Self-education plan for the teacher of the second junior group on the topic “Spiritual and moral education of preschool children through reading fiction”

Not conventional sounds The child is just learning, studying his native language, but he drinks spiritual life and strength from the native breast of his native word. It explains nature to him as no natural scientist could explain it; it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations. As no historian could introduce; it introduces it into popular beliefs, into folk poetry, as no esthetician could introduce it; it finally gives such logical concepts and philosophical views, which, of course, no philosopher could convey to a child.

K.D. Ushinsky

Relevance of the selected topic

Spiritual and moral education is the formation of a value-based attitude to life that ensures sustainable, harmonious development of a person, including the cultivation of a sense of duty, justice, responsibility and other qualities that can give high meaning to a person’s deeds and thoughts.

The period of preschool childhood is the most favorable for the spiritual and moral education of a child. Of course, a child receives his first moral lessons in the family. It is in the family that the child begins to form an attitude towards the world around him, other people, and love for his family. The task of adults is to indicate the direction of development and help develop high moral qualities in the child.

A 3-4 year old child becomes able to sympathize and empathize. The development of visual-figurative thinking serves as the basis for the formation of ideas about the consequences of a particular action. In addition, visual-figurative thinking allows children to retain in their minds ideas about the rules of behavior.

The literary word is a good assistant in forming the correct attitudes in a child’s behavior. With the help of fairy tales, a child learns about the world not only with his mind, but also with his heart, little man the idea of ​​good and evil begins to take shape. Not only fairy tales, but also stories and poems can help in the education of a spiritual and moral personality.

It is important for educators, as well as parents, to realize how important it is to read fiction to a child and discuss the works they have read with children. Indeed, often correctly selected works help children develop ideas about how to take care of their loved ones, how to be friends, how to be polite, etc.

The purpose of the work on the topic of self-education: promote the formation of spiritual and moral qualities in children of primary preschool age through reading works of fiction.

Tasks:

Analyze methodological literature, other sources and increase your level of knowledge on this topic;

Select fiction that promotes the spiritual and moral education of children;

Develop in children the ability to think, compare, analyze actions literary heroes, learn to evaluate your behavior;

Arouse parents' interest in working together in this direction.

Work plan for the year

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State budgetary children's educational institution

kindergarten No. 26 combined type Kirovsky district St. Petersburg

SELF-EDUCATION PLAN

Educator: Del Natalya Vasilievna

2016 – 2017

Self-education plan for teacher Del Natalya Vasilievna

Topic: “Preparation for teaching literacy to children in the preparatory group”

Target : Promote the development of the phonetic side of children's speech, auditory

Attention and phonemic hearing, in order to prepare children for learning sound

Word analysis.

Objectives of educational activities:

1.Teach children to highlight a given sound in pronunciation, compare (distinguish,

differentiate) sounds that are close in articulatory or acoustic terms

(hard and soft consonants, voiceless and voiced consonants, hissing and whistling,

sonorant).

2. Identify by ear the sound that occurs in a series of 4–5 words. Notice words with

a given sound in a nursery rhyme, a tongue twister, select words with a given sound,

form an idea of ​​a word, sound, syllable, sentence;

3. Conduct sound analysis, working with a word (short, long) and using various games; activate the idea of ​​a word, sound, syllable, sentence.

4. Pay attention to preparing your hand for writing, developing basic graphic skills and preparing for writing techniques.

5.Develop skills writing: read individual words and phrases, write

Printed letters.

Planned results (in the form of targets)

Have a good grasp of the concepts: “word”, “sound”, “syllable”, “letter”, “sentence”.

Differentiate the concepts of “sound” and “letter”;

Distinguish between vowels and consonants;

Carry out sound and syllabic analysis of words;

Identify the difference in the sound (syllable) composition of two words, know the letters.

- by syllabic and continuous reading methods

Work plan for the 2016 – 2017 academic year

Methodological literature

1. Bondarenko T. M. Complex classes in preparatory group kindergarten. Voronezh 2009
2. Shumaeva D. G. “How good it is to be able to read!” “Childhood – Press 2000
3. Ushakova O. S. Speech development of children 5 – 7 years old. LLC “TC-Sfera” 2014
4. VolchkovaV. N. Lesson notes in the preparatory group. Voronezh 2010
5. Gavrina S. E. Development of speech. Preschool school. Moscow Rosmen 2014
6. Kuritsyna E. M. Games for speech development. We speak correctly. Rosmen 2014
7. Zhurova L. E, Varentsova “Teaching literacy. Notes.
8. Kylasova L. E. Didactic material for classes with children 6 - 7 years old on speech development. Volgograd 2015

The problem of the concept of a child’s psychological readiness to study at school in the works of specialists

Psychological features of the development of a preschooler

general characteristics components of psychological readiness for schooling

Methods psychological correction development of children not ready for school

Diagnosis of children's psychological readiness for school

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Self-education report by a teacher-psychologist

Development of psychological readiness for learning at school

children of senior preschool age

Introduction

1. The problem of the concept of psychological readiness of a child

to school education in the works of specialists

1. General characteristics of the components of psychological

school readiness

1. Methods of psychological correction of children's development, not

ready for school

5. Diagnosis of children’s psychological readiness for school

Conclusion

Literature

Introduction

IN Lately The task of preparing preschoolers for school education occupies one of the important places in the development of psychology. The successful solution of the problems of developing a child’s personality and increasing the effectiveness of teaching are largely determined by how accurately the level of readiness of children for schooling is determined. IN modern psychology Unfortunately, there is no single and clear definition of the concept of “readiness” or “school maturity.”

A. Anastasi interprets the concept of school maturity as “mastery of skills, knowledge, abilities, motivation and others necessary for an optimal level of learning school curriculum behavioral characteristics."

I. Shvantsara more succinctly defines school maturity as the achievement of such a degree in development when the child “becomes able to take part in school education.” I. Shvantsara identifies mental, social and emotional components as components of readiness to learn at school.

In psychological and pedagogical literature, the concept of “school maturity” is interpreted as the achieved level of morphological, functional and intellectual development of a child, which allows him to successfully overcome the loads associated with systematic learning and a new daily routine at school.

Currently, the very high demands of life on the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school takes on special significance. Its solution is associated with the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.

Psychological readiness for schooling is understood as the necessary and sufficient level of psychological development of a child to master the school curriculum under certain learning conditions. A child’s psychological readiness for school is one of the most important results of psychological development during preschool childhood. The main goal of determining psychological readiness for schooling is to prevent school maladjustment.

To successfully implement this goal, various classes have recently been created whose task is to implement individual approach in teaching in relation to children, both ready and not ready for school, in order to avoid school maladjustment.

IN different time psychologists have dealt with the problem of school readiness; many methods and programs have been developed (Gudkina N.N., Ovcharova R.V., Bezrukikh M.I., etc.) for diagnosing school readiness of children and psychological assistance in the formation of components of school maturity.

But in practice, it is difficult for a psychologist to choose from this variety of methods and programs the one that will help to comprehensively determine the child’s readiness for learning and help prepare the child for school.

Identifying the level of readiness will make it possible to organize correctional work with children who have a low and medium level of readiness, which will allow the child to develop the necessary skills and abilities to successfully master educational material.

1. The problem of the concept of a child’s psychological readiness to study at school in the works of specialists

Preparing children for school is a complex task, covering all areas of a child’s life. Psychological readiness for school is only one aspect of this task. But within this aspect there are different approaches:

1. Research aimed at developing in preschool children certain changes and skills necessary for learning at school.
2. Research on neoplasms and changes in the child’s psyche.
3. Research into the genesis of individual components of educational activity and identification of ways of their formation.
4. Studying the child's changes in consciously subordinating his actions to the given ones while consistently following the verbal instructions of an adult. This skill is associated with the ability to master the general way of following an adult’s verbal instructions.
5. Readiness for school in modern conditions is considered, first of all, as readiness for schooling or educational activities. This approach is justified by looking at the problem from the perspective of the periodization of the child’s mental development and the change of leading types of activity. According to E.E. Kravtsova, the problem of psychological readiness for schooling is specified as a problem of changing the leading types of activity, i.e. this is a transition from role-playing games educational activities. This approach is relevant and significant, but readiness for educational activities does not fully cover the phenomenon of readiness for school.

L. I Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation, one’s cognitive activity and the social position of the student. Similar views were developed by A.V. Zaporozhets, noting that readiness for school is a holistic system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms.

Today, it is almost universally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.

Traditionally, there are three aspects of school maturity: intellectual, emotional and social.

Intellectual maturity refers to differentiated perception (perceptual maturity), including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. We can 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 perform a not very attractive task.

Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.

Based on the selected parameters, tests for determining school maturity are created.

If foreign studies of school maturity are mainly aimed at creating tests and are much less focused on the theory of the issue, then the works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school, rooted in the works of L.S. Vygotsky.

Is not it. Bozhovich (1968) identifies several parameters of a child’s psychological development that most significantly influence the success of schooling. Among them is a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and intellectuality of the sphere. She considered the motivational plan to be the most important in a child’s psychological readiness for school. Two groups of teaching motives were identified:

1. Broad social motives for learning, or motives associated “with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desires to occupy a certain place in the system of social relations available to him”;
2. Motives related directly to educational activities, or “the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich). A child who is ready for school wants to study because he wants to know a certain position in human society that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called L.I. Bozovic "the inner position of a schoolchild." This neoplasm L.I. Bozovic gave a lot great importance, believing that the “internal position of the student” and the broad social motives of learning are purely historical phenomena.

The new formation “internal position of the schoolchild,” which arises at the turn of preschool and primary school age and represents a fusion of two needs – cognitive and the need to communicate with adults at a new level, allows the child to be involved in the educational process as a subject of activity, which is expressed in social formation and fulfillment of intentions and goals, or, in other words, voluntary behavior of the student.

Almost all authors studying psychological readiness for school give voluntariness a special place in the problem being studied. There is a point of view that poor development of volition is the main stumbling block to psychological readiness for school. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntary behavior interferes with the beginning of schooling.

D.B. Elkonin believed that voluntary behavior is born in role-playing play in a group of children, which allows the child to rise to a higher level of development than he can do in a game alone because The team in this case corrects the violation in imitation of the expected image, while it is still very difficult for the child to independently exercise such control.

In the works of E.E. Kravtsova, when characterizing the psychological readiness of children for school, focuses on the role of communication in the development of the child. Three areas are distinguished - 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.

N.G. Sallina also highlighted the child’s intellectual development as indicators of psychological readiness.

It must be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also not an unimportant factor, but on the level of development of intellectual processes. “... a child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, draw conclusions” (L.I. Bozhovich). For successful learning, a child must be able to identify the subject of his knowledge.

In addition to the above-mentioned components of psychological readiness for school, we additionally highlight one more – speech development. Speech is closely related to intelligence and reflects how general development child, and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must have developed phonemic hearing.

To summarize all that has been said, we list the psychological spheres by the level of development of which psychological readiness for school is judged: affect-need, voluntary, intellectual and speech.

1. Psychological features of the development of a preschooler

Senior preschool age is a stage of intensive mental development. It is at this age that progressive changes occur in all areas, from the improvement of psychophysiological functions to the emergence of complex personal new formations.

In the sphere of sensations, there is a significant decrease in the thresholds of all types of sensitivity. The differentiation of perception increases. A special role in the development of perception in older preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main types of each property.

By the age of 6, a clear selectivity of perception in relation to social objects develops.

In preschool age, attention is involuntary. The state of increased attention is associated with orientation in the external environment, with an emotional attitude towards it. At the same time, the content features of external impressions that provide this increase change with age. A significant increase in the stability of attention is noted in studies in which children are asked to look at pictures, describe their content, and listen to a story. The turning point in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form attention – voluntary attention- by 6-7 years they are already quite large.

This is largely facilitated by the improvement of the planning function of speech, which is a “universal means of organizing attention.” Speech makes it possible to verbally highlight in advance objects that are significant for a specific task, and to organize attention, taking into account the nature of the upcoming activity. Despite significant changes in the development of attention, involuntary attention remains predominant throughout the preschool period. Even older preschoolers still find it difficult to concentrate on something monotonous. But during a game that is interesting to them, attention can be quite stable.

Similar age-related patterns are observed in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him and gives the best impressions. Thus, the volume of fixed material is largely determined by the emotional attitude towards a given object or phenomenon. Compared with primary and middle preschool age, the relative role of involuntary memorization in children 6-7 years of age decreases somewhat, but at the same time, the strength of memorization increases. At older preschool age, the child is able to reproduce the impressions received after a sufficiently long period of time.

One of the main achievements of senior preschool age is the development of voluntary memorization. Some forms of this memorization can be noted in children aged 4-5 years, but it reaches significant development by 6-7 years. This is largely facilitated by gaming activities, in which the ability to remember and reproduce in time necessary information is one of the conditions for achieving success. Important feature This age is due to the fact that a 6-7 year old child can be given a goal aimed at memorizing certain material. The presence of this possibility is due to the fact that the child begins to use various techniques specifically designed to increase the efficiency of memorization: behavior, semantic and associative linking of material.

Thus, by the age of 6-7 years, the structure of memory undergoes significant changes associated with the significant development of voluntary forms of memorization and recall. Involuntary memory, not associated with an active attitude to the current activity, turns out to be less productive, although in general it retains a dominant position.

A detailed relationship between voluntary and involuntary forms of memory is noted in relation to such a mental function as imagination.

A big leap in its development is provided by play, a necessary condition for which is the presence of substitute activities and substitute objects. In older preschool age, substitution becomes purely symbolic and the transition to actions with imaginary objects gradually begins. The formation of imagination is directly dependent on the development of a child’s speech. Imagination at this age expands the child’s capabilities in interacting with the external environment, promotes its assimilation, and, together with thinking, serves as a means of understanding reality.

The development of a child’s spatial concepts reaches a high level by the age of 6-7 years. Children of this age are characterized by attempts to analyze spatial situations. Although the results are not always good, analysis of children’s activities indicates a dismembered image of space, reflecting not only objects, but also their relative positions.

The development of ideas largely characterizes the process of formation of thinking, the formation of which at this age is largely associated with improving the ability to operate with ideas at an arbitrary level. This ability increases significantly by the age of six, due to the assimilation of new methods of mental action. The formation of new methods of mental action is largely based on the basis of certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of imaginative thinking.

At the age of 4-6 years, intensive formation and development of skills and abilities occur that contribute to children’s study of the external environment, analysis of the properties of objects and influence on them with the aim of changing them. This level mental development, i.e. visual-effective thinking is, as it were, preparatory. It contributes to the accumulation of facts, information about the world around us, and the creation of a basis for the formation of ideas and concepts. In the process of visually effective thinking, the prerequisites for the formation of more complex shape thinking – visually imaginative thinking. It is characterized by the fact that the expansion problematic situation is carried out by the child in line with ideas, without the use of practical actions, by the end of the preschool period the highest form of visual-figurative thinking prevails - visual-schematic thinking. Reflection of the child’s achievement of this level of mental development is schematism children's drawing, the ability to use schematic images when solving problems.

Visual-schematic thinking creates great opportunities for mastering the external environment, being a means for the child to create a generalized model of various objects and phenomena. An acquired feature of the generalized, this form of thinking remains figurative, based on real actions with objects and their substitutes. At the same time, this form of thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts. Thus, by the age of 6-7 years, a child can approach solving a problem situation in three ways: using visual-effective, visual-figurative and logical thinking. Senior preschool age should be considered only as a period when the intensive formation of logical thinking should begin, as if thereby determining the immediate prospects of mental development.

By the senior preschool age, the accumulation of extensive experience in practical actions, a sufficient level of development of perception, memory, imagination and thinking increase the child’s sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by volitional regulation of behavior. A child of 6-7 years old can strive for a distant (including imaginary) goal, while withstanding strong volitional tension for quite a long time.

When performing volitional actions, imitation continues to occupy a significant place, although it becomes voluntarily controlled. At the same time, verbal instructions from an adult are becoming increasingly important, encouraging the child to certain actions. In older preschoolers, the stage of preliminary orientation is clearly visible. The game requires you to develop a certain line of action in advance. Therefore, it greatly stimulates the improvement of the ability to volitionally regulate behavior.

At this age, changes occur in the child’s motivational sphere: a system of subordinate motives is formed, giving a general direction to the behavior of the older preschooler. Acceptance of the most significant this moment motive is the basis that allows the child to go towards the intended goal, ignoring the situationally arising desire. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of actions by adults.

It should be noted that by the time the child reaches preschool age, intensive development of cognitive motivation occurs: the child’s immediate impressionability decreases, at the same time he becomes more active in searching for new information. Significant changes motivation to establish positive attitude to others. Compliance with certain rules even at a younger age served as a means for the child to gain adult approval. However, in older preschool age, this becomes conscious, and the motive that determines it becomes “inscribed” in the general hierarchy. An important role in this process belongs to collective role-play, which is a scale of social norms, with the assimilation of which the child’s behavior is based on a certain emotional attitude towards others or depending on the nature of the expected reaction. The child considers the adult to be the bearer of norms and rules, but under certain conditions he can act in this role himself. At the same time, his activity in relation to compliance with accepted standards increases.

Gradually, the older preschooler learns moral assessments, begins to take into account, from this point of view, the sequence of his actions, and anticipates the result and assessment from an adult. E.V. Subbotsky believes that due to the interpretation of the rules of behavior, the child experiences violation of these rules even in the absence of an adult. Children of six years of age begin to become aware of the peculiarities of their behavior, and as they master generally accepted norms and rules, use them as standards for assessing themselves and the people around them.

The basis of initial self-esteem is the ability to compare oneself with other children. 6-year-olds are characterized mainly by undifferentiated inflated self-esteem. By the age of 7, it differentiates and decreases somewhat. A previously absent assessment of oneself with other peers appears.

Non-differentiation of self-esteem leads to the fact that a 6-7 year old child considers an adult’s assessment of the results of an individual action as an assessment of his personality as a whole, therefore the use of censure and comments when teaching children of this age should be limited. Otherwise, children develop low self-esteem, lack of confidence in their abilities, and a negative attitude towards learning.

Summarizing the most important achievements of the mental development of a 6-7 year old child, we can conclude that children at this age are distinguished by a fairly high level of mental development, including dissected perception, generalized norms of thinking, and semantic memorization. At this time, a certain amount of knowledge and skills is formed, an arbitrary form of memory, thinking, and imagination intensively develops, based on which one can encourage the child to listen, consider, remember, and analyze. An older preschooler knows how to coordinate his actions with social norms of behavior. His own behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, and the ability to fairly adequately assess the results of his own activities and his capabilities.

3. General characteristics of the components of psychological readiness for schooling

Entering school and the initial period of education cause a restructuring in the child’s lifestyle and activities. This period is equally difficult for children entering school at 6 and 7 years old.

Observations by physiologists, psychologists and teachers show that among first-graders there are children who, due to their individual psychophysiological characteristics, find it difficult to adapt to new conditions and cope only partially (not at all) with the work schedule and curriculum. These children cause concern to teachers, and under the traditional education system, groups of lagging behind and second-year students are subsequently formed.

At the same time, the traditional education system is not capable of ensuring the proper level of development of children who have the psychophysiological and intellectual capabilities for learning and development at a higher level of complexity.

By the time a child enters school, he must be mature not only physiologically and socially, but also have a certain level of mental, emotional and volitional development. Educational activities require the necessary stock of knowledge about the world around us and the formation of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, plan his activities and exercise self-control. A positive attitude towards learning, the ability to self-regulate behavior and demonstrate volitional efforts to complete assigned tasks are required.

Equally important are the skills of verbal communication, the development of fine motor skills of the hand and hand-eye coordination.

To determine the level of readiness of children for educational activities at school, it is advisable to identify the degree of school maturity.

School maturity refers to the level of morphological, functional and intellectual development of the child, which allows us to conclude that the requirements of systematic training, various types of workload, and a new lifestyle will not be overly tiring for him.

In the structure of psychological readiness, it is customary to distinguish the following components (according to L.A. Venger, A.L. Venger, V.V. Kholmovskaya, Ya.Ya. Kolominsky, E.A. Pashko):

1. Personal readiness. Includes the formation of a child’s readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere.

A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - briefcase, textbooks, notebooks), but by the opportunity to gain new knowledge, which involves the development of cognitive interests. The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with the formation of a hierarchical system of motives.

Thus, the child must have developed learning motivation. Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible.

Preparing a child for school is one of the main tasks of a preschool institution and family education. However, teachers and educators often focus only on special training. Meanwhile, weak moral and volitional readiness for educational work leads to the fact that children study poorly or do not want to study. You should start preparing for school with junior group kindergarten or from the age of three, if the child does not attend preschool but will attend school.

One cannot limit oneself only to the child’s special preparation and readiness for learning, since when he goes to school, his lifestyle changes, his social position changes, which requires the ability to independently and responsibly carry out educational duties, to be organized and disciplined, to arbitrarily control one’s behavior and activities, and to know how to follow the rules behavior and relationships.

Underestimation of general preparation for school leads to formalization of the learning process and reduces attention to solving the main task - the formation of a versatile personality. There are cases where a child who knew how to read before school temporarily lost his reading skill due to the inability to establish contact with the teacher and students.

Thus, the concept of a child’s personal readiness for school includes two aspects: readiness to learn and readiness to accept a new way of life.

2. Intellectual readiness. This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically the child’s thinking remains figurative, based on real actions with objects and their substitutes.

Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. To summarize, 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 connections between phenomena, the ability to reproduce a pattern);

Rational approach to reality (weakening the role of fantasy);

Logical memorization;

Interest in knowledge and the process of obtaining it through additional efforts;

Mastery of spoken language by ear and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

3. Social and psychological readiness. This component of readiness includes the formation of qualities thanks to which they could communicate with other children and the teacher. A child comes to school, a class in which children are engaged in a common task and he needs to have fairly flexible ways of establishing relationships with other children, the ability to enter the children's society, act together with others, the ability to give in and defend himself.

Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.

At the same time, the concept of “readiness for schooling” also includes the formation of the basic prerequisites and foundations of educational activities.

G.G. Kravtsov and E.E. Kravtsova, speaking about readiness for schooling, emphasize its complex nature. However, the structuring of this readiness does not follow the path of differentiating the child’s general mental development into intellectual, emotional and other spheres, and therefore types of readiness.

The authors consider the system of relationships between the child and the outside world and highlight indicators of psychological readiness for school related to development various types the child's relationship with the outside world. In this case, the main aspects of children’s psychological readiness for school are three areas: relationships with adults, relationships with peers, and relationships with oneself.

In the sphere of communication between a child and an adult, the most important changes that characterize the onset of readiness for schooling are the development of voluntariness. Specific features This type of communication is the subordination of the child’s behavior and actions to certain norms and rules, relying not on the current situation, but on all the content that sets its context, understanding the position of the adult and the conventional meaning of his questions.

All these traits are necessary for a child to accept a learning task. In the studies of V.V. Davydov and D.B. Elkonin shows that the learning task is one of the most important components of educational activity. The learning task is based on educational problem, which is a theoretical resolution of contradictions.

The educational task is solved with the help of educational actions - the next component of educational activity. Educational activities are aimed at finding and highlighting general methods for solving any class of problems.

One of the components of educational activity is the actions of self-control and self-assessment. In these actions the child is directed, as it were, at himself. Their result is changes in the cognizing subject itself.

Thus, voluntariness in communication with adults is necessary for children to successfully carry out educational activities (primarily for accepting a learning task).

The development of a certain level of communication with peers is no less important for a child for further learning than the development of arbitrariness in communication with adults. Firstly, a certain level of development of a child’s communication with peers allows him to act adequately in conditions of collective learning activities. Secondly, communication with peers is closely related to the development of learning activities.

G.G. Kravtsov and E.E. Kravtsova emphasize that mastery of educational actions gives the child the opportunity to learn general method solving a whole class of educational problems. Children who do not master the general method learn to solve only problems that are identical in content.

This connection between the development of communication with peers and the development of educational activities is due to the fact that children who have developed communication with peers have the ability to look at the task situation with “different eyes”, take the point of view of their partner (teacher), they are quite flexible and not so rigid tied to the situation.

This allows children to identify a general way to solve a problem, master appropriate learning actions, and solve direct and indirect problems. Children who can easily cope with both types of problems are able to identify a general solution scheme and have a fairly high level communication with peers.

The third component of a child’s psychological readiness for school is his attitude towards himself. Educational activities require a high level of control, which should be based on an adequate assessment of one’s actions and capabilities. Inflated self-esteem, characteristic of preschoolers, is transformed due to the development of the ability to “see” others, the ability to move from one position to another when considering the same situation.

In connection with the identification of various types of relationships in the psychological readiness of children that influence the development of educational activities, it makes sense to diagnose children entering school through indicators of mental development that are most important for successful learning at school.

The new way of life will require a number of qualities from the child that will help him establish positive relationships with the teacher and with children. First of all, the child needs knowledge of the norms of relationships and behavior. Research by V. G. Nechaeva, E. V. Subbotsky, S. G. Yakobson and other teachers show that children already at a young age acquire moral standards and try to follow them.

What qualities should an older preschooler have to be ready for successful learning?

Teachers emphasize independence above all (K. P. Kuzovkova, G. N. Godina). Raised with younger age independence contributes to the formation of independence, self-confidence, and the ability to cope with a task without the help of an adult. Responsibility (K.A. Klimova) is considered as a prerequisite for cultivating a sense of duty, as the ability and desire to complete a task, to be responsible for one’s actions.

Readiness to learn is also determined by discipline and obedience (N.A. Starodubova, N.I. Ryugina). Discipline helps to concentrate attention in the lesson, accurately complete the teacher’s assignments, and helps to respond correctly to the teacher’s comments.

The ability to complete a task, overcome difficulties and demonstrate the ability to perform voluntary actions (D.V. Sergeeva, R.S. Bure, Z.M. Istomina) will also help the child in his studies.

Readiness to study at school is also associated with the development of interest in knowledge (R.I. Zhukovskaya, T.A. Kulikova, N.F. Vinogradova). Cognitive interests contribute not only to intellectual, but also moral development, help the child gain respect from peers and teachers.

There are different approaches to developing readiness for learning in preschool age. However, they are united by the mandatory and systematic conduct of classes with children, the developed stereotype of behavior, which creates a psychological attitude towards learning; training to comply with certain requirements.

The attitude of preschool children to school and to learning is formed under the influence of the child’s living conditions and his upbringing.

In studies conducted back in 1945. (L.I. Bozhovich, N.G. Morozova, L.S. Slavina), it was shown that the knowledge acquired at school is acquired differently by students and takes a different place in the student’s personality, depending on how He was brought up with an attitude towards this knowledge and towards his educational activities even in preschool age.

The attitude towards learning as a socially significant activity, for the quality of which the student feels responsible to the school and parents, creates the conditions under which the knowledge acquired at school becomes the student’s beliefs, the basis for the formation of his worldview.

Consequently, one of the most important issues in the formation of personality is the question under what conditions the objective relationships in which the child finds himself become relationships for himself (that is, acquire personal meaning for him), what role does the adult (parents, raise) play in this? and how, in the presence of these relationships, the child’s personality traits are formed.

Therefore, studies related to children’s attitudes to learning and school are considered very important for the development of the child’s future personality.

Analyzing the nature of the attitude of preschoolers to learning, it was discovered that one of the most important points revealing the psychological essence of this attitude is the set of motives that determines the educational activity of preschoolers. At the same time, the motives for learning were understood as how he understands why the child will study, or, in other words, what encourages him to study.

Motives embody the needs and aspirations of the individual, and that is why they are so important for understanding the nature of the child’s attitude towards learning.

The study of motives is not an exhaustive and, most importantly, the last explanation of the psychological essence of the preschooler’s attitude to learning, since the motives for learning themselves are created and formed in the process of life and upbringing of the child and, in turn, depend on the entire system of the child’s objective relations to reality and on that the place that teaching occupies in his life. But, precisely for this reason, they are the most important psychological link, by grasping which you can penetrate into inner world child and understand how he himself experiences his position as a future schoolchild and what his educational activity means for him.

For example, some preschoolers do not show interest in future schooling. The reason for this may be different living conditions and personal characteristics of the child. In order to change his attitude towards learning and form new motives in him, it was necessary to change his internal position, and this, in turn, is only possible if he rebuilds his relationships with others and tries to reveal the meaning of learning for his future.

Pedagogical assessment has a very selective regulatory influence on the child’s behavior and forms a certain emotional attitude towards academic subjects and school. This leads to the formation of a conscious attitude to reality, to the development of self-awareness and an active position in cognitive activity (B.G. Ananyev, Sh.A. Amonashvili).

The motives for a positive attitude towards learning are internally connected with the basic life relationships of the child, with his needs and aspirations, which are determined by these relationships, and only thanks to such a connection do they acquire their motivating force. Research shows that at different stages of children's development, along with changes in the objective relationships in which the child lives and develops, the child's own relationships to reality also change.

In addition, the motives for a positive attitude towards learning are of a different nature and depend on the individual characteristics of the child’s life and upbringing. Therefore, penetration into the motives of activity allows us to better understand the nature of the child’s relationship to reality, to understand how the child lives, what he strives for, what personal meaning has for him what surrounds him and his own activities. The study of the motives for a positive attitude towards learning in children led to the establishment of some essential provisions, which then became the starting point for further study of the psychology of attitudes towards learning and school.

The study found that the educational activities of preschoolers are stimulated by two types of motives that are inextricably linked, but have different origins and various psychological characteristics. One of these types presents the motives generated by the entire system of relations existing between the child and the activities around him. These social motives for learning depend primarily on the circumstances of the child’s life in the family, on his position in the circle of peers and the attitude of adults (parents, educators) towards him, on what internal position he himself has taken in relation to school and learning.

Thus, these motives embody those aspirations and needs of the child that arise from all the circumstances of his life and which are associated with the main orientation of his personality.

At each age and in each individual case, the social motives for learning are of a different specific nature; sometimes they express the desire of children to earn the approval and attention of their parents, sometimes they express the desire to gain respect and authority among their comrades, sometimes they are associated with the child’s dreams about his future.

This kind of social motives is also represented in other types of activities of preschool children, since any serious activity of a child, objectively, and for himself, has one or another social meaning. But in educational activities these motives are presented most clearly and have highest value to understand the basic attitudes of the child’s personality and his attitude to his activities, since learning occupies a special place in the lives of children.

These motives are called broad social motives for learning, since they go beyond the educational process itself and are associated with those broad life relationships into which the child enters thanks to learning. The second type of motives, which also constitutes the most important component in the attitude of preschool children to learning, includes motives generated primarily by the educational activity itself. This includes a variety of learning interests, the satisfaction that comes from hard work, intense intellectual activity, overcoming difficulties, and so on.

All this allows us to analyze specific psychological reasons, explaining the features of one or another attitude of preschoolers to learning.

However, in order for these prerequisites to become psychological conditions for the formation in preschoolers of a conscious attitude to learning and to their school responsibilities, it is necessary that the child somehow understands and “accepts” for himself the objective meaning that school learning and the process of acquiring knowledge itself have .

It is especially important for young schoolchildren to take a new position in the family. Work by L.S. Slavina showed that in those families where the child’s admission to school does not in any way affect his relationships with others, where the nature of these relationships is not determined by the quality of his educational work, learning often does not acquire the meaning of a serious socially significant activity for the child.

In such families, no matter how much they convince the child of the need to study well, these beliefs are not “accepted” by the child, since they are not supported by the corresponding experiences associated with his everyday life and activities.

L.S. Slavina confirmed that an important point in the formation of a proper attitude towards learning in preschoolers is the way in which adults make appropriate demands on it. Among students in grades I and II, two groups of children can easily be distinguished, differing from each other in their different attitudes towards the educational activity itself. Some of them, as a rule, easily become interested in the process of this activity and with a large share of intellectual activity perform various educational tasks: solve arithmetic examples, identify sounds in a word, trace how the meaning of the entire word changes depending on the change in one letter. They like intense intellectual activity, they enthusiastically compose stories from pictures, and love to solve riddles.

Other children, on the contrary, do not show this interest and are constantly in a state of intellectual passivity, although they treat educational activities with great seriousness and responsibility. They are not interested in solving problems or riddles; they are indifferent to the fact that words can be broken down into sounds.

This peculiar phenomenon was called “intellectual passivity” by L. I. Bozhovich. The problem comes down to this. Initially, the child’s thinking is directly included in his practical activities and is aimed at solving practical problems. Only in conditions of practical action do intellectual operations acquire their true meaning for the child.

At the same time, in the conditions of raising a child in kindergarten and in those families where the child plays a lot in various didactic games, draws, sculpts, looks at pictures, listens to fairy tales, stories, and so on. In a child, already in the period of preschool childhood, intellectual processes seem to stand out from practical activity and acquire the character of independent, developed intellectual activity, which has its own goal and its own motive.

For those children who grew up and were brought up in families where little attention was paid to this side of development, intellectual processes remained unallocated from the child’s practical activity; they remained only a means for solving certain practical problems. It is these children who make up the group that includes students with a lack of interest in the learning process itself and the presence of a special kind of intellectual passivity.

Thus, special psychological readiness for new living conditions is necessary.

Preparing a child for school includes the formation of his readiness to accept a new “social position” - the position of a schoolchild who has a range of important responsibilities and rights, who occupies a different, special position in society compared to preschoolers. Readiness of this type, personal readiness, is expressed in the child’s attitude towards school, towards educational activities, towards teachers, towards himself.

So, the factors contributing to the formation of a positive attitude towards school are:

A set of motives related to the needs and aspirations of the child (social and educational);

Living conditions in the family and personal characteristics of a preschooler;

Successful relationships with others;

Formation of internal position;

Pedagogical positive assessment.

Thus, the psychological components of readiness for learning at school in preschoolers are: development strong-willed qualities; development of abstract logical and figurative thinking; desire to become a schoolchild; the amount of knowledge about the world around us; possession of special knowledge; development of cognitive interests and cognitive activity; presence of intellectual activity; speech development; development of social qualities of the child’s personality.

Table 1

It should be noted that the components of psychological readiness for school do not necessarily have to be maximally developed; it is more important that all their elements are present, even if the level of formation of some of them is low. In the learning process, less developed qualities will be compensated by more developed ones. If any component is completely missing, this can lead to problems in learning and even refusal to attend school.

4. Methods of psychological correction of the development of children who are not ready for schooling

The changes and shifts in children’s communication that occur at the end of preschool age consist primarily in the fact that communication for the first time acquires an arbitrary, “contextual” character. The psychological readiness of a preschooler to study at school is determined by the development of his ability to communicate and build relationships with adults and peers, as well as the development of his attitude towards himself. However, not all children are ready to learn at the beginning of their educational life. Such children require special work to correct their development.

Since all components of children’s psychological readiness for school, despite their diversity, collectively characterize a single whole - the psychological new formation of the seven-year crisis - we can also name a single means used in correcting psychological unpreparedness for school: this is play activity. Indeed, if we understand psychological readiness for school as a level of mental development, then the timing of its occurrence is directly and directly related to the conditions of previous development and, of course, cannot but relate to the leading activity of preschool age - play. But, since the game is not homogeneous, and the components of psychological readiness for school themselves are very diverse, we can distinguish different types of games that contribute to the emergence and development in the depths of preschool age of individual components of children’s psychological readiness for school.

In addition, any type of game has a multifaceted effect on a child’s development, so it is necessary to highlight exactly that aspect of the game that is directly and directly related to the corresponding component of children’s psychological readiness for school.

• How can we help children who do not know how to focus on the semantic connections of a task, but see in the task only the present, concrete situation? To do this, when playing with them, you need to use techniques that help the child see the convention in the adult’s position and the convention in the position itself as a whole. To do this, a time delay situation is included in the game: for example, the answer to a riddle is not given immediately, but only after a certain light or sound signal.

However, this technique alone cannot develop in children real arbitrariness in communicating with adults. This requires a whole system of activities and games. The plot-role-playing game occupies a special place here. It presupposes a certain plot and content, which are set and played out by various interconnected roles: doctor - patient, driver - passenger, teacher - student. When a child masters roles with opposite content, he must learn to coordinate roles with the same focus (doctor - nurse, students among themselves).

A special place belongs to games in kindergarten and school, and each child must play all the roles - a teacher, a teacher, a student, and a child attending kindergarten. When a child plays the role of an educator and especially a teacher, it is important that he pays attention not to the form, but to the content (come up with problems on his own and check the correctness, comparing his solution with the solution of another child or adult). In a child’s play, it is especially emphasized that form and content are, on the one hand, an indicator of development play activity, and on the other hand, a criterion for the level of development of voluntariness in communication with adults.

• Developing the ability to act according to instructions and build educational action promote games with rules. It is necessary that the child gets a lot of experience in participating in these games. In a game with rules, there are two types of relationships - relationships with the content of complementarity, competition, opposition (as a rule, these are relationships between two teams) and relationships of help, support, joint movement in one direction within the team. Both relationships are important for a child, but relationships within a team, within one collective business, occupy a special place in psychological preparation for school. For this purpose, children are offered joint games, other Team work according to the rules. This can be any activity - drawing together, writing fairy tales, etc.
• The third direction of correctional work is associated with the need to develop the child’s ability to adequate self-esteem. This is where director's games can help.

Directing is a game where the child is simultaneously the creator of the plot, its director and tester of all roles. This generalized attitude gives the child the opportunity to look at himself and others from the outside. In a good way learning to direct is a game - dramatization. The most important thing in her is the ability to create a plot, connect in meaning individual items, events and even fairy tales with their plots.

Inadequate self-esteem of a child and its correction is one of the most difficult moments in correctional work with children who are not ready for school. Unlike other components of children’s psychological readiness for school, their attitude towards themselves is adjusted extremely slowly.

Throughout the correctional work, the participation of parents is necessary. Parents need to be taught to play with their child at home so that these techniques are reinforced and used by the child in everyday life.

The problem of psychological readiness for schooling is extremely relevant. Determining its essence, indicators of readiness, and ways of its formation determine, on the one hand, the determination of the goals and content of education and upbringing in preschool institutions, and, on the other hand, the success of the subsequent development and education of children at school.

5. Diagnosis of psychological readiness for school

The main goal of diagnosing psychological readiness for schooling is to prevent school maladjustment in children.

An annual examination of children for school allows you to monitor these indicators over several years, identify general trends, and identify problems. psychological preparation to the school, as well as draw conclusions on the basis of which to formulate recommendations for teachers and parents. These are the main tasks of diagnostics.

Since psychological readiness for school is a complex multicomponent education, there are, accordingly, a huge number of methods that determine it.

Based on MADOU No. 232 (“Kindergarten of a combined type” in Kemerovo), as a result of many years of practical activity, the most informative, prognostic and at the same time quite convenient to use methods were selected. They were selected in such a way that their completion did not take much time, and the material of the tasks was clear and interesting for the child.

Such a diagnostic examination allows one to obtain sufficient

an idea of ​​the development of preschoolers’ prerequisites for educational activities and to study the level of formation of all components of psychological readiness for school.

Diagnostics are carried out at the beginning and end of the school year. Repeated examination is carried out using the same methods in order to check the effectiveness correctional activities. The results obtained allow us to choose the necessary direction of correctional and developmental work with each specific child. Subsequently, groups of children are formed: with high, medium and low levels of readiness for school.

The majority of children in our kindergarten have a high level of development in all diagnosed indicators of school readiness.

Those. the child wants to go to school, realizes the importance and necessity of learning, his own learning goals have acquired or are acquiring independent attractiveness, he easily comes into contact with adults and children, shows interest in him, his ideas about the world are quite detailed and specific; can talk about the country, the city in which he lives, about animals and plants, about the seasons, the speech is meaningful, expressive, grammatically correct(Psychological, pedagogical and social readiness for school). NThere are no disturbances in the phonemic structure of speech or sound pronunciation; speech is correct, distinct, the hand is well developed: the child confidently wields a pencil, scissors, is fairly well oriented in space, can correctly “transfer” into a notebook the simplest graphic image (pattern, figure), visually perceived at a distance(School-significant psychophysiological functions).The child is inquisitive, active, performs tasks with interest, independently, without the need for additional external stimuli, correctly determines the content and meaning (including hidden) of what is being analyzed; accurately and succinctly summarizes it in words, sees and realizes subtle differences when compared, discovers natural connections, holds the goal of activity, outlines its plan; selects adequate means; checks the result; overcomes difficulties at work; gets the job done(Psychological prerequisites for educational activities).

At the same time, there is a small percentage of children with low levels of school readiness. This is due, in my opinion, to an increase in the number of children with developmental problems, irregular attendance at classes and, accordingly, at kindergarten.

Analyzing the final indicators over several recent years, we can conclude that the work done gives a positive result, compensation for developmental deficiencies in one or another area of ​​the child has a beneficial effect on the overall course of his mental development. Consequently, such work should be carried out in kindergartens systematically, taking into account age and individual characteristics. Experience shows that the active involvement of parents in the correction process contributes to the achievement of higher results. For this purpose, recommendations have been developed for parents on preparing their children for school:

1. To develop intellectual readiness, it is necessary to encourage the child to ask questions, enrich him lexicon, discuss with him the phenomena of the surrounding world.
2. You can arouse interest in school and educational activities through systematic stories to your child about school, its benefits and necessity. Drawing analogies: adults go to work, and children go to school is an additional motivational incentive.
3. The introduction of role-playing games “School” into the preschool educational process, where the child can act not only as a student, but also as a teacher, will contribute to subsequent psychological adaptation to school.
4. Stimulating and encouraging the desire to finish what you start necessary condition for the development of the child’s volitional sphere.
5. Close emotional contact with the child, sincere interest in his affairs and problems will help to avoid many difficulties associated with adapting to the new social role, will speed up the process of adaptation to a new type of activity - learning.

Conclusion

Psychological readiness for schooling is understood as the necessary and sufficient level of mental development of a child to master school curriculum in a learning environment with peers. A child’s psychological readiness for school is one of the most important results of mental development during preschool childhood.

The high demands of life for the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school takes on special significance. Its decision is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.

The age period from 6 to 7 years is characterized by increased emotionality, imitation, focus on understanding the world around us, and sensitivity to influence from adults and peers. During this period, the psyche of children of senior preschool age goes through various “distances” and undergoes qualitative transformations depending on whether the child develops in conditions of play or learning, depending on individual characteristics and social conditions of upbringing. In the upbringing and development of personality, it is necessary to take into account the individual characteristics of the child, the pace of his development, the formation of abilities in various types of activities, education high culture, higher feelings (intellectual, aesthetic, moral), nurturing the abilities of empathy and responsibility. It is important to know the general patterns of mental development of a child, as well as the reasons that determine the diverse individual differences children. A child's entry into school is a turning point in his socialization. Many new teaching technologies, concepts of educational content, and ideas for new schools today are based on the creation of a humane developmental environment in which the child’s personality is formed most fully and freely for the benefit of society. But not all children entering school are ready to learn, are ready to accept a new role - the role of a student - which is offered to him by a new society - the school environment.

Literature

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