings, school supplies, the ability to eliminate individual problems in clothes and shoes without a reminder from the outside (sew on a button, wash a handkerchief, clean shoes, etc.).
Thus, the moral-volitional readiness of the child for school acts as a certain result of his moral-volitional development in the first seven years of life. It covers the most important traits of a child's personality and behavior from the point of view of schooling, which together constitute the necessary prerequisites for the child's adaptation to school conditions, the responsible fulfillment of new duties, and the formation of a moral attitude towards the teacher and students. Moral-volitional readiness is inextricably linked with the intellectual and physical readiness of the child for schooling.
The first days of school are difficult for all children. An unusual mode, trying to complete the teacher's tasks as best and as quickly as possible can even cause a child to lose weight. Children get used to school in very different ways. Some adapt already during the first quarter and successfully study without compromising their health. For other children, the process of getting used to school is delayed for a longer time, often for the entire academic year.
Very important is the ability to reduce for a certain time high motor activity the ability to maintain a working posture. And for the development of writing and drawing, the development of small muscles of the hand, coordination of finger movements are necessary.
Personal readiness also implies a certain attitude towards oneself. To master learning activities, it is important that the child is able to adequately relate to the result of his work, to evaluate his behavior. If the child's self-esteem is overestimated and not differentiated, which is typical for a preschooler (he is sure that he is "the best", that his drawings, crafts, etc. are "the best"), it is wrong to talk about personal readiness for school.
With admission to school, the child begins the systematic study of science. It requires certain level cognitive development. The child must be able to take a point of view different from his own in order to acquire objective knowledge about the world that does not coincide with his immediate worldly ideas. He must be able to distinguish in the subject of its individual aspects, which is an indispensable condition for the transition to subject-based learning.
Intellectual readiness also implies the presence of a child's mental activity, rather broad cognitive interests, and the desire to learn something new.
Psychological readiness for school? is a complex formation complete system interrelated qualities: features of motivation, the formation of mechanisms for arbitrary regulation of actions, a sufficient level of cognitive, intellectual and speech development, a certain type of relationship with adults and peers, etc. The development of all these qualities in their unity to a certain level that can ensure the development of the school curriculum, and is the content of psychological readiness for school.
