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Problems of children's personal readiness for school. Consultation (preparatory group) on the topic: The problem of children's readiness for school

The problem of children's readiness to study at school is relevant due to the fact that the success of subsequent schooling depends on its solution. Knowledge of the characteristics of the mental development and psychological readiness for school of six- and seven-year-old children will make it possible to specify the tasks of educational work with children of this age and to provide a solid basis for further successful learning at school.

A child's readiness for school presupposes his comprehensive development. Readiness indicators are a set of properties and characteristics that describe the most significant achievements in a child’s development. These main components of readiness for school are: motivational, mental, personal, volitional, and physical readiness.

Personal readiness for school covers three main areas of a child’s life relationships: relationships with adults, relationships with peers and attitude towards oneself.

Speaking about the need to develop arbitrariness in children’s communication with adults, it is worth paying attention to the fact that children who are not psychologically prepared for school very often do not contain the context of the learning situation. In all questions, statements and addresses to them by teachers, they perceive only the direct, immediate situational meaning, while educational situations are always conditional, have a different, deeper plan associated with educational problem and educational tasks. The child’s understanding of the other content of such situations of communication with adults, which are conditional in nature, and the stable content of the context of this communication constitutes the main content of arbitrariness in the communication and interaction of children with adults.

The second most important component of a child’s personal readiness for school is a certain level of development of communication skills with peers. In a team, the child realizes and asserts himself as an individual. The team creates opportunities for the development of independence, activity, initiative, creativity and individual identity of each person. In collective activities, interest in peers and communication with them is formed, a friendly attitude towards other children is cultivated, personal sympathies and friendships are born, and the ability to live and work together is acquired. These qualities and skills are crucial for the formation of various abilities of the child, for example, to be able to understand the point of view of another, to accept a particular task as a common one that requires joint action, to look at oneself and one’s activities from the outside.

The third component of personal readiness for school is associated with the development of a child’s self-knowledge, which manifests itself, in particular, in changes in his self-esteem. Most often, preschoolers are characterized by a biased high assessment of themselves, their capabilities, their activities and their results. However, some of them have unstable and sometimes even low self-esteem. For a normal, painless inclusion in school life, a child needs a “new” self-esteem and a “new” self-awareness. Thus, the emergence of a more adequate and objective self-esteem indicates serious changes in the child’s self-awareness and can be an indicator of readiness for schooling and school image life in general.

The physical readiness of a child to study at school presupposes the necessary state of health, which will ensure his long-term sitting at a desk in a certain static position, holding a pen or pencil in a certain way, and the ability to carry a briefcase or backpack. The child’s muscles should be sufficiently developed, movements should be coordinated and precise. Of particular importance is the readiness of the hand to perform small and various movements that are needed to master writing. So, physical readiness is determined by the level of morphological and functional development and the state of mental and somatic health.

A child’s motivational readiness for school begins with positive attitude to school, desire to learn, desire to gain knowledge. It is based on the cognitive orientation of the preschooler, curiosity, acquiring the forms of cognitive activity, first cognitive interests. Cognitive orientation is manifested in the ability to separate the known from the unknown, to experience a feeling of satisfaction from the knowledge gained, joy and delight from performing intellectual tasks.

The desire to become a student and learn appears at the end of preschool age in almost all children. It is due to the fact that the child begins to realize his position, which does not correspond to his age capabilities. He is no longer satisfied with the ways of approaching the lives of adults that the game gives him. Psychologically, the child seems to outgrow the game (although he will not lose interest in it for a long time) and the student’s position seems to him to be a certain model of adulthood. Education, as a responsible problem that everyone respects, begins to be recognized as a way to achieve the desired change in situation, a “way out” of childhood. Learning is attractive because this serious activity is important not only for children, but also for those around them.

The very fact of entering school changes the child’s social position and his civic role. He has responsibilities and his own school life. His status in the family environment changes: he has the right to his workplace in the room for the time necessary for studies, the right to entertainment and rest. This is what shows the child in the eyes and reinforces the great importance of learning.

The development of the cognitive sphere to a certain extent determines readiness for learning, since mastering knowledge and the fundamentals of science presupposes a previously established cognitive orientation. Thus, the main components of motivational training are correct ideas about learning as an important and responsible activity, as well as cognitive interest in the environment.

A child’s mental readiness for school is a combination of the following components:

General awareness, a certain outlook of the child, understanding of the holistic picture of the world, the sum of knowledge, skills and abilities that can ensure the development of school curriculum. A child is well prepared for school when he can use his knowledge in stories, games, generalize things familiar to him and establish connections between them: compare, combine into groups, highlight common and important features, perform other actions based on this knowledge;

Level of cognitive processes: perception, thinking, imagination, language training (speech culture, its coherence, significant vocabulary, grammatical structure and sequence of presentation of material), a sufficient level of development of sign-symbolic function and cognitive activity. The key indicators are the development of logical thinking and memory (the main indicator is the performance of intentional memorization), which indicate the maturity of the brain centers, their functional readiness to assimilate knowledge, skills and abilities. The thinking of children entering school is mainly visual and figurative.

During preschool age, children begin to lay the foundations of verbal and logical thinking. This type of thinking is finally formed in adolescence.

A six-year-old child is capable of a simple analysis of the environment, dividing into the essential and the unimportant, he can construct simple reasoning and draw the right conclusions from them. However, this ability is limited by children's knowledge and ideas. Within famous child easily establishes cause-and-effect relationships. He uses expressions: “if... then”, “because”, “therefore” and others; his everyday considerations, as a rule, are quite logical.

The emotional-volitional readiness of a child to study at school means the ability to control his behavior and voluntarily direct his mental activity. Exactly at a certain level volitional development A schoolchild’s ability to concentrate on completing school assignments, direct attention in class, remember and reproduce material is determined. The formation in first-graders of responsibility for student affairs and a conscientious attitude towards their responsibilities is facilitated by the motives developed during preschool childhood for the obligation to comply with the rules of behavior and the requirements of adults. If the child is accustomed to being guided only your own desires, and motives such as “must”, “shouldn’t” are incomprehensible to him, then it is difficult for such a child to get used to school requirements and follow the rules for students.

Mental processes in children of early and early preschool age are transient in nature. Children actively perceive, remember, and reproduce what attracts and causes a vivid impression.

By the end of preschool age, the subordination of motives also develops: the child’s ability to give preference to one impulse over others, to consciously regulate his behavior on the basis of subordination of motives, for example, to give in to the desire to play with friends until duty duties are completed, to resist the temptation to eat candy in order to treat your younger brother or sister.

When entering school, children, as a rule, want to study well and fulfill the teacher’s requirements. But not everyone has the necessary prerequisites for this. This is especially true for disorganized children who lack self-control and other strong-willed qualities.

Volitional readiness is manifested in achieving the most important goals for the child in the game, in the process various types activities, communicating with different people.

An important factor in the volitional development of six-year-old children is the formation of motives related to the content of relationships in the children's team. The need for friendship with peers also gives rise to the desire to find one’s place in this team and achieve recognition. It is in the process of interaction that children develop their strong-willed character traits.

Emotional readiness is expressed in the satisfaction, joy, and trust with which the child goes to school. These experiences make him open to contacts with the teacher and new friends, support self-confidence and the desire to find his place among his peers. An important aspect of emotional readiness is the experiences associated with the learning activity itself, its process and the first results.

All components of readiness are interconnected and interdependent. Thus, physical development is the basis for the maturation of brain centers, which in turn is a prerequisite for its intellectual activity. The degree of volition and development of the child’s emotional sphere depends on the state of formation of the ability to exert volition. The hierarchy of motives is a prerequisite for mastering voluntary behavior and is considered as a component of personal readiness and the like.

Observations by physiologists, psychologists, and teachers show that among first-graders there are children who, due to individual psychophysiological characteristics, have difficulty adapting to new living conditions, can only partially cope (or cannot cope at all) with the school regime and curriculum. Features of school adaptation, which consists in the child’s adaptation to a new social role as a student, also depend on the child’s degree of readiness for schooling.

The level of readiness of children for school can be determined by such parameters as planning, control, motivation, level of intellectual development, etc.

Based on the results of the study, the level of readiness for school is determined:

A child is not ready for school if he does not know how to plan and control his actions, his learning motivation is low, he does not know how to listen to another person and perform logical operations in the form of concepts;

A child is ready for school if he knows how to control his actions (or strives to do so), focuses on the hidden properties of objects, on the patterns of the surrounding world, strives to use them in his actions, knows how to listen to another person and knows how (or strives) to perform logical operations in form of verbal concepts.

Thus, readiness for schooling is a complex multifaceted problem, covering a period not only of 6-7 years, but including the entire period of preschool childhood as a preparatory stage for school, and junior school age as a period of school adaptation and the formation of educational activities. The main components of readiness for school are: motivational, mental, personal, volitional, and physical readiness. All components of readiness are interconnected and interdependent. The success of social adaptation to school, which consists in the child’s adaptation to a new social role as a student, also depends on the degree of readiness of the child for schooling.

List of used literature

1. Arakantseva T. A. Gender socialization of a child in the family: textbook. allowance. NOU VPO Moscow. psychol.-social Institute, Ros. acad. education. M.: NOU VPO MPSI, 2011. 137 p.

2. Badanina L.P. Adaptation of a first-grader: an integrated approach // Education in modern school. 2003. No. 6. pp. 37–45.

3. Ball G.A. The concept of adaptation and its significance for personality psychology // Questions of psychology. 1989. No. 1. P.92-100.

4. Bezrukikh M.M. Child goes to school: tutorial. M., 2000. 247 p.

5. Belyaev A.V. Socialization and education of children with advanced development / A. V. Belyaev // Pedagogy. 2013. No. 2. P. 67-73.

6. Bure R.S. Preparing children for school: book. for a kindergarten teacher garden M.: Education, 1987. 96 p.

7. Issues of socialization of children at the preschool and school levels of education: collection. materials based on the results of the work of the 2nd mountain. open scientific-practical conf. Social development of a preschool child: yesterday, today, tomorrow / Ministry of Education and Science of the Russian Federation, Federal State Budgetary Educational Institution of Higher Professional Education Ural. state ped. University, Ex. education in Yekaterinburg. Ekaterinburg: UrSPU, 2013. 145 p.

Svetlana Knyazeva
The problem of psychological readiness for school

« The problem of psychological readiness for school»

teacher-speech pathologist: Knyazeva S. I.

The problem of studying a child’s psychological readiness for school Many researchers have been engaged in both foreign and domestic psychology(L. I. Bozhovich, L. A. Wenger, M. I. Lisina, N. I. Gutkina, E. O. Smirnova, E. E. Kravtsova, D. B. Elkonin, St. Hall, J. Iirasek , F. Kern).

Psychological readiness for learning at school is considered at

current stage of development psychology as a complex characteristic of a child, revealing levels of development psychological qualities , which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.

IN psychological dictionary concept« school readiness» is considered as a set of morpho-physiological characteristics of an older child preschool age, ensuring a successful transition to a systematic, organized schooling.

V. S. Mukhina claims that readiness for schooling is

the desire and awareness of the need to learn, arising as a result of the child’s social maturation, the emergence of internal contradictions that set motivation for learning activities.

L. A. Wenger considering the concept « readiness for school» , by which he understood a certain set of knowledge and skills, in which all other elements must 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.

Towards 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 the child’s emotional stability and almost complete absence of impulsive reactions.

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 with the ability to take on a social role schoolboy in a 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 isolating a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; the ability to remember logically; 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 perform a not very attractive task for a long time.

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 situation schooling.

Components psychological readiness for schooling

Psychological readiness for learning at school reflects the general level of development of the child, is a complex structural-systemic formation, the structure psychological readiness for schooling corresponds to psychological structure of educational activities, and its content (educational-important qualities - UVK) determined by the abilities of educational activities and the specifics educational material at the initial stage training.

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. Intelligent readiness shows the child’s development of basic mental processes: perception, memory, thinking, imagination, symbolic function of consciousness.

Intelligent child's readiness for school lies in a certain outlook, a stock of specific knowledge, and an understanding of basic laws. There must be developed curiosity, a desire to learn new things, a fairly high level of sensory development, and also developed figurative ideas, memory, speech, thinking, imagination, i.e. everything mental processes.

By the age of six, a child should know his address, the name of the city where he lives; know the names and patronymics of your 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 time, space and the immediate social environment.

By observing nature and the events of the surrounding life, children learn to find spatio-temporal and cause-and-effect relationships, generalize, and draw conclusions.

The child must:

1. Know about your family and everyday life.

2. Have a supply of information about the world around you and be able to use it.

3. Be able to express your own judgments and 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 emerge (the need for respect and recognition from adults, the desire to fulfill what is important to others, "adults" affairs, being an adult, need for recognition peers: among the elders preschoolers interest in collective forms of activity is actively manifested and at the same time - the desire to be the first, the best in games or other activities; there is a need to act in accordance with established rules and ethical standards, etc.); a new one arises (indirect) the type of motivation is the basis of voluntary behavior, the child learns a certain system of social values, moral standards and rules of behavior in society, in some situations he can already restrain his immediate desires and act differently from what he wants in this moment, and since "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 a corresponding attitude towards failures in activities is formed (some people tend to strive for success through high achievement, while for others the most important thing is to avoid failures and unpleasant experiences).

Child, ready for school, wants to study both because he wants to take a certain position in human society, 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 the environment, called by L. I. Bozhovich "internal position schoolboy» . He characterizes the internal position as a central personal positioning that characterizes the child’s personality as a whole. It is this that determines the child’s behavior and activity and the entire system of his relationships to reality, to himself and the people around him. Lifestyle schoolboy as a person, engaged in public place a socially significant and socially valued matter, is recognized by the child as an adequate path to adulthood for him - it corresponds to the motive formed in the game “become an adult and actually carry out his functions” .

3. Psychophysiological readiness for learning at school

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 adult brain. This maturation of the brain provides the opportunity to assimilate complex relationships in the world around us and contributes to solving more difficult intellectual problems.

Back to top schooling The cerebral hemispheres and especially the frontal lobes, associated with the activity of the second signaling system, responsible for the development of speech, develop sufficiently. This process is reflected in the speech of children. The number of generalizing words in it sharply increases. If you ask four- to five-year-old children how to name pear, plum, apple and apricot in one word, you can observe that some children generally find it difficult to find such a word or it takes them a lot of time to search. A seven-year-old child easily finds the right word ( "fruits").

By the age of seven, the asymmetry of the left and right hemispheres is quite pronounced. Child's brain "moves to the left", which is reflected in cognitive activities: It becomes consistent, meaningful and purposeful. More complex structures appear in children's speech, it becomes more logical and less emotional.

Back to top schooling The child has sufficiently developed inhibitory reactions that help him control his behavior. The adult's word and his own efforts can ensure the desired behavior. Nervous processes become more balanced and mobile.

The musculoskeletal system is flexible; the bones contain a lot of cartilage tissue. The small muscles of the hand develop, albeit slowly, which ensure 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, so seven-year-old children are more receptive to writing than six-year-olds.

At this age, children grasp the rhythm and tempo of movements well. However, the child’s movements are not dexterous, accurate and coordinated enough.

All of the listed changes in the physiological processes of the nervous system allow the child to participate in schooling.

Further psychophysiological the development of a child is associated with the improvement of the anatomical and physiological apparatus, the development of physical characteristics (weight, height, etc., improvement of the motor sphere, development conditioned reflexes, the relationship between the processes of excitation and inhibition.

Thus, 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, assimilation of moral values and social norms, psychophysiological readiness(formation of brain structures and functions).

Psychological readiness for school- this is a necessary and sufficient level mental child development for mastering school programs in conditions training in a peer group.

Thus, the concept psychological readiness for schooling includes:

Intellectual readiness(the child has an outlook, a stock of specific knowledge);

Personal readiness(readiness to the adoption of a new social position - position schoolboy having a range of rights and responsibilities).

-psychophysiological readiness(general health).

Crisis 7 years. Personal development and the emergence of self-awareness become the causes of the seven-year crisis. Main signs: 1) loss of spontaneity; 2) mannerisms (secrets appear) 3) symptom of “bitter candy” (when the child feels bad, he tries to hide it). The appearance of these signs leads to difficulties in communicating with adults, the child withdraws and becomes uncontrollable. These problems are based on experiences, and their appearance is associated with the emergence of inner life child. This is very important point, because the orientation of behavior will be refracted through the child’s personal experiences. The 7-year crisis entails a transition to a new social situation, which requires a new content of relationships. Previous social relationships (d/s, etc.) have already exhausted themselves, so he strives to go to school as soon as possible and enter into new social relationships. The symptom of loss of spontaneity distinguishes preschool childhood and junior school. age.

2. Neoplasms of preschool age..

1. System of motives. We have seen that in the process of play, a child, playing out the patterns of adult behavior known to him, develops an increasingly complete and adequate attitude towards the people around him and himself. Needs determine the content of motives, and the latter are gradually transformed into a more or less hierarchized system. It is this system of motives that forms the basis of the arbitrariness of mental processes (memory, attention, thinking) and, ultimately, voluntary behavior.

Z Imagination and figurative thinking, voluntary memory. We saw how, in the process of play, new cognitive processes for the child were formed and developed - imagination and imaginative thinking, which also formed the basis for the arbitrariness of mental processes.

Thus, by the end of preschool childhood, such psychological formations as imagination, imaginative thinking, voluntary memory and attention are formed.

3. The emergence of primary ethical authorities - the concepts of good and evil.

4. The emergence of the beginnings of voluntary behavior. The presence of voluntary cognitive activity and a system of subordinate motives are the basis for the voluntary behavior of a preschooler.

5. The emergence of self-awareness of the personality of a preschooler. The child develops self-esteem, he realizes the possibilities of his actions and their limitations. Thus, he comes to understand his place in the system of relations in which he is located.

Thus, by the end of preschool age, three main psychological acquisitions can be distinguished:

The onset of voluntary behavior due to:

Arbitrariness of cognitive processes and

Decentration (separateness) of personality. All this taken together will allow him to soon fulfill a new role for himself - the role of a schoolboy. And it is the formation and level of development of these psychological new formations that determines the child’s level of readiness for school and his first steps to adapt to it.

3 The problem of school readiness

Requirements for children entering school and the problem of school readiness. The transition to schooling radically changes the child's entire lifestyle. During this period, his life includes learning, mandatory, responsible activity that requires systematic, organized work; In addition, this activity confronts the child with the task of consistent, deliberate assimilation of knowledge, generalized and systematized in the fundamentals of science, which presupposes a completely different structure of his cognitive activity than in preschool childhood. Entering school also marks a new position of the child in society, in the state, which is expressed in a change in his specific relationships with the people around him. The main thing in this change is a completely new system of requirements placed on the child and associated with his new responsibilities, which are important not only for himself and his family, but also for society. They begin to view him as a person who has entered the first step of the ladder leading to civic maturity.

According to the changed situation of the child and the emergence of a new leading activity for him - learning - the entire daily course of his life is restructured: 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 determined by the school curriculum, do in the lesson what the teacher requires; he must strictly follow the school regime, obey the school rules of behavior, and achieve a good assimilation of the knowledge and skills required by the program.

4. Features of the personality development of children in older preschool age

Senior preschool age plays a special role in mental development child: during this period of life, new psychological mechanisms of activity and behavior begin to form.

At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs arise (the need for respect and recognition of an adult, the desire to perform important “adult” things for others, to be an “adult”; the need for peer recognition: older preschoolers actively show interest in collective forms of activity and at the same time - the desire in games and other activities to be the first, the best; there is a need to act in accordance with established rules and ethical standards, etc.); a new (indirect) type of motivation arises - the basis of voluntary behavior; the child learns a certain system of 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 he “should” (I want to watch “cartoons”, but my mother asks me to play with my younger brother or go to the store; I don’t want to put away the toys, but this is the duty of the duty officer, which means it must be done, etc.).

Older preschoolers cease to be naive and spontaneous, as before, and become less understandable to others. The reason for such changes is the differentiation (separation) in the child’s consciousness of his internal and external life.

Until the age of seven, the child acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of these desires in behavior (i.e. internal and external) represent an inseparable whole. The behavior of a child at these ages can be roughly described by the scheme: “wanted - done.” Naivety and spontaneity indicate that the child is the same on the outside as he is on the inside; his behavior is understandable and easily “read” by others. The loss of spontaneity and naivety in the behavior of an older preschooler means the inclusion in his actions of a certain intellectual moment, which, as it were, wedges itself between the child’s experience and action. His behavior becomes conscious and can be described by another scheme: “wanted - realized - did.” Awareness is included in all areas of the life of an older preschooler: he begins to become aware of the attitude of those around him and his attitude towards them and towards himself, his individual experience, the results of his own activities, etc.

One of the most important achievements of senior preschool age is awareness of one’s social “I” and the formation of an internal social position. In the early periods of development, children are not yet aware of their place in life. Therefore, they lack a conscious desire to change. If the new needs that arise in children of these ages do not find fulfillment within the framework of the lifestyle they lead, this causes unconscious protest and resistance.

In older preschool age, the child first becomes aware of the discrepancy between the position he occupies among other people and what his real capabilities and desires are. A clearly expressed desire appears to take a new, more “adult” position in life and to perform new activities that are important not only for himself, but also for other people. The child seems to “fall out” of his usual life and the pedagogical system applied to him, and loses interest in preschool activities. In the conditions of universal schooling, this is primarily manifested in the desire of children for the social status of a schoolchild and for learning as a new socially significant activity (“At school - big ones, but in kindergarten - only little ones”), as well as in the desire to carry out certain assignments adults, take on some of their responsibilities, become a helper in the family.

The child's readiness for schooling can be divided into psychophysiological, intellectual and personal.

Under psychophysiological readiness refers to a certain level of physical maturation of the child, as well as the level of maturity of brain structures, the state of the main functional systems of the body and the state of the child’s health, ensuring functioning that corresponds to age standards mental processes(Fig. 10.5). Readiness for school implies a certain level of physical development and physical health of the child, since they have a significant impact on educational activities. Children who are often ill and physically weak may experience learning problems even if they have a high level of cognitive development.

Data on the somatic health of children as a component of psychophysiological readiness for school are given in the medical record in sufficient detail (weight, height, body proportions, their correlation with age standards). However, there is often no information about the status nervous system, while in many preschoolers, upon additional examination, various types of minimal brain dysfunction (MCD) are discovered. U large quantity Neuroses are observed in children of senior preschool and primary school age.

Rice. 10.5.

From the point of view of mental development, such preschoolers correspond to the norm and can be educated in a regular school. Minimal organic disorders of the nervous system can be compensated under favorable conditions of upbringing, training and timely psychocorrectional work. Children with MMD and neuroses are distinguished by a number of characteristics of behavior and activity that should be taken into account during the educational process: a decrease in the level of development of mnemonic processes and properties of attention, reduced performance, increased exhaustion, irritability, problems in the process of communication with peers, hyperactivity or inhibition, Difficulties in accepting a learning task and exercising self-control. As a result of a psychodiagnostic examination, such preschoolers may show a normal level of readiness for school, but in the process of learning according to the programs higher level difficulties, with intense intellectual load they may have certain difficulties in educational activities; the success of developing knowledge, skills and abilities is reduced compared to other children who do not have deviations in the functioning of the nervous system.

There are various factors that cause the occurrence of functional and organic disorders in the development of the nervous system of children: pathology of pregnancy and childbirth, some somatic and infectious diseases in infancy and early age, head injuries and bruises, severe stress (death loved one, flood, fire, parental divorce), unfavorable family parenting styles.

With the start of schooling, the level of stress on the child’s body and psyche increases significantly. Systematic completion of educational tasks, a large amount of new information to be assimilated, the need to maintain a certain posture for a long time, changes in the usual daily routine, and being in a large student group cause great mental and physical stress for the child.

By the end preschool age The restructuring of the child’s physiological systems has not yet been completed, and intensive physiological development continues. Psychophysiologists note that, in general, in terms of its functional characteristics, the body of an older preschooler is ready for systematic learning at school, but there is an increased sensitivity to negative environmental factors, in particular to great mental and physical stress. Children more younger age The more difficult it is to cope with school loads, the higher the likelihood of problems occurring in his health. It should be borne in mind that the child’s actual age does not always correspond to the biological age: one older preschooler may be ready for school education in terms of his physical development, while for another child, even at seven years old, everyday educational tasks will cause significant difficulties.

The conclusion about the physiological readiness of older preschool children for school education is formulated taking into account the data of a medical examination. A child is considered ready for systematic schooling if the level of his physical and biological development corresponds to or exceeds his passport age and there are no medical contraindications.

To examine the physical development of a child, three main indicators are most often assessed: height (standing and sitting), body weight and circumference chest. Researchers note that in terms of physical development indicators, modern six- to seven-year-old children are significantly different from their peers in the 1960-1970s, significantly ahead of them in height and general development.

In older preschool age, children grow very quickly, which is due to neuroendocrine changes in the children's body (height increases by 7-10 cm per year, weight by 2.2-2.5 kg, chest circumference by 2.0-2.5 cm ), therefore this age period is called the period of “lengthening”. Girls are characterized by more intensive physical development compared to boys. Senior up school age can be considered critical due to the fact that it is characterized by a decrease in physical and mental endurance and an increased risk of diseases. Criteria for biological age can be the number of erupted permanent teeth (Table 10.5), the formation of certain proportional relationships between the sizes of head circumference and height (Table 10.6).

Table 10.5

Number of permanent teeth in preschool children

Table 10.6

Body proportions of a child in preschool age

In accordance with the comprehensive health assessment scheme, children can be divided into five groups:

children who do not have functional abnormalities, high level physical development, rarely getting sick (on average, this is 20-25% of the total number of future first-graders);
children with some functional impairments, with a borderline state between health and a disease that has not yet become chronic. Under unfavorable factors, they may develop more or less pronounced health problems (on average, this is 30-35% of the total number of future first-graders);
children with various chronic diseases who have pronounced somatic disorders, as well as children with a low level of physical development, for whom schooling from the age of six is contraindicated due to increased intellectual stress (on average, 30-35% of the total number of future first-graders);
children with chronic diseases who require long-term treatment, medical examination and constant monitoring by a doctor of the appropriate specialty and who are recommended to study at home, in educational institutions sanatorium type, specialized schools;
children with significant health problems that exclude the possibility of studying in a comprehensive school.

In addition to diagnosing indicators of a child’s physical development (height, weight, chest circumference), when determining physiological readiness for school learning, the state of the main physiological systems of the body is revealed. During the medical examination, heart rate, blood pressure, lung capacity, arm muscle strength, etc. are determined.

In older preschoolers, the reserve capabilities of the cardiovascular system increase, the circulatory system improves, they restructure and develop intensively respiratory system and metabolism. Senior preschool age is characterized by intensive development of the musculoskeletal system: skeleton, muscles, joint-ligamentous apparatus, changes in skeletal bones in shape, size and structure, continuation of the ossification process (especially the bones of the wrist and phalanges of the fingers, which should be taken into account when conducting classes with children ). In older preschool age, the large muscles of the trunk and limbs are quite well developed, which allow them to perform various complex movements (running, jumping, swimming). However, the fine motor skills of many children are not sufficiently developed, which causes difficulties in writing and rapid fatigue when performing graphic tasks. Incorrect posture, sitting at a desk for a long time, or performing graphic tasks for a long time can cause poor posture, curvature of the spine, and deformation of the dominant hand.

An important component of a child’s psychophysiological readiness is the normal functioning of the nervous system. Violations nervous activity can lead to rapid fatigue in children, exhaustion, instability of attention, low memory productivity and, in general, have a negative impact on educational activities. Identifying the parameters of psychophysiological readiness for learning makes it possible to take into account the individual characteristics of children in the learning process and thus prevent many psychological and pedagogical problems.

Under intellectual readiness for a child to learn, a certain level of development of cognitive processes is understood - mental operations of generalization, comparison, classification, identification of essential features, the ability to make inferences; a certain stock of ideas, including figurative and moral ones; level of speech development and cognitive activity.

The intellectual component of readiness also presupposes that the child has an outlook, a stock of specific knowledge, including:

formed elementary concepts such as: species of plants and animals, weather phenomena, units of time, quantity;
a number of ideas of a general nature: about the types of work of adults, about their native country, about holidays;
concept of space (distance, direction of movement, size and shape of objects, their location);
ideas about time, its units of measurement (hour, minute, week, month, year).

The correspondence of this awareness of children with the requirements of the school is achieved by the program according to which the kindergarten teacher works.

However, in domestic psychology, when studying the intellectual component psychological readiness When preparing a child for school, the emphasis is not on the amount of knowledge acquired, although this is also an important factor, but on the level of development of intellectual processes. The 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, and draw conclusions.

Intellectual readiness for school education implies the formation in children of elementary skills in the field of educational activities, namely the ability to identify and accept an educational task as an independent goal of activity, an understanding of the content of learning, educational actions and operations.

Children’s intellectual readiness for learning is judged by the following criteria:

differentiation, selectivity and integrity of perception;
concentration and stability of attention;
developed analytical thinking, providing the ability to establish basic connections between objects and phenomena;
logical memory;
ability to reproduce a sample;
sensorimotor coordination.

A child’s intellectual readiness for schooling is directly related to the development of thought processes. Developed visual-figurative thinking and a sufficient level of development of generalizations (prerequisites for verbal-logical thinking) are required. An older preschooler has to solve increasingly complex and varied problems that involve identifying and using various connections and relationships between objects and phenomena. Curiosity and cognitive activity stimulate children's use of thinking processes to understand the surrounding reality, which goes beyond the boundaries of their immediate practical activity. It is important that children have the opportunity to foresee the results of their mental actions in advance and plan them.

An important component of a child’s intellectual readiness for school is speech development. Speech development is closely related to intelligence and is an indicator of both the general mental development of a preschooler and the level of his logical thinking, while the ability to find individual sounds in words is important, i.e. developed phonemic awareness. Sufficient lexicon, correct sound pronunciation, ability to construct a phrase, sound analysis skills of a word, knowledge of letters, ability to read.

Attention must be of a voluntary nature. Children need to be able to voluntarily control their attention, directing and holding it on the necessary objects. To this end, older preschoolers use certain methods that they adopt from adults. Memory should also include elements of arbitrariness, the ability to formulate and accept a mnemonic task. To implement them, it is necessary to use techniques that help increase memorization productivity: repetition, drawing up a plan, establishing semantic and associative connections in the memorized material, etc.

Thus, the intellectual readiness of children for school education consists of ideas about the content of educational activity and methods of its implementation, basic knowledge and skills, a certain level of development of cognitive processes that ensure the perception, processing and preservation of various information in the learning process (Table 10.7). Therefore, preparing preschoolers for learning should be aimed at mastering the means cognitive activity, development of the cognitive sphere, cognitive decentration and intellectual activity of the child.

Table 10.7

Characteristics of children's intellectual readiness for schooling


Stock of knowledge, horizons	Elementary concepts of mud: types of plants and animals, weather phenomena, units of time, quantity; a number of ideas of a general nature: about the types of work of adults, about their native country, about holidays; concept of space (distance, direction of movement, size and shape of objects, their location); ideas about time, its units of measurement (hour, minute, week, month, year)
Ideas about the content and methods of carrying out educational activities	Elementary ideas about the specific content of training; academic work skills (sitting at a desk, orientation on a page in a notebook, ability to act in accordance with the rule, etc.)
Development of cognitive processes	Ability to highlight the essential; the ability to see similarities and differences; ability to concentrate; ability to remember necessary information; ability to explain and reason;
	ability to generalize and differentiate; speech understanding; the ability to formulate statements to express one’s thoughts; correct pronunciation; developed phonemic hearing; cognitive activity.

Under the child’s personal readiness for school the presence of developed educational motivation, communication skills and joint activities, emotional and volitional stability, which ensures the success of educational activities (Fig. 10.6).

Rice. 10.6.

L. I. Bozhovich identifies several aspects of a child’s mental development that have the most significant impact on the success of educational activities. These include a certain level of development of the child’s motivational-need sphere, which presupposes developed cognitive and social learning motives, developed voluntary regulation of behavior. L. I. Bozhovich considers educational motives, which she divided into two groups, to be the most significant component in a child’s psychological readiness for schooling:

broad social motives for learning, or motives related to the child’s needs for communication with other people, for their evaluation and approval, with the student’s desires to take a certain place in the system available to him public relations;
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.

N.V. Nizhegorodtseva and V.D. Shadrikov identify six groups of motives in the structure of the motivational sphere of future first-graders:

social motives based on an understanding of the social significance and necessity of learning and the desire for social role schoolchild (“I want to go to school, because all children should study, it is necessary and important”);
educational and cognitive motives, interest in new knowledge, desire to learn something new;
evaluative motives, the desire to receive a high assessment from an adult, his approval and disposition (“I want to go to school, because there I will only get A’s);
positional motives associated with interest in the external attributes of school life and the student’s position (“I want to go to school because they are big, and in kindergarten little ones, they will buy me notebooks, a pencil case and a briefcase");
motives external to school and learning (“I’ll go to school because my mother said so);
a play motive that is inadequately transferred to educational activities (“I want to go to school because there I can play with friends”).

A child who is ready for schooling wants to study because he strives to take a certain position in society, which gives him the opportunity to be included in the world of adults, and also because he has developed a cognitive need that cannot be satisfied at home. The synthesis of these two needs leads to the formation of a new attitude of the child to the surrounding reality, which L. I. Bozhovich called “the internal position of the schoolchild,” i.e. a system of needs and aspirations of the child associated with school, such an attitude towards school when involvement in it is experienced by the child as his own need. L. I. Bozhovich considered this neoplasm purely historical phenomenon and very significant, considering it as a central personal positioning that characterizes the structure of the child’s personality, determines his behavior and activities, and also determines the characteristics of his relationship to the surrounding reality, to other people and to himself. With the schoolchild’s internal position formed, the child recognizes the school lifestyle as the life of a person who is engaged in educational, socially useful activities that are evaluated by other people. The internal position of the schoolchild is characterized by the fact that the child rejects preschool playful, individually direct methods of action and develops a positive attitude towards learning activities in general, especially towards its aspects directly related to learning. The child considers educational activity to be an adequate path to adulthood for him, since it makes it possible to move to a new age level in the eyes of the younger ones and find himself in an equal position with the elders, and corresponds to his motives and needs to be like an adult and perform his functions. The formation of a student’s internal position directly depends on the attitude of close adults and other children to learning. The formation of a student’s internal position is one of the most important prerequisites for the successful inclusion of a child in school life.

Case Study

An experimental study by M. S. Grineva revealed that older preschoolers undergo a structural restructuring of personal readiness for school. At five years old, the internal position of a schoolchild is associated only with the child’s ability to accept and maintain a role in the process of solving a social problem; the components of self-awareness, motives for learning and emotional attitude towards school are not associated with the idea of oneself as a schoolchild. In six- and seven-year-old children, a relationship appears between the student’s internal position and the sphere of self-awareness, which is mediated by the motivational aspects of the attitude towards school.

The structure of a child’s personal readiness for school includes characteristics of the volitional sphere. The arbitrariness of a child’s behavior manifests itself when fulfilling the requirements and specific rules of an adult. Already in preschool age, a child needs to overcome emerging difficulties and subordinate his actions to the goal. Many skills as prerequisites for the successful mastery of educational activities by a primary school student arise precisely on the basis of voluntary regulation of activity, namely:

conscious subordination of one’s actions to a certain rule, which generally determines the method of action;
performing activities based on orientation to a given system of requirements;
attentive perception of the speaker’s speech and accurate completion of tasks in accordance with oral instructions;
independent performance of necessary actions based on a visually perceived model.

In essence, these skills are indicators of the level of actual development of voluntariness, on which the educational activity of a primary school student is based. But this level of voluntary regulation of activity can only manifest itself if play or learning motivation is formed.

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. There is no point in talking about voluntariness as an independent component of readiness for school, since voluntariness is inextricably linked with motivation. The emergence of a certain volitional orientation, the highlighting of a group of educational motives that become the most important for the child, leads to the fact that, guided in his behavior by these motives, he consciously achieves his goal, without succumbing to any distracting influence. The child needs to be able to subordinate his actions to motives that are significantly removed from the goal of the action. The development of volition for purposeful activity and work according to a model largely determines the child’s school readiness.

An important component of a child’s personal readiness for school is also the development of communication skills, the ability to interact in a group, performing joint educational activities. Features of relationships with adults, peers and attitude towards oneself also determine the level of a child’s psychological readiness for school, since it correlates with the main structural components of educational activity. Communication in a lesson situation is characterized by the exclusion of direct emotional contacts and the absence of conversations on extraneous topics. Therefore, preschoolers should develop a certain attitude towards the teacher as an indisputable authority and role model, and non-situational forms of communication should be formed. Personal readiness for school also implies a certain attitude of the child towards himself, a certain level of development of self-awareness.

The effectiveness of educational activities largely depends on the child’s adequate attitude towards his abilities and results. educational activities, behavior. Personal readiness also presupposes the formation of mechanisms of emotional anticipation and emotional self-regulation of behavior.

Thus, personal readiness for schooling presupposes a combination of certain characteristics of the volitional, motivational, emotional spheres and sphere of self-awareness of the child, necessary for the successful start of educational activities.

“The problem of a child’s psychological readiness for school. (theoretical aspect) The problem of preparing children for school has been considered by many domestic and...”

The problem of the child’s psychological readiness

to schooling.

(theoretical aspect)

The problem of preparing children for school has been considered by many

domestic and foreign scientists: L.A. Venger, A.L. Venger, A.V.

Zaporozhets, L.I. Bozhovich, M.I. Lisina, G.I. Kapchelya, N.G. Salmina,

E.O.Smirnova, A.M.Leushina, L.E.Zhurova, N.S.Denisenkova, R.S.Bure,

K.A.Klimova, E.V.Shtimmer, A.V.Petrovsky, S.M.Grombakh, Ya.L.Kolominsky,

E.A. Panko, Ya.Ch. Shchepansky, A.A. Nalchadzhyan, D.V. Olshansky, E.E.

Kravtsova, D.M. Elkonin, etc.

One of the main problems of educational psychology is the problem of children’s psychological readiness for conscious upbringing and learning. When solving it, it is necessary not only to accurately determine what readiness for training and education actually means, but also to find out in what sense of the word this readiness should be understood: either in the sense of the child having inclinations or already developed abilities to learning, either in the sense of the child’s current level of development and “zone of proximal development,” or in the sense of achieving a certain stage of intellectual and personal maturity. It is quite difficult to find valid and sufficiently reliable methods of psychodiagnostics of readiness for school education and upbringing, on the basis of which one could assess the capabilities and predict the child’s success in psychological development.

We can talk about psychological readiness for schooling when a child enters school, when moving from primary school to the secondary level of a comprehensive school, upon admission to a vocational or secondary specialized, or higher educational institution.

The most studied issue is the psychological readiness for teaching and upbringing of children entering school.

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.

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 to educational activities.

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, 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 comprehensive psychological research.

K.D. was one of the first to address this problem. Ushinsky. Studying the psychological and logical foundations of learning, he examined the processes of attention, memory, imagination, thinking and established that successful learning is achieved with certain indicators of the development of these mental functions. As a contraindication to starting training K.D.

Ushinsky called weakness of attention, abruptness and incoherence of speech, poor “pronunciation of words.”

Traditionally, three aspects of school maturity are distinguished:

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 (see Bozhovich L.I., 1968; D.B. Elkonin, 1989; N.G.

Salmina, 1988; HER. Kravtsova, 1991, etc.). 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 “cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich, 1972

With. 23-24). A child who is ready for school wants to study because he wants to take a certain position in human society that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child towards environment, named L.I. Bozovic “the inner position of a schoolchild” (1968). 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 voluntariness is the main stumbling block to psychological readiness for school. But to what extent voluntariness should be developed by the beginning of schooling is a question that has been very poorly studied in the literature. 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 voluntariness interferes with the beginning of schooling. D.B. Elkonin (1978) believed that voluntary behavior is born in role-playing game in a group of children, allowing the child to rise to a higher level of development than he can do in the 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 (1991), when characterizing the psychological readiness of children for school, the main emphasis is 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. Salmina (1988) also highlighted the intellectual development of a child 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 an important 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, and draw conclusions” (L.I. Bozhovich, 1968, p. 210). For successful learning, a child must be able to identify the subject of his knowledge. In addition to the indicated 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. Also relevant are psychological areas, the level of development of which is used to judge psychological readiness for school: affect-need, voluntary, intellectual and speech.

L.A. Wenger, A.L. Wenger, L.I. Bozhovich, M.I. Lisina, G.I. Kapchelya, E.O. Smirnova, A.M. Leushina, L.E. Zhurova, N. S. Denisenkova, R. S. Bure, K. A. Klimova, E. V. Shtimmer, etc.) paid close attention to the formation and development of knowledge, skills and abilities necessary for studying at school or provided for in the primary school curriculum. L.A. Venger, E.L Ageeva, V.V. Kholmovskaya studied the possibilities of purposeful management of the formation of cognitive abilities in preschool childhood. M.I. Lisina, E.E. Kravtsova, G.I. Kapchelya, E.O. Smirnova studied this problem in connection with the peculiarities of communication. The theme of the works of R.S. Bure and K.A. Klimova was the formation of “broad social” motives.

N.S. Denisenkova explored the cognitive orientation in the classroom.

The works of E.V. Shtimmer are devoted to studying the level of verbal and nonverbal activity and cognitive orientation in the classroom. Important place in the system psychological preparation The system for assessing the results of this process has taken over - mainly such assessment is carried out based on indicators of psychological readiness. A.V. Petrovsky, S.M. Grombach, Ya.L. Kolominsky, E.A. Panko, Ya.Ch. Shchepansky, A.A. Nalchadzhyan, D.V. Olshansky, E.M. Aleksandrovskaya believe that students' adaptation to school is the main criterion for assessing the effectiveness of children's psychological readiness for school.

Absolutely a necessary condition school readiness is the development of voluntary behavior, which is usually considered as volitional readiness for school. School life requires the child to strictly follow certain rules of behavior and independently organize his activities. The ability to obey the rules and requirements of an adult is the central element of readiness for schooling.

In all studies, despite the difference in approaches, the fact is recognized that schooling will be effective only if the first-grader has the necessary and sufficient qualities for the initial stage of learning, which then develop and improve in the educational process.

In addition to the development of cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, a child must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready to learn and acquire knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development.

Speech is the ability to connect, consistently describe objects, pictures, events; convey a train of thought, explain this or that phenomenon, rule. The development of speech is closely related to the development of intelligence and reflects both the general development of the child and the level of his logical thinking. In addition, the method of teaching reading used today is based on the sound analysis of words, which presupposes developed phonemic hearing.

IN last years More and more attention is being paid to the problem of school readiness abroad. This problem was solved not only by teachers and psychologists, but also by doctors and anthropologists. Many foreign authors dealing with the problem of children’s maturity (A. Getzen, A.

Kern, S. Strebel), point to the absence of impulsive reactions as the most important criterion for children’s psychological preparedness for school.

The largest number of studies are devoted to establishing relationships between various mental and physical indicators, their influence and relationship with school performance (S. Strebel, J. Jirasek).

According to these authors, a child entering school must have certain characteristics of a schoolchild: be mature mentally, emotionally and socially. By mental maturity, the authors understand the child’s ability to differentiated perception, voluntary attention, analytical thinking; under emotional maturity - emotional stability and almost complete absence of impulsive reactions of the child; social maturity is associated 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 with the ability to take on the role of a schoolchild in the social situation of schooling.

Thus, the high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in accordance with the psychological characteristics of the child. Therefore, the problem of children’s psychological readiness to study at school is of particular importance, since the success of children’s subsequent education at school depends on its solution.

Before our society modern stage Its development faces the task of further improving educational work with preschool children, preparing them for school. Psychological readiness for school is a necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment. It is formed gradually and depends on the conditions in which the child develops.

List of used literature:

1. Bozhovich L.I., Personality and its formation in childhood. - M., 1968.

2. Wenger L.A. Is your child ready for school. -M., 1994- 192 p.

3. Wenger A.L., Tsukerman N.K. Scheme of individual examination of children of primary school age - Tomsk, 2000.

4. Wenger L.A., Pilyugina E.G., Wenger N.B. Nurturing a child’s sensory culture. - M., 1998. - 130 p.

5. Vygotsky L.S. Child psychology / Collected works. in 6 volumes. - M.: Education, 1984. - T

6. Vygotsky L.S. Thinking and speech // Collection. op. T. 2. M., 1982.

7.Gutkina N.I. Psychological readiness for school. - M., 2003. - 216 p.

8. Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy / Edited by A.V. Zaporozhets, G.A. Markova M. 1980 -250 p.

9. Kravtsov G.G., Kravtsova E.E. Six year old child. Psychological readiness for school. - M., 1987. - p.80

10. Kravtsova E.E. Psychological problems children's readiness for school. - M., 1991. - P. 56.

11. Lisina M.I. Problems of ontogenesis of communication. M., 1986.

12. Mukhina V.S. Six year old child at school. -M., 1986.

13. Mukhina V.S. What is readiness to learn? //Family and school. - 1987. - No. 4, p. 25-27

14. Nartova-Bochaver S.K., Mukhortova E.A. Back to school soon!, Globus LLP, 1995.

15. Features of the mental development of children 6-7 summer age/ Ed.

D.B. Elkonina, L.A. Wenger. -M., 1988.

16. Salmina N.G. Sign and symbol in teaching. Moscow State University, 1988.

17. Smirnova E.O. On the communicative readiness of six-year-old children for schooling // Results of psychological research - into the practice of teaching and education. M., 1985.

18. Usova A.P. Education in kindergarten / Ed. A.V. Zaporozhets. M., 1981p.

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