Chapter 1. Theoretical analysis of the problem of a child's readiness for school

1.1 The concept of a child's readiness for school

1.2 Problems of studying the personal and motivational readiness of the child to schooling

1.3 Psychological support of children at the stage of admission and adaptation at school

Chapter 2

2.1 The choice of methods and techniques for studying the readiness of the child for schooling

2.2 Psychocorrective work with schoolchildren at the stage of adaptation

Conclusion

Bibliography

Applications

INTRODUCTION

The relevance of research. In modern conditions, the role of the personal factor in school education is objectively increasing.

The high demands of life on the organization of upbringing and education make it necessary to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life.

In this sense, the problem of school readiness is of particular importance. Its decision is connected with the definition of the goals and principles of the organization of training and education in preschool institutions. At the same time, the success of the subsequent education of children in school depends on its decision.

Research into the preparation of children for school was started directly under the guidance of academic psychologist A.V. Zaporozhets. The results of the work were repeatedly discussed with D.B. Elkonin. Both of them fought for the preservation of childhood for children, for the maximum use of the possibilities of this age stage, for a painless transition from preschool to primary school age.

Preparing children for school is a multifaceted task, covering all spheres of a child's life. There are three main approaches to the problem of a child's readiness for school.

The first approach can include all research aimed at developing in preschool children certain skills and abilities necessary for schooling.

The second approach is that a child entering school must have a certain level of cognitive interests, a readiness to change their social position, and a desire to learn.

The essence of the third approach is to study the child's ability to consciously subordinate his actions to the given one while consistently following the adult's verbal instructions. This skill is associated with the ability to master the general way of fulfilling the verbal instructions of an adult.

There are many works in the domestic literature, the purpose of which is to study the problem of preparing for schooling: L.S. Vygotsky, V.V. Davydov, R.Ya. Guzman, E.E. Kravtsova and others.

The problems of diagnosing children entering school were dealt with by A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonin and others.

The school has recently undergone major transformations, new programs have been introduced. The structure of the school has changed. Higher requirements are imposed on children going to the first grade. The development of alternative methods in the school makes it possible to teach children according to a more intensive program.

Thus, the problem of school readiness remains relevant. The need to study it follows from the school's own work in modern conditions. Firstly, the requirements for children entering school have increased. Secondly, as a result of the introduction of new programs and developments in primary school, there is a possibility for a child to choose one or another program depending on the level of preparation for school.

Thirdly, due to changing social conditions, many children have different levels of readiness. In connection with the relevance of this problem, the topic was defined: "The study of the personal and motivational readiness of the child for school."

The purpose of the study: to identify and substantiate the totality of psychological and pedagogical conditions for a child's readiness for school.

Object of study: the child's readiness for school.

Research hypothesis: the effectiveness of the system of work on studying the readiness of the child for school will increase if the following conditions are met:

a) With the proper organization of special events (classes, tests, purposeful games, etc.) to identify the individual characteristics of the child at the time of the study and school maladaptation.

b) When applying psycho-correctional work with schoolchildren experiencing difficulties in learning and behavior.

Subject of study: the study of the child's personal and motivational readiness for school.

Based on the object and subject to achieve the goal, the following tasks were identified:

To study and analyze the psychological and pedagogical literature on the research topic.

Consider the essence of the concept of “readiness for schooling”, identify its criteria.

To identify the features of the psychological and pedagogical status of schoolchildren with the aim of timely prevention and effective solution of problems that arise in their learning, communication and mental state.

The methodological basis of the study was the developed theoretical provisions set forth in the works of psychologists, educators, sociologists, philosophers, such as L.S. Vygotsky, V.V. Davydova, R.Ya. Guzman, E.E. Kravtsova, A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonina and others.

Research methods:

Theoretical

study and theoretical analysis of psychological, pedagogical and methodological literature;

The study and generalization of the experience of teachers and psychologists.

empirical

testing, conversation, diagnostic (stating), analysis of students' work (documentation)

Psychocorrectional work with students.

The theoretical significance of the study lies in the fact that it:

the concept of "personal-motivational and intellectual readiness of the child for school" is presented.

the relationship of mental qualities and properties that determine the readiness of the child for school is determined.

factors of a social and motivational nature, peculiar combinations, which determine a significant variability in the level of readiness of children entering school, are identified.

The practical significance is expressed in the creation of conditions conducive to the formation of a high level of readiness for schooling.

Scope and structure of work. The thesis consists of ___ pages of typewritten text, an introduction, two chapters, a conclusion, a list of references (51 sources), ____ applications.

Chapter I. Generalized theoretical analysis of the studied problem of a child's readiness for school

1.1 The concept of a child's readiness for school

Going to school is a turning point in a child's life. Therefore, the concern that both adults and children show with the approaching need to enter school is understandable. A distinctive feature of the position of a student, a schoolchild, is that his study is a mandatory, socially significant activity. For her, he is responsible to the teacher, the school and the family. The life of a student is subject to a system of strict rules that are the same for all students. Its main content is the assimilation of knowledge common to all children.

A very special type of relationship develops between teacher and student. A teacher is not just an adult who arouses or dislikes a child. He is the official bearer of social requirements for the child. The grade that a student receives in a lesson is not an expression of a personal attitude towards a child, but an objective measure of his knowledge, his fulfillment of his educational duties. A bad evaluation cannot be compensated for either by obedience or remorse. The relationship of children in the classroom is also different from those that develop in the game.

The main measure that determines the position of the child in the peer group is the assessment of the teacher, academic success. At the same time, joint participation in compulsory activities gives rise to a new type of relationship based on shared responsibility. Assimilation of knowledge and restructuring, changing oneself becomes the only educational goal. Knowledge and learning activities are acquired not only for the present, but also for the future, for the future.

The knowledge that children receive at school is of a scientific nature. If earlier primary education was a preparatory stage for the systematic assimilation of the fundamentals of the sciences, now it is turning into the initial link of such assimilation, which begins with the first grade.

The main form of organizing the educational activities of children is a lesson in which the time is calculated up to a minute. In the lesson, all children need to follow the instructions of the teacher, follow them clearly, not be distracted and not engage in extraneous activities. All these requirements relate to the development of different aspects of the personality, mental qualities, knowledge and skills. The student must be responsible for learning, be aware of its social significance, obey the requirements and rules school life. For successful study, he needs to have developed cognitive interests, a fairly broad cognitive outlook. The student absolutely needs that complex of qualities that organizes the ability to learn. This includes understanding the meaning of educational tasks, their differences from practical ones, awareness of how to perform actions, skills of self-control and self-assessment.

An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. This level turns out to be different for different children, but a typical feature that distinguishes six seven-year-old children is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately, having come to the first grade, join in the general activity, accept the system school and teacher requirements.

As for the arbitrariness of cognitive activity, although it begins to form at senior preschool age, by the time it enters school, it has not yet reached full development: it is difficult for a child to maintain stable voluntary attention for a long time, to memorize significant material, and the like. Education in elementary school takes into account these characteristics of children and is structured in such a way that the requirements for the arbitrariness of their cognitive activity increase gradually, as it improves in the very process of learning.

The readiness of the child for school in the field of mental development includes several interrelated aspects. A child, in the first grade, needs a certain amount of knowledge about the world around him: about objects and their properties, about phenomena of animate and inanimate nature, about people, their work and other aspects of social life, about “what is good and what is bad” , i.e. on moral standards of conduct. But it is not so much the volume of this knowledge that is important, but their quality - the degree of correctness, clarity and generalization of the ideas that have developed in preschool childhood.

We already know that the figurative thinking of an older preschooler provides quite rich opportunities for mastering generalized knowledge, and with well-organized learning, children master ideas that reflect the essential patterns of phenomena related to different areas of reality. Such representations are the most important acquisition that will help the child to move to the assimilation of scientific knowledge at school. It is quite enough if, as a result of preschool education, the child gets acquainted with those areas and aspects of phenomena that serve as the subject of study of various sciences, begins to single them out, to distinguish living from non-living, plants from animals, natural from man-made, harmful from useful. Systematic acquaintance with each field of knowledge, assimilation of systems of scientific concepts is a matter of the future.

Federal Agency for Education of the Russian Federation

Stavropol State University

Psychology faculty

Department of Clinical Psychology

Course work

on the course "Psychodiagnostics"

Topic: "Comparative analysis of the level of readiness for schooling of children aged 6 and 7".

Completed by a student

Faculty of Psychology

3 courses group "A"

speciality

"Clinical psychology"

Zhebrikova Anna Andreevna

scientific adviser

Candidate of Psychological Sciences, Associate Professor

Suvorov

Alla Valentinovna

Stavropol, 2009

Introduction……………………………………………………………………..3

1. Psychological readiness for schooling………………6

1. Studying the problem of readiness for schooling in domestic and foreign psychology………………………………………….6
2. Psychological and pedagogical characteristics of a child aged 6 and 7 and adaptation to schooling of children aged 6 and 7 and analysis of the causes of disadaptation…………………………………………………………………… ….15

II The composition of the subjects and research methods.

2.1 The composition of the subjects…………………………………………………………31

2.2. Research methods………………………………………………..31

III Analysis of the results of the study and their discussion……………….39

Conclusion……………………………………………………………………..49

Conclusion……………………………………………………………….53

References ………………………………………………………..55

Applications…………………………………………………………………58

Introduction

The problem of a child's readiness for school has always been relevant. Currently, the relevance of the problem is determined by many factors. Modern research show that 30 - 40% of children come to the first grade of a mass school unprepared for learning, that is, they have insufficiently formed the following readiness components:

Social,

Psychological,

Emotionally - volitional.

The successful solution of the problems of the development of the child's personality, the increase in the effectiveness of education, and the favorable professional development are largely determined by how correctly the level of preparedness of children for schooling is taken into account. In modern psychology, there is still no single and clear definition of the concept of "readiness" or "school maturity".

A. Anastasi interprets the concept of school maturity as mastering skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of mastering the school curriculum.

I. Shvantsara 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 singles out the mental, social and emotional components as components of readiness for schooling.

L.I. Bozhovich points out that the readiness to study at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one's cognitive activity and for the social position of the student.

To date, it is generally recognized that readiness for schooling is a multicomponent education that requires complex psychological research.

Questions of psychological readiness for learning at school are considered by teachers, psychologists, defectologists: L.I. Bozhovich, L.A. Wenger, A.L. Wenger, L.S. Vygotsky, A.V. Zaporozhets, A. Kern, A.R. Luria, V.S. Mukhin, S.Ya. Rubinstein, E.O. Smirnova and many others. The authors provide not only an analysis of the necessary knowledge, skills and abilities of a child during the transition from kindergarten to school, but also consider the issues of a differentiated approach in preparing children for school, methods for determining readiness, and also, importantly, ways to correct negative results and in connection with these recommendations for working with children and their parents. Therefore, the primary task facing both domestic and foreign scientists is as follows:

When and under what condition of the child this process will not lead to disturbances in his development, adversely affect his health.

Scientists believe that a differentiated approach as a social and educational environment is based on the level of speech readiness of younger students. A differentiated approach will be implemented more effectively if identified speech development first grade students.

Thus, the main goal of our work is to identify the level of readiness of a preschooler to study at school and conduct corrective and developmental activities to develop the child's necessary skills and abilities for successful mastering educational material.

In connection with the goal, we have put forward hypothesis : the level of readiness of children for schooling of 6 and 7 years is different.

In our work, we put the following tasks :

1. Study and analysis of psychological literature on the topic.

2. Selection of psychodiagnostic methods for studying the level of readiness of children for schooling at the age of 6 and 7 years.

3. Conducting an experimental psychological study to study the level of readiness of children for schooling.

4. Processing and interpretation of the obtained results.

5. Formulation of conclusions and conclusions.

6. Registration of work.

object research were made by children of the preparatory group of preschool educational institution"Romashka" kindergarten in the village of Staromarevka.

Subject research - the level of psychological readiness of preschoolers 6 and 7 for schooling.

Research methods:

1. analysis of literary sources.
2. empirical methods: Kern-Jirasek school maturity test;
3. data processing methods:

Quantitative: tabulation, charting, histograms, fashion.

Qualitative: analysis, synthesis and generalization, classification.

In general, the work consists of 57 sheets of working text, introduction, 3 chapters, conclusions, conclusion, list of references from 29 sources, there are also 9 histograms, 3 diagrams and applications.

I Psychological readiness for schooling

1.1. Studying the problem of readiness for schooling in domestic and foreign psychology.

Psychological readiness to study at school is considered on

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

In the psychological dictionary, the concept of “readiness for schooling” is considered as a set of morpho-physiological characteristics of a child of older preschool age, which ensures a successful transition to a systematic, organized schooling.

V.S. Mukhina argues that readiness for schooling is a desire and awareness of the need to learn, arising as a result of the social maturation of the child, the appearance of internal contradictions in him, setting the motivation for learning activities.

D.B. Elkonin believes that a child’s readiness for schooling involves the “growing” of a social rule, that is, a system of social relations between a child and an adult.

The most complete concept of "readiness for school" is given in the definition of L.A. Wenger, by which he understood a certain set of knowledge and skills, in which all other elements should be present, although the level of their development may be different. The components of this set, first of all, are motivation, personal readiness, which includes the "internal position of the student", volitional and intellectual readiness.

L.I. Bozhovich called the new attitude of the child to the environment, which arises when entering school, the “internal position of the student”, considering this new formation as a criterion of readiness for schooling.

In her studies, T.A. Nezhnova points out that a new social position and the activities corresponding to it develop insofar as they are accepted by the subject, that is, they become the subject of his own needs and aspirations, the content of his “internal position”.

A.N. Leontiev considers the real activity with changes in the “internal position” to be the direct driving force behind the development of the child.

In recent years, more and more attention has been paid to the problem of readiness for schooling abroad. When solving this issue, as J. Jirasek notes, theoretical constructions, on the one hand, and practical experience, on the other, are combined. The peculiarity of the research is that the intellectual abilities of children are at the center of this problem. This is reflected in tests that show the development of the child in the field of thinking, memory, perception and other mental processes.

According to S.Strebel, A.Kern, J.Jirasek, a child entering school must have certain characteristics of a schoolboy: be mature in mental, emotional and social terms.

By emotional maturity, they understand emotional stability and the almost complete absence of impulsive reactions of the child.

They associate social maturity with the child's need to communicate with children, with the ability to obey the interests and accepted conventions of children's groups, as well as with the ability to take on the social role of a schoolchild in the social situation of schooling.

F. L. Ilg, L. B. Ames conducted a study to identify the parameters of readiness for schooling. As a result, a special system of tasks arose, which made it possible to examine children from 5 to 10 years old. The tests developed in the study are of practical importance and have a predictive ability. In addition to test tasks, the authors suggest that if a child is not prepared for school, they can be taken away from there and, through numerous trainings, brought to the desired level of readiness. However, this point of view is not the only one. So, D.P. Ozubel proposes, in case of unpreparedness of the child, to change the curriculum at school and thereby gradually align the development of all children.

It should be noted that, despite the diversity of positions, all these authors have a lot in common. Many of them, when studying readiness for schooling, use the concept of "school maturity", based on the false concept that the emergence of this maturity is mainly due to individual features the process of spontaneous maturation of the innate inclinations of the child and not significantly dependent on the social conditions of life and upbringing. In the spirit of this concept, the main attention is paid to the development of tests that serve to diagnose the level of school maturity of children. Only a small number of foreign authors - Vronfenvrenner, Vruner - criticize the provisions of the concept of "school maturity" and emphasize the role of social factors, as well as the features of social and family education in its occurrence.

Making a comparative analysis of foreign and domestic research, we can conclude that the main attention of foreign psychologists is directed to the creation of tests and is much less focused on the theory of the question.

The works of domestic psychologists contain a deep theoretical study of the problem of readiness for school.

An important aspect in the study of school maturity is the study of the problem of psychological readiness for learning at school. (L.A. Wenger, S.D. Zuckerman, R.I. Aizman, G.N. Zharova, L.K. Aizman, A.I. Savinkov, S.D. Zabramnaya).

The components of a child's psychological readiness for school are:

Motivational (personal),

intellectual,

Emotionally - volitional.

Motivational readiness - the child's desire to learn. In the studies of A.K. Markova, T.A. Matis, A.B. Orlov shows that the emergence of a child's conscious attitude to school is determined by the way information about it is presented. It is important that the information about the school communicated to children is not only understood, but also felt by them. Emotional experience is provided by the inclusion of children in activities that activate both thinking and feeling.

In terms of motivation, two groups of learning motives were distinguished:

1. Broad social motives for learning or motives associated with the child's needs for communication with other people, for their assessment and approval, with the student's desire to take a certain place in the system of social relations available to him.

2. Motives directly related to educational activities, or the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge.

Personal readiness for school is expressed in the child's attitude to school, teachers and educational activities, it also includes the formation in children of such qualities that would help them communicate with teachers and classmates.

Personal readiness also implies a certain level of development of the emotional sphere of the child. The child masters social norms for expressing feelings, the role of emotions in the child’s activities changes, emotional anticipation is formed, feelings become more conscious, generalized, reasonable, arbitrary, out of situation, higher feelings are formed - moral, intellectual, aesthetic. Thus, by the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and course of educational activities are possible.

Many authors who consider the personal component of psychological readiness for school pay special attention to the problem of the development of volitionality in a child. There is a point of view that the weak development of arbitrariness is the main reason for poor progress in the first grade. But to what extent should arbitrariness be developed by the beginning of training in
school - a question that is very poorly worked out in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a neoplasm of primary school age, developing within the educational (leading) activity of this age, and on the other hand, weak
arbitrariness interferes with the beginning of schooling.

ON THE. Semago gives age development standards for the first two levels of development of arbitrariness. So, when diagnosing the arbitrariness of motor activity, one should be guided by the following standards:

By the age of 5.5-6 years, it is possible to perform reciprocal movements of the hands (with single errors);

By the age of 6.5-7 years, the child performs arbitrary facial movements according to the adult's verbal instructions (with single errors);

By the age of 7-7.5 years, the child can perform various motor programs both with different arms (feet) and with mimic muscles.

Diagnosis of the arbitrariness of higher mental functions provides for certain age standards:

By the age of 5.5-6 years, the child keeps the instruction, sometimes helping himself with sentences, independently detects mistakes, can correct them, basically keeps the program of activity, but at the same time he may need the organizing help of an adult. The distribution of attention is available on no more than two signs at the same time:

By 6.5 - 7 years, the child can hold the instruction, while performing difficult tasks sometimes needs to be repeated. By this age, the child is able to keep the program of performing tasks of a verbal and non-verbal nature. Against the background of fatigue, a little organizing help from an adult may be required. Freely copes with tasks that require the distribution of attention according to two criteria;

By the age of 7-7.5 years, the child fully retains instructions and tasks, is able to independently build an execution program, independently corrects obvious mistakes. Distribution of attention on three signs at the same time is available.

Intellectual readiness presupposes that the child has an outlook, a stock of specific knowledge. The child must have a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. Intellectual readiness also involves the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity.

V.V. Davydov believes that a child should be able to mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan their activities and exercise self-control. At the same time, a positive attitude to learning, the ability to self-regulate behavior and the manifestation of strong-willed efforts to complete the tasks are important.

IN domestic psychology when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes. That is, the child must be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions.

Discussing the problem of readiness for school, D. B. Elkonin put the formation of the necessary prerequisites for educational activity in the first place.

Analyzing these premises, he and his collaborators identified the following parameters:

The ability of children to consciously subordinate their actions to rules that generally determine the mode of action,

Ability to focus on a given system of requirements,

The ability to listen carefully to the speaker and accurately perform the tasks offered orally,

The ability to independently perform the required task according to a visually perceived pattern.

These parameters of the development of voluntariness are part of the psychological readiness for school; teaching in the first grade is based on them.

D. B. Elkonin believed that voluntary behavior is born in the game in a team of children, allowing the child to rise to a higher level.

Studies by E.E. Kravtsova showed that for the development of arbitrariness in a child during work, a number of conditions should be met:

It is necessary to combine individual and collective forms of activity,

Consider the age of the child

Use games with rules.

Research by N.G. Salmina showed that first-grade schoolchildren with a low level of arbitrariness are characterized by a low level of play activity, and, consequently, learning difficulties are characteristic.

In addition to these components of psychological readiness for school, researchers distinguish the level of speech development.

R.S. Nemov argues that the speech readiness of children for learning and learning is primarily manifested in their ability to use behavior and cognitive processes for arbitrary control. No less important is the development of speech as a means of communication and a prerequisite for the assimilation of writing.

This function of speech should be given special care during middle and senior preschool childhood, since development writing essential to progress intellectual development child.

By the age of 6-7, a more complex independent form of speech appears and develops - a detailed monologue statement. By this time, the child's vocabulary consists of approximately 14,000 words. He already owns word measurement, the formation of tenses, the rules for composing a sentence.

Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal and logical, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the level of development cannot but be reflected in the indicators obtained thinking.

It is not possible to completely separate the linguistic and psychological types of speech analysis, as well as to conduct a separate psychodiagnostics of thinking and speech. The fact is that human speech in its practical form contains both linguistic (linguistic) and human (personal psychological) principles.

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

At preschool age, the process of mastering speech is basically completed:

• by the age of 7, the language becomes a means of communication and thinking of the child, also the subject of conscious study, since in preparation for school, learning to read and write begins;
• the sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation, the process of phonemic development is completed;
• the grammatical structure of speech develops. Children learn patterns of morphological and syntactic order. Assimilation of the grammatical forms of the language and the acquisition of a larger active vocabulary allow them, at the end of preschool age, to move on to the concreteness of speech.

Thus, the high demands of life on the organization of upbringing and education intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the psychological characteristics of the child. Therefore, the problem of the psychological readiness of children to study at school receives special meaning, since the success of the subsequent education of children at school depends on its solution.

1.2. Psychological and pedagogical characteristics of a child of 6 and 7 years old, adaptation to schooling of children aged 6 and 7 years and analysis of the causes of maladaptation

The admission of a child to school poses a number of tasks for psychologists and teachers during the period of work with a future first grader:

To identify the level of his readiness for schooling and the individual characteristics of his activities, communication, behavior, mental processes, which will need to be taken into account in the course of training;

If possible, compensate for possible gaps and increase school readiness, thereby preventing school maladaptation;

Plan the strategy and tactics of teaching the future first-grader, taking into account his individual capabilities.

The solution of these problems requires a deep study of the psychological characteristics of modern first-graders who come to school at 6 and 7 years old with different "baggage" representing the totality of psychological neoplasms of the previous age stage - preschool childhood.

Features of the age stage of 6.7 years are manifested in progressive changes in all areas, from the improvement of psychophysiological functions to the emergence of complex personality neoplasms.

The sensory development of the older preschooler is characterized by the improvement of his orientation in the external properties and relations of objects and phenomena, in space and time. Thresholds of all types of sensitivity are significantly reduced. Visual perception becomes the leading one when getting acquainted with the environment, purposefulness, planning, controllability, awareness of perception increase, the relationship of perception with speech and thinking is established, and, as a result, perception is intellectualized. A special role in the development of perception in senior preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main varieties of properties and relationships. By the age of six, a normally developed child can already correctly examine objects, correlate their qualities with standard shapes, colors, sizes, etc. The assimilation of a system of socially developed sensory standards, the mastery of some rational methods of examining the external properties of objects, and the possibility of a differentiated perception of the surrounding world based on this indicate that the child has reached the required level. sensory development for admission to school.

The assimilation of socially developed standards, or measures, changes the nature of children's thinking; in the development of thinking, by the end of preschool age, a transition from egocentrism (centration) to decentration is planned. This brings the child to an objective, elementary scientific perception of reality, improving the ability to operate with ideas at an arbitrary level. The formation of new methods of mental actions is largely based on the mastery of certain actions with external objects that the child masters in the process of development and learning. Preschool age presents the most favorable opportunities for development various forms figurative thinking.

The thinking of children aged 6, 7 is characterized by the following features that can be used as diagnostic signs of a child's achievement of readiness for schooling, from the point of view of his intellectual development:

• the child solves mental problems, imagining their conditions, thinking becomes out of situation;
• the development of speech leads to the development of reasoning as a way of solving mental problems, an understanding of the causality of phenomena arises;
• children's questions are an indicator of the development of curiosity and speak of the problematic thinking of the child;
• there is a new ratio of mental and practical activities when practical actions arise on the basis of preliminary reasoning; the planned thinking increases;
• experimentation arises as a way to help understand hidden connections and relationships, apply existing knowledge, try your hand;
• the prerequisites for such qualities of the mind as independence, flexibility, inquisitiveness.

Thus, the orientation of the child at senior preschool age is based on generalized ideas. But, neither they, nor the preservation of sensory standards, etc. are impossible without a certain level of memory development, which, according to L.S. Vygotsky, stands at the center of consciousness in preschool age.

Preschool age is characterized by intensive development of the ability to memorize and reproduce. One of the main achievements of the older preschooler is the development of voluntary memorization. An important feature of this age is the fact that at the age of 7 a child can be given a goal aimed at memorizing certain material. The presence of such an opportunity is due to the fact that the older preschooler begins to use various techniques specifically designed to increase the efficiency of memorization: repetition, semantic and associative linking of material. Thus, by the age of 6-7, the structure of memory undergoes significant changes associated with a significant development of arbitrary forms of memorization and recall.

The attention of a preschooler at the age of 6 is still involuntary. The state of increased attention is associated with orientation in the external environment, emotional attitude towards it. With age (up to 7 years), concentration, volume and stability of attention increase significantly, elements of arbitrariness in the control of attention are formed based on the development of the planning function of speech and cognitive processes; attention becomes mediated; elements appear after voluntary attention.

The ratio of arbitrary and involuntary forms, similar to memory, is also noted in such a mental function as imagination. Imagination gradually acquires an arbitrary character: the child is able to create an idea, plan it and implement it. A big leap in its development is provided by the game, the necessary condition of which is the presence of a substitute activity and the presence of substitute objects. The child masters the techniques and means of creating images; imagination passes into the inner plane, there is no need for a visual support for creating images.

With all the importance of the cognitive development of a child of 6, 7 years old, his harmonious development is impossible without an emotional attitude to the environment in accordance with the values, ideals and norms of society.

Preschool childhood (6 years) is a period when emotions and feelings dominate all other aspects of a child's life, giving them a specific coloring and expressiveness. Preschoolers are distinguished by the intensity and mobility of emotional reactions, immediacy in the manifestation of their feelings, and a quick change in mood. However, by the end of preschool childhood, the emotional sphere of the child changes - feelings become more conscious, generalized, reasonable, arbitrary, out of situation; higher feelings are formed - moral, intellectual, aesthetic, which in six-year-old children often become a motive for behavior.

For a seven-year-old child experiencing a crisis of seven years, but according to L.S. Vygotsky, are more characterized by mannerism, fidgeting, some tension, unmotivated clowning, which is associated with the loss of childish spontaneity, naivety and an increase in arbitrariness, complication of emotions, generalization of experience (“intellectualization of affect”).

During preschool childhood, emotional processes also develop that regulate children's activities. The main neoplasms in the emotional sphere of a child of 6-7 years old, which need to be paid special attention, including when diagnosing psychological readiness for school, are given below:

1. A change in the content of affects, which is expressed primarily in the emergence of special forms of empathy, which is facilitated by developing emotional decentration.

2. Changing the place of emotions in the temporal structure of activity as the complexity and distance of its initial components from the final results (emotions begin to anticipate the progress of the task being solved). Such an “emotional anticipation” by A.V. Zaporozhets and Ya.Z. Neverovich is also associated with the emerging activity of emotional imagination.

Ya.L. Kolominsky and E.A. Panko, when considering the development of the emotional sphere of an older preschooler, pay attention to its close connection with the emerging will of the child.

3. By the age of six, the main elements of volitional action are formalized: the child is able to set a goal, make a decision, outline an action plan, execute it, show a certain effort in case of overcoming an obstacle, evaluate the result of his action. But all these components of volitional action are not yet sufficiently developed: the identified goals are not sufficiently stable and conscious, the retention of the goal is largely determined by the difficulty of the task, the duration of its implementation.

Considering voluntary behavior as one of the main psychological neoplasms of preschool age, D.B. Elkonin defines it as behavior mediated by a certain representation.

A number of researchers (G.G. Kravtsov, I.L. Semago) believe that the development of arbitrariness in senior preschool age occurs at three levels, which have periods of "overlap":

• formation of motor arbitrariness;
• the level of voluntary regulation of higher mental functions proper;
• voluntary regulation of one's own emotions. It should be noted that, but according to N.I. Gutkina, seven-year-old children have a higher level of development of voluntariness (work according to the model, sensorimotor coordination) compared to six-year-old children, respectively, seven-year-old children are better prepared for school according to this indicator of readiness for school.

The development of the child's will is closely connected with the change in the motives of behavior occurring at preschool age, the formation of subordination of motives, which gives a general direction to the child's behavior, which, in turn, is one of the main psychological neoplasms of preschool age. Acceptance of the most significant motive at the moment is the basis that allows the child to go to the intended goal, ignoring situationally arising desires. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of actions by a significant adult.

It should be noted that by the older preschool age there is an intensive development of cognitive motivation: the direct impressionability of the child decreases, at the same time, the older preschooler becomes more and more active in the search for new information. II.I. Gutkina, comparing the motives of 6- and 7-year-old children, notes that there are no significant differences in the degree of cognitive motive expression in six-year-olds and seven-year-olds, which indicates that, according to this parameter of mental development, six-year-old and seven-year-old children can be considered as one age group.

The motivation to establish a positive attitude of others also undergoes a significant change.

The formation of the motivational sphere, subordination, the development of cognitive motivation, a certain attitude to school are closely connected with the development of the child's self-awareness, his transition to a new level, with a change in his attitude towards himself; the child has an awareness of his social "I". The emergence of this neoplasm largely determines both the behavior and activities of the child, and the entire system of his relations to reality, including school, adults, etc. As noted by L.I. Bozhovich, exploring the problem of the "crisis of seven years", awareness of one's social "I" and the emergence on this basis of an internal position, i.e. a holistic attitude to the environment and to oneself, which expresses a new level of self-consciousness and reflection, awakens the corresponding needs and aspirations child, including the need to go beyond their usual children's lifestyle, to take a new, more significant place in society.

An older preschooler who is ready for school wants to learn also because he has a desire to take a certain position in a society of people that opens access to. the world of adulthood, and because he has a cognitive need that he can not satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, named by L.I. Bozhovich’s internal position of a schoolchild, which, in her opinion, can act as one of the criteria for a child’s personal readiness for schooling.

At the same time, as II.I. Gutkin, the inner position of a schoolchild is more common and more pronounced in seven-year-old children than in six-year-olds, which indicates the impossibility of considering seven-year-olds and six-year-olds as a single age group in terms of this parameter of development of the motivational sphere.

Considering the emergence of personal consciousness, it is impossible not to mention the development of self-esteem of a child of senior preschool age.

The basis of initial self-esteem is mastering the ability to compare yourself with other children. Six-year-old children are characterized mainly by undifferentiated overestimated self-esteem. By the age of seven, it differentiates and decreases somewhat. The development of the ability to adequately assess oneself is largely due to the decentration that occurs during this period, the child's ability to look at himself and at the situation from different points of view.

Entering school marks a turning point in the social situation of a child's development. Becoming a schoolchild, the child receives new rights and obligations and for the first time begins to engage in socially significant activities, the level of performance of which determines his place among others and his relationship with them.

According to Sh.A. Amonashvili, the main characteristic of the motivational sphere of a six-year-old child is the predominance of actual needs and impulsive activity. A six-year-old child continuously has a variety of needs that constantly replace each other. Their peculiarity is that they are experienced as an urgent, i.e. actual, desire. Impulsive activity is uncontrolled, it is not preceded by at least fleeting reflection, weighing, deciding whether to do it, to do it. Fatigue, which increases emotional excitability, increases the impulsive activity of children, and, poor social and moral experience does not allow them to be restrained and compliant, reasonable and strong-willed. Actual needs and impulsive activity are also inherent in seven-year-old children, but greater social experience helps them better regulate their behavior.

Consequently, children aged 6 and 7 will form learning activities differently. The entry into the conditions of schooling, adaptation to it will be different. Thus, the difficulty of a six-year-old child lies in the lack of the necessary level of arbitrariness, which complicates the process of adopting new rules; the predominance of positional motivation leads to the complexity of the formation of the lower level actual development for learning at school - the internal position of the student.

Adaptation to schooling of children aged 6 and 7 years and analysis of the causes of disadaptation

Adaptation to school - the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. "A favorable combination of social external conditions leads to adaptability, an unfavorable combination leads to maladaptation".

The main features of systematic schooling are as follows. First, with admission to school, the child begins to carry out socially significant and socially valued activities - educational activities. Secondly, a feature of systematic schooling is that it requires the obligatory implementation of a number of identical rules for all, to which all the behavior of the student is subject during his stay at school.

Admission to school requires a certain level of development of thinking, arbitrary regulation of behavior, communication skills. Assessment of the level of school adaptation consists of the following blocks:

1. An indicator of intellectual development - carries information about the level of development of higher mental functions, about the ability to learn and self-regulate the child's intellectual activity.

2. Indicator of emotional development - reflects the level of emotional and expressive development of the child, his personal growth.

3. The indicator of the formation of communication skills (taking into account the psychological neoplasms of the crisis of 7 years: self-assessment and the level of claims).

4. The level of school maturity of the child in the preschool period.

Research results of G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of social psychological adaptation for school . In the description of each level of adaptation, we will highlight the age-psychological characteristics of six- and seven-year-old students.

1. High level of adaptation.

The first-grader has a positive attitude towards the school, he perceives the requirements adequately; learning material is easy to digest; deeply and fully masters the program material; solves complex problems, is diligent, carefully listens to instructions, explanations of the teacher, performs assignments without external control; shows great interest in independent study work (always prepares for all lessons), performs public assignments willingly and conscientiously; occupies a favorable status position in the class.

As follows from the description, the levels of development of all indicators listed above are high. The characteristics of a child with a high level of adaptation to school correspond to the characteristics of a child who is ready for school and has survived the crisis for 7 years, since in this case there are indications of formed arbitrariness, learning motivation, a positive attitude towards school, and developed communication skills. Based on the data of some researchers, a six-year-old first-grader cannot be classified as a high level due to the underdevelopment of such aspects of adaptation as readiness for schooling (in terms of arbitrariness of behavior, ability to generalize, learning motivation and others), the lack of formation of personality neoplasms of the crisis of 7 years (self-esteem and level of claims) without the necessary intervention of teachers and psychologists.

2. Average level of adaptationThe first grader has a positive attitude towards the school, attending it does not cause negative feelings, understands the educational material if the teacher presents it in detail and clearly, assimilates the main content of the curriculum, independently decides typical tasks, focused and attentive when performing tasks, instructions, instructions from an adult, but under his control; he is concentrated only when he is busy with something interesting for him (preparing for lessons and doing homework almost always); performs public assignments conscientiously, makes friends with many classmates.

3. Low level of adaptation.

A first grader has a negative or indifferent attitude towards school; frequent complaints of ill health; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily; independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, requires constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention during extended pauses for rest; to understand the new and solve problems according to the model, significant educational assistance from the teacher and parents is required; performs public assignments under control, without much desire, passive; He has no close friends, knows only a part of his classmates by their first and last names.

In fact, this is already an indicator of "school maladjustment" [ 13].

In this case, it is difficult to single out age-related features, since we are dealing with disorders of the somatic and mental health of the child, which can be a determining factor in the low level of development of generalization processes, attention functions of other mental processes and properties included in the selected indicators of adaptation.

Thus, due to age characteristics, six-year-old first graders can only achieve an average level of adaptation to school in the absence of a special organization by a teacher. educational process and psychological support.

The next aspect to which attention should be paid is the unfavorable result of the adaptation process, the reasons leading to the so-called maladaptation.

Disadaptation and maladjustment styles

According to the definition formulated by V.V. Kogan, "school maladaptation is a psychogenic disease or psychogenic formation of a child's personality, which violates his objective and subjective status in school and family and affects the student's educational and extracurricular activities".

This concept is associated with deviations in school activities - difficulties in learning, conflicts with classmates, etc. These deviations can be in mentally healthy children or in children with various neuropsychiatric disorders, but do not apply to children who have learning disabilities caused by oligophrenia, organic disorders, physical defects.

School maladaptation is the formation of inadequate mechanisms for a child to adapt to school in the form of learning disorders, behavior, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

Studying the behavior of six- and seven-year-old children, first graders, T.V. Dorozhovets, discovered three maladaptive styles: accommodative, assimilation and immature.

The accommodation style reflects the child's desire for complete subordination of his behavior to the requirements of the environment.

The assimilation style is characterized by the desire of the child to subordinate the social environment to his needs. In the case of an immature style of accommodation associated with the psychological immaturity of a child of a given age, we are talking about his inability to accept the new social situation of development.

An increased degree of expression of each of these styles of adaptation leads to school maladaptation.

The behavior of these children at school is different. First-graders with an accommodative style of adaptation corresponding to the typical image of a “good student” readily obey all the rules and norms of school life, and thus, as a rule, turn out to be the most adapted to learning activities and the norms of school life.

Positive assessments from teachers, due to their high authority, contribute to the formation of a positive "I-concept" of children and an increase in their sociometric status.

Children with an assimilation type of adaptation, who ignore school rules that are new to them or follow them only in the presence of a teacher, are, as a rule, maladapted in terms of accepting learning activities and school requirements. Typical in such cases, negative assessments of the teacher in the presence of classmates lead, as a rule, to an even greater decrease in their authority, status in the class, thereby making it difficult for them to socially adapt. However, it was noted that the relatively weak orientation of children to the authority of the teacher protects them from a strong underestimation of self-esteem.

The most difficult to adapt children with immature style, when it is due to insufficient development of the will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life. The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, is connected with the nature of family education. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty.

In addition to the concept of "school maladjustment" in the literature, there are the terms "school phobia", "school neurosis", "didactic neurosis". As a rule, school neurosis manifests itself in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, the expectation of a bad attitude towards oneself, a negative assessment from the outside teachers, peers.

In cases of didactogenic neuroses, the system of education itself is traumatic in the first place. In a modern school, as a rule, the activity of the teacher has very little contact with the activity of the student, while the joint activity of the teacher and the student is the most effective way transfer of experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, memorize, etc. The teacher remains in a position "above" the student, and, sometimes, without realizing it, suppresses the student's initiative, his cognitive activity, much-needed educational activity.

Didactogenic neurosis in the case of teaching six-year-olds can arise when the teacher does not pay attention to their age-psychological characteristics. According to many authors (D.B. Elkonin, Sh.A. Amonashvili, V.S. Mukhina, and others), the style and nature of pedagogical interaction between a teacher and a six-year-old child differs significantly from the classical approach to teaching seven-year-olds. This issue will be discussed in more detail in the next section of this chapter.

Another cause of maladaptive behavior may be excessive fatigue and overload. Going to school is a turning point in a child's life. The success of his education at school depends on the characteristics of education in the family, his level of readiness for school.

A number of authors (E.V. Novikova, G.V. Burmenskaya, V.Yo. Kagan, etc.) believe that the main reason for school maladaptation is not the mistakes themselves in educational activities or the relationship of the child with the teacher, but feelings about these mistakes. and relationships.

For many children, going to school can be a difficult challenge. Every child faces at least one of the following problems:

• regime difficulties (they consist in a relatively low level of arbitrariness in the regulation of behavior, organization);

• communication difficulties (most often observed in children who have little experience in communicating with peers, manifested in the difficulty of getting used to the class team, to their place in this team);
• relationship problems with the teacher;
• problems associated with a change in the family environment.

Thus, school adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to a systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the level of development of intellectual functions, the emotional-volitional sphere, the formation of communication skills, etc. The immaturity of any of these areas is one of the reasons that can lead to one form or another of maladjustment .

According to the existing classification of forms of maladaptation, violations of the adaptation process to school can manifest themselves in the form of:

• unformed elements of educational activity;
• unformed motivation for learning;
• inability to voluntarily regulate behavior, attention, learning activities;
• inability to adapt to the pace of school life.

The analysis of literary sources showed that the following authors dealt with the problem of readiness of children for schooling at the age of 6 and 7 years: V.S. Mukhina, D.B. Elkonin, L.I. Bozovic, J. Jirasek, N.A. Semago, E.E. Kravtsova, R.S. Nemov and others. But at the same time, there are no detailed results that determine the criteria for children's readiness for schooling, which once again confirms the relevance of the topic we have chosen.

II. Composition of the subjects and research methods

2.1. The composition of the subjects.

The study involved children of the preparatory group of the MOU secondary school No. 7s. Staromarevka, Grachevsky district, Stavropol Territory.

The experiment involved 32 children aged 6 (16 children) to 7 (16 children) years. The study was conducted from March 15 to April 15.

Some children willingly participated in the experiment, were concentrated, attentive, and for some, the implementation caused difficulties.

2.2. Research methods

2.2.1. Empirical psychodiagnostic methods.

To study the level of readiness of children for schooling, we used the Kern-Jirasek school maturity test.

Orientational Kern-Jirasek school maturity test (Istratova O.N. reference book of the psychologist of elementary school. - Rostov n / D: Phoenix, 2008. -442 p.: ill.)

J. Jirasek's orientation test of school maturity, which is a modification of A. Kern's test, consists of five tasks.

First task - drawing a male figure from memory second - drawing a curved smooth line; third - drawing a house with a fence; fourth - drawing letters fifth - drawing a group of points. The result of each task is evaluated on a five-point system (1 - the highest score; 5 - the lowest score), and then the total result for the three tasks is calculated. The development of children who received a total of three tasks from 3 to 6 points is considered as above average, from 7 to 11 - as average, from 12 to 15 - below the norm. Children who have received 12-15 points must be examined in depth, because among them there may be mentally retarded. All three tasks of the graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements. These skills are necessary at school for mastering the letter. In addition, the test allows you to determine in general terms the intellectual development of the child (drawing of a male figure but memory). The task "drawing written letters" and "drawing a group of dots" reveal the child's ability to imitate a model - a skill necessary in school education. These tasks also allow you to determine whether the child can work with concentration, without being distracted, for some time on a task that is not very attractive to him.

J. Jirassk conducted a study to establish the relationship between the success of the school maturity test and success in further education. It turns out that kids who do well on a test tend to do well in school, but kids who do poorly on a test may do well in school. Therefore, Jirasek emphasizes that the test result can be considered as a basis for a conclusion about school maturity and cannot be interpreted as school immaturity (for example, there are cases when capable children schematically draw a person, which significantly affects their total score).

The Kern-Jirasek test can be used both in a group and individually.

Instructions for using the test

A child (a group of children) is offered a test form.The first side of the form should contain data about the child and leave free space for drawing the figure of a man, on the back in the upper left part there is a sample of written letters, and in the lower left part - a sample of a group of dots. The right side of this side of the sheet is left free for the reproduction of samples by the child. A sheet of typewritten paper can serve as a form, oriented so that its lower part is longer than the side. A pencil is placed in front of the subject so that it is at the same distance from both hands (if the child is left-handed, the experimenter must make an appropriate entry in the protocol). The form is placed in front of the child with a clean side.

Instructions for task No. 1

“Here (show each child) draw some man. The way you can." No more explanations, help or drawing attention to the errors and shortcomings of the drawing is allowed. If the children nevertheless begin to ask how to draw, the experimenter should still limit himself to one phrase: "Draw as best you can." If the child does not start drawing, then you should approach him and encourage him, for example, say: “Draw, you will succeed.” Sometimes the guys ask the question, is it possible to draw a woman instead of a man, in this case, they must answer that everyone is drawing a man, and they also need to draw a man. If the child has already begun to draw a woman, then you should be allowed to finish her, and then ask him to draw a man next to him. It should be borne in mind that there are times when a child categorically refuses to draw a man. Experience has shown that such a refusal can be associated with trouble in the child's family, when the father is either not in the family at all, or he is,but it poses a threat. At the end of the drawing of the human figure, the children are told to turn the piece of paper over to the other side.

Task number 2.

"You will need to draw a curved line as shown in the sample."

Task number 3. Instruction.

“Look carefully at this task, you need to copy the house and the fence in the same way. But be careful the fence is drawn in different ways.”

Task number 4 are explained as follows:

“Look, there is something written here. You don’t know how to write yet, but try, maybe you will succeed in the same way. Take a good look at how it is written, and here, next to it, write the same in the free space. It is suggested to copy the phrase:

"He ate soup" written in cursive. If any child fails to guess the length of the phrase and one word does not fit on the line, you should pay attention to the fact that you can write this word higher or lower. It should be borne in mind that there are children who already know how to read a written text, and then they, having read the phrase proposed to them, write it in block letters. In this case, you must have a sample foreign words also written in cursive letters.

Before task number 5, the experimenter says:

“Look, there are dots drawn here. Try here, next to it, to draw in the same way.

At the same time, it is necessary to show where the child should draw, since it is necessary to take into account the possible weakening of the concentration of attention in some children. While the children are doing the tasks, it is necessary to follow them, while making brief notes about their actions. First of all, they pay attention to which hand the future student draws - right or left, whether he shifts the pencil from one hand to another while drawing. They also note whether the child spins too much, drops the pencil and looks for it under the table, whether he began to draw, despite the instructions, in a different place or even outlines the outline of the sample, whether he wants to make sure that he draws beautifully, etc.

Evaluation of test results

Task number 1 - drawing a male figure.

1 point is given when the following conditions are met: the drawn figure must have a head, torso, and limbs. The head is connected to the body by the neck and should not be larger than the body. There is hair on the head (perhaps they are covered with a cap or hat) and ears, on the face - eyes, nose, mouth, hands end with a five-fingered hand. The legs are bent at the bottom. The figure has men's clothes and is drawn in the so-called synthetic method (contour), which consists in the fact that the entire figure (head, neck, torso, arms, legs) is drawn at once as a whole, and is not made up of separate finished parts. With this method of drawing, the entire figure can be outlined in one contour without lifting the pencil from the paper. The figure shows that the arms and legs, as it were, “grow” from the body, and are not attached to it. In contrast to the synthetic, a more primitive analytical method of drawing involves the image separately of each of the constituent parts of the figure. So, for example, the torso is drawn first, and then the arms and legs are attached to it.

2 points. Fulfillment of all requirements per unit, except for the synthetic way of drawing. Three missing details (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn synthetically.

3 points. The figure must have a head, torso, limbs. The arms and legs are drawn with two lines (3D). The absence of neck, hair, ears, clothes, fingers and feet is allowed.

4 points. Primitive drawing with head and torso. The limbs (one pair is enough) are drawn with only one line each.

5 points. There is no clear image of the trunk ("cephalopod" or the predominance of "cephalopod") or both pairs of limbs. Scribble.

Task number 2 - copying a curved line.

1 point - the curve is accurately drawn.

2 points - the curve is drawn correctly, but there are small errors, an acute angle is made somewhere.

3 points - the curve is drawn correctly, but the corners are not smooth, but sharp.

4 points - the curve is drawn incorrectly, and only some elements are taken from the sample.

5 points - the curve is drawn incorrectly or there is no curve.

Task number 3 - copying a house with a fence.

1 point The house and the fence are accurately drawn.

2 points. The house and the fence are sketched with minor flaws.

3 points. The house and the fence are not drawn exactly, their own elements are added.

4 points. Not what is needed is drawn, with the presence of sample details.

5 points. Ladies with a fence are not drawn correctly. No image.

Task number 4 - copying words written in written letters

1 point The written sample is well and completely legible copied.

The letters exceed the size of the sample letters no more than twice. The first letter in height clearly corresponds to the capital letter. The letters are clearly connected in three words. The copied phrase deviates from the horizontal line by no more than 30 degrees.

2 points. Still legibly copied sample. The size of the letters and the observance of the horizontal line are not taken into account.

3 points. Explicit division of the inscription into at least two parts. You can understand at least four letters of the sample.

4 points. At least two letters match the pattern. The reproduced pattern still creates the label line.

5 points. Scribble.

Task number 5 - drawing a group of points

1 point An almost perfect copy of the pattern. A slight deviation of one point from a line or column is allowed. Sample reduction is acceptable, but the increase should not be more than doubled. The drawing must be parallel to the pattern.

2 points. The number and arrangement of points must match the pattern. You can ignore the deviation of no more than three points per half the width of the gap between the row and column.

3 points. The drawing as a whole corresponds to the sample, not exceeding its width and height by more than twice. Number

points may not match the sample, but they should not be more than 20 and less than 7. Any rotation is allowed, even 180 degrees.

4 points. The outline of the drawing does not match the pattern, but still consists of dots. Sample dimensions and number of points are not taken into account. Other shapes (such as lines) are not allowed.

5 points. Scribble.

Overall assessment of test results

Ready for schooling are considered children who have received from three to six points on the first three subtests. The group of children who received seven to nine points is average level development of school readiness. Children who received 9-11 points require additional research to obtain more objective data. Particular attention should be paid to a group of children (usually these are individual guys) who scored 12-15 points, which is development below the norm. Such children need a thorough individual examination of intelligence, development of personal, motivational qualities.

Thus, we can say that the Kern-Jirasek method provides a preliminary orientation in the level of development of readiness for schooling.

2.2.2. Methods of processing and interpretation of experimental psychological research data.

Quantitative processing - manipulations with the measuring characteristics of the object under study and its manifestations in external form properties.

Qualitative processing is a way of preliminary penetration into the essence of an object by identifying its measurable properties on the basis of some data.

Quantitative processing is implemented using the mechanisms of mathematical statistics, and qualitative - operates with techniques and methods of logic.

Mathematical processing has 2 phases: primary and secondary.

Primary processing methods are aimed at organizing information about the object and subject of research. At this stage, raw information is grouped for one reason or another, entered into tables, and presented graphically for clarity.

We have used the following primary processing methods:

1. Compilation of tables - all data is entered in a table, according to which it is easy to determine who has what level of readiness for school.
2. Drawing up diagrams and graphs - a graphical representation of the results obtained.
3. Calculation of the mode value most frequently occurring in the sample

Used qualitative research methods:

• Analysis is the division of a whole object into parts for the purpose of their independent study.
• Synthesis is a real or mental connection of various parts, sides of an object into a single whole.
• Classification is the distribution of a set of objects into groups, classes, depending on their common features.
• Generalization is the process of establishing the general properties and characteristics of an object.

III. The results of an experimental psychological study of the level of readiness of children aged 6 and 7 for schooling.

1. The results of a study of the readiness of six-year-old children for schooling.

When studying the level of readiness, we obtained the following results:

low result(12 points and above).

In our study on the level of readiness of 6-year-old children for schooling, the following indicators were obtained (diagram 3.1.1.)

1. The results of a study of the readiness of seven-year-old children for schooling.

In our study on the level of readiness of 7-year-old children for schooling, the following indicators were obtained (diagram 3.1.2.)

3.3 . Comparative analysis of the readiness of children aged 6 and 7 for schooling.

The data obtained can be presented in the form of a diagram “The ratio of the level of readiness of children 6 and 7 years old) and histograms.

In general, the analysis of the readiness of children aged 6 and 7 for schooling showed:

The mode for school readiness for six-year-olds is 13, which corresponds to a low indicator, i.e. most of the children studied by us have a low indicator of readiness for learning

The school readiness mode for seven-year-olds is 6, which corresponds to a high indicator, i.e. Most of the children studied by us have a high indicator of readiness for learning.

In general, the level of readiness of children aged 6 and 7 for schooling is average.

Output

After conducting an experimental - psychological study of the level of readiness of children 6 and 7 years old for schooling, we can draw the following conclusions:

The level of readiness for schooling of six-year-olds.

Low level of readiness (12 or more points)

50% of the subjects of the group showedlow result(12 points and above).

25% of children showed very low results - one subject scored 15 points - Elinna had difficulty completing tasks 1,3,4 and 5: the figure of a man is drawn disproportionately, the torso is in the form of an oval, arms and legs are short in relation to the torso. The child drew the curved line correctly. Drawing a house with a fence - the house is drawn with a slight slope to the left, and the fence is very stretched and not drawn correctly. Drawing a group of points - respect for rows and columns is violated, instead of three rows and three columns, a large number of rows and columns are drawn. Phrase cheating is scribble, there is not a single element from the sample.

The second subject scored 17 points - the figure of a man is drawn disproportionately - a large head, a small torso, short legs and arms. The curved line is not drawn at all. House and fence - the house is drawn with minor flaws (the pipe is missing), the fence is not drawn correctly. The points are drawn correctly. The phrase is missing.

Children who scored 13 points. 12.5% ​​of children from this group completed all tasks, but all with shortcomings. The human figure is drawn incorrectly, the torso is missing, only the head is drawn. The curved line is not drawn correctly, the proportions are not respected. The house is also a lack of proportions - the house is very large in relation to the fence. A group of points - the absence of rows and columns. Phrase - doodle.

In 25% of children, it was difficult to complete 1, 3, 5 tasks. The figure of a man - the children did not respect the proportions, they have no arms and legs, or they are very small and thin in relation to a very large body. The house and the fence - the absence of a fence in both works, in one of the works the house was not drawn correctly, in the place of one window the child drew 6 windows. Phrase - doodle.

In 25% of children who scored 12 points, the difficulty was caused by the implementation of 2 and 5 tasks. One child simply continued the line of the sample, while the other drew it with sharp corners. Phrase - both children have scribbles.

12.5% ​​of children who scored 12 points did not cope with only 1 task - the figure of a man is missing.

Average level of readiness (7-11 points).

43.75% of children showed an average level of readiness for school.

In 71.4% of children, the 5th task caused difficulty. Children drew either scribbles, or part of the phrase is written correctly, and part of the scribble. All other tasks were completed with minor flaws.

14.3% of children did not cope with tasks 1, 2 and 3. The figure of a man is drawn disproportionately - he has very long legs and short arms. The curve is not drawn accurately, the line is crooked and broken. The house is very tall.

14.3% of children coped with all tasks, but with minor shortcomings. The human figure is out of proportion. House with a fence - no fence.

High level of readiness (3 - 6 points).

6, 25% of children showed a high level, scoring 6 points - all tasks were completed.

The level of readiness for schooling of seven-year-olds.

Low level of readiness (12 or more points).

12.5% ​​of children from this group showed a low level of readiness.

They did all the work wrong. The figure of a man - one child did not draw him at all, the other drew only the head, everything else is missing. Curve - one child drew it incorrectly - the proportions are not met, there are sharp corners. A house with a fence - one has all the details of the house drawn separately, there is no single image, the other has a house larger than a roof. The fence was both drawn incorrectly. Dots - there is no respect for rows and columns. The phrase is not written or scribbled.

Average level (11 - 7 points).

31.25% of children showed an average level of readiness for learning.

60% of the subjects found it difficult to complete the 4th task. Some subjects did not respect the number of rows and columns (their number exceeds two rows and two columns more). Some have only two columns, and the number of lines exceeds 2-3 pieces more. Others have circles instead of dots, the number of rows in the middle column exceeds.

In 20% of children, the 5th task caused difficulty. Instead of a phrase, the previous task (points) is drawn.

20% of children did not cope with the 1st task - all parts of the figure are drawn separately, there is no single image.

High level of readiness (3-6 points) - 56.25% of children.

55.5% of children showed a high level of readiness for school (5-7 points).

The children of this group coped well with all the tasks, but 33.3% of the children have shortcomings in the first task - the man in all children is disproportionate. For 11.1% of the children, the 2nd task caused difficulty - the curve is depicted with a large number of waves (according to the model of wave 2).

Comparative analysis of the readiness of children aged 6 and 7 for schooling.

The study involved 32 children, including:

• High level of readiness for school - 10 people (31.2%) - 9 seven-year-olds and 1 six-year-olds. Six-year-olds and seven-year-olds coped with all the tasks, but there are shortcomings in some works.
• The average level of readiness for school is 12 people (37.5%) - 5 seven-year-olds and 7 six-year-olds. Six-year-olds did not cope with tasks No. 5 and partially with tasks No. 1,2 and 3. Seven-year-olds: partially failed with task No. 1, the second - No. 5 and the third - No. 4.
• Low level of readiness for school - 10 people (31.2%) - 2 seven-year-olds and 8 six-year-olds. Some six-year-olds did not cope with all the tasks (2 children), for some children, tasks No. 1, No. 2, No. 3, No. 5 caused difficulties. Two seven-year-old children could not cope with all the tasks.

Conclusion

The problem of our study was to study the level of readiness of children aged 6 and 7 for schooling.

Modern studies show that 30-40% of children come to the first grade of a mass school unprepared for learning, that is, they do not have the following components of readiness sufficiently formed:

Social,

Psychological,

Emotionally - volitional.

The successful solution of the problems of the development of the child's personality, the increase in the effectiveness of education, and the favorable professional development are largely determined by how correctly the level of preparedness of children for schooling is taken into account.

An analysis of the psychological literature on the research problem allows us to say that the primary task facing both domestic and foreign scientists is as follows:

What is the best age to start learning?

When and under what condition of the child this process will not lead to disturbances in his development, adversely affect his health. Scientists believe that a differentiated approach as a social and educational environment is based on the level of speech readiness of younger students. A differentiated approach will be carried out more effectively if the speech development of first grade students is identified.

This study on the study of the level of readiness of children aged 6 and 7 for schooling included a methodology aimed at studying the level of readiness of children for schooling.

The studies were carried out on the basis of the secondary school No. 7 with. Staromarevka, Grachevsky district, Stavropol Territory. The study involved students aged 6 (16 people) to 7 (16 people) years old (preparatory group).

The Kern-Jirasek school maturity test was chosen as the main method;

The results of our study confirm the hypothesis put forward that the level of readiness of children aged 6 and 7 is different.

The practical significance of the study is to develop recommendations for the work of a psychologist.

The results can be used by the school psychologist, educator and parents to determine the level of readiness of children for school.

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Attachment 1.

Table 1. The level of readiness of children aged 6 and 7 for schooling.

Application No. 3.

An example of a task.

One of the necessary conditions for the effectiveness of the development of a child's personality is considered to be the continuity, sequence of educational educational process. The mechanism for ensuring which, among themselves, is the organization of continuity between all levels of education, namely, between a preschool institution and an elementary school.

In this case, it is customary to understand the concept of continuity as a holistic process, which, in turn, is aimed at the long-term formation of the child's personality, taking into account his previous experience and accumulated knowledge. This process ensures not only the full personal development of the child, but also his physiological and psychological well-being in the transition period from preschool education to education, as well as education in primary school.

The study of various aspects of continuity in education was carried out not only by many domestic scientists - philosophers, but also by psychologists and teachers, such as: G.N. Aleksandrov, A.S. Arseniev, V.G. Afanasiev, E.A. Balle, E.N. Vodovozov, Sh.I. Ganelin, S.M. Ugodnik, B.M. Kedrov, A.A. Kyveryalg, A.M. Leushina, B.T. Likhachev, A.A. Lyublinskaya, V.D. Putilin, A.S. Simonovich, E.I. Tiheeva, A.P. Usova and others.

One of the main problems of continuity between kindergarten and elementary school is considered to be the search for best means, forms and methods of preparing children for school, a significant consequence of which is the personal readiness for schooling.

Various aspects of the preparation of preschoolers for school, the formation of their personal readiness for schooling were considered by such specialists as: O.M. Anishchenko. L.V. Bertsfai, L.I. Bozhovich, L.A. Wenger, L.S. Vygotsky, A.N. Davidchuk, V.V. Davydov, A.V. Zaporozhets, S.A. Kozlova, E.E. Kravtsova, M.I. Lisina, N.M. Magomedov, V.S. Mukhina, N.N. Poddyakov, V.A. Sukhomlinsky, U.V. Ul'enkova, L.I. Tsekhanskaya, D.B. Elkonin and others.

The works of such scientists as: N.P. Anikeeva, K.V. Bardina, Z.M. Boguslavskaya, A.K. Bondarenko, R.S. Bure, A.L. Wenger, V.Ya. Voronova, D.M. Grishina, A.O. Evdokimova, N.A. Korotkova, N.Ya. Mikhailenko, A.I. Sorokina, T.V. Taruntayeva and others are devoted to the development of methodological foundations for the upbringing and education of preschoolers.

The process of preparing for school involves a specially organized pedagogical guidance of the child's activities, in the process of which the formation of the child's internal forces takes place, namely, thinking, moral-volitional qualities, creative activity, skills of a culture of behavior. Within the framework of this process, not only the prerequisites for educational activities are formed, but also the physical and spiritual growth of the child is realized.

There are contradictions between the need to create an integrated system for preparing children for school and the lack of scientifically reasoned recommendations for organizing this process.

The relevance of the research problem we have chosen determines the general pedagogical and practical significance of which and the need to solve it determined the choice of the topic of our research: the formation of a child's personal readiness for schooling.

The object of the study is the readiness of preschool children for school.

The subject of the study is the formation of a child's psychological readiness for schooling.

The purpose of the study is to recognize the need to investigate the formation of a child's psychological readiness for schooling.

To achieve this goal, in the course of writing the work, the following tasks were identified:

to analyze the theoretical foundations of preparing preschoolers for schooling.

identify the psychological characteristics of older preschoolers.

consider theoretical basis and highlight the principles of building a system for preparing older preschoolers for schooling.

To solve certain problems, the following methods were applied: theoretical analysis of philosophical, psychological, pedagogical literature.

The structure of the work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1. Readiness of the child for schooling as a psychological and pedagogical problem

1.1. Psychological and pedagogical characteristics of preschool age

Childhood before school is a long period in a child's life. Living conditions during this period are changing. The child discovers the world of human relationships and various activities. During this period, the child experiences an intense desire to enter adulthood, which, of course, is not yet available to him at this stage. It is during this period that the child begins to actively strive for independence.

According to A.N. Leontiev's preschool age is "the period of the initial actual warehouse of the personality." He believes that it is at this time that the formation of the main personal mechanisms and formations takes place, which determine the subsequent personal development.

By the time of entering the preschool age, the child is already quite well oriented in the familiar environment and already knows how to handle a variety of objects available to him. During this period, the child begins to be interested in things that go beyond the specific current situation. A child at this age expands not only the circle of friends, but also the circle of interests.

An important feature is that a 3-year-old child is already capable of behavior that is relatively independent of the situation.

After the crisis of three years, there comes a period when it is already possible to talk heart to heart with the child. According to M.I. Lisina, it is at this age that extra-situational forms of communication first appear in a child. The relationship of the child is significantly modified not only with peers, but also with adults. Having comprehended himself, the preschool child tries to understand and establish his relations with other people. During this period, he becomes interested in the structure of the family, including all relatives: grandmother, grandfather, aunt, uncle, etc.

The child begins to be interested in the causes of many natural and social phenomena, i.e. in other words, questions of the order of the world. Having mastered speech in early childhood, the child aspires to the world of adults, wanting to take an equal position with adults there. In the absence of such an opportunity, the child begins to actively model the activities and relationships of adults in the forms accessible to him, primarily by playing the role of an adult in the game.

The main activity of preschool childhood is the role-playing game, which allows children to model not only activities, but also the relationships of adults. An equally significant contribution to the mental development of a preschooler is made by other types of his activities, such as: visual, constructive, listening to fairy tales, elementary forms of work and teaching.

Previously, psychologists called all types of child activities a game, arguing that they are not aimed at achieving a specific result and, in this sense, are “frivolous” activities.

F. Buytendijk, following the psychoanalytic tradition, argued that the game arises in a child due to the presence of his unconscious drives to liberation, removal of obstacles coming from the environment and to merging, community with others, and also due to his existing tendency to repeat. Drawing attention to the properties of the game object, he noted that this object should be partially familiar to the child and at the same time have unknown possibilities. Buytendijk emphasized that both animals and humans play not so much with objects as with images.

All types of activities of a preschool child, with the exception of self-service, are of a modeling nature, i.e. they recreate the object in another material, due to which previously hidden individual qualities are highlighted in it, which become the subject of special consideration, orientation.

For example, visual activity undergoes very significant changes during the preschool period. Three-year-old kids are happy to drive a pencil on paper, watching what comes of it. Compared to early childhood, when the pencil walked on paper and the eyes on the ceiling, this is already progress. This stage is called the stage of doodles. The Italian psychologist C. Ricci singled out pre-pictorial and pictorial stages in the development of children's drawing, each of which is divided into several stages. The pre-figurative stage includes two stages: the first - doodles, the second - the stage of subsequent interpretation; pictorial stage - three stages: the first - primitive expressiveness (three - five years), the second - the stage of the scheme, the third - the stage of form and line (seven - eight years). The first stage usually ends in early childhood, but it happens differently.

B.C. Mukhina describes a child who remained at the stage of interpreting doodles until the age of five (until he went to kindergarten), and notes at the same time that this case is not exceptional. For reasons unknown so far, such children do not have an image of what they want to draw “in their heads” beforehand.

The enthusiasm with which the child spoils the paper with scribbles is caused by the coordination achieved for the first time between visual and motor development. Any comments that discourage drawing at this stage can cause mental retardation. However, at this age, the child still does not depict anything on paper. Only after finishing “drawing”, he examines the “work”, trying to guess what he did, and giving names to his drawings. The drawings themselves remained the same doodles as before, but there was an important change in the child's thinking: he began to associate his notes on paper with the outside world. This is how the transition from “thinking in movements” to “figurative thinking” begins.

Selflessly drawing, the younger preschooler accompanies his actions, movements with speech, names what is depicted, not really caring about the quality of the image. According to the researchers, such drawings are more “mimic” than “graphic”. For example, the image of a jumping girl in a zigzag can be understood only at the moment of drawing, and two days later the child himself calls the same zigzag a fence.

At the second stage, the drawing becomes schematic (six to seven years old): the child depicts an object with the qualities that belong to him.

The third stage in the development of drawing in preschool childhood - drawing by observation - was singled out by N.P. Sakulina and E.A. Flerina in the systematic teaching of children to draw in kindergartens. If K. Buhler believed that drawing by observation is the result of extraordinary abilities, then domestic scientists showed that such a result can be achieved by teaching children, not the drawing technique, but the systematic observation of objects.

The realism of a child's drawing increases towards the end of preschool age, but this increase in resemblance to an object is assessed in different ways. Some consider this progress, while others, on the contrary, decline. For example, the American scientist G. Gardner called the "golden age of children's drawing" the stage of the scheme, and the later stage of line and form - the "period of literalism", since he saw in it, first of all, a decrease in the expressiveness and boldness of children's works (L.F. Obukhova) .

The decrease in the expressiveness of a child's drawing, its approach to an objective photographic display, is apparently an expression of a general transition from egocentrism to a more objective point of view.

Speaking about the importance of children's drawing for the mental development of a child, some authors tend to believe that the quality of a child's drawing is a direct reflection of the level of intellectual development (F. G "oudenaf). Others believe that the level of the drawing primarily reflects the emotional sphere of the individual.

The very process of drawing in a child is different from the visual activity of an adult. A child of five or six years old usually cares little about the end result. The process of his creative self-expression is more important not only for the child, but also for the further process of his mental development. According to American psychologists W. Lowenfield and W. Lombert, a child can find himself in drawing, and at the same time, an emotional block that hinders his development will be removed. Similarly, art therapy is used in adults.

The movement of the verbal designation depicted in the drawing from the end to the beginning of the drawing process, noted by K. Buhler, apparently indicates the formation of an internal ideal plan of action. A.V. Zaporozhets noticed that the internal plan of activity in preschool age is not yet completely internal, it needs material supports, and drawing is one of such supports.

According to L.S. Vygotsky, children's drawing is a kind of graphic speech. Children's drawings are symbols of objects, as they have a resemblance to what they represent, in contrast to the sign, which does not have such a resemblance.

As studies by A.V. Zaporozhets and L.A. Wenger, it is at the preschool age that the assimilation of sensory standards and measures takes place. Sensory standards are a system of speech sounds, a system of spectrum colors, a system of geometric shapes, a scale of musical sounds, etc.

The artistic development of the child is not limited to his visual activity; the perception of fairy tales has a huge influence on him. K. Buhler even called preschool age the age of fairy tales. Fairy tales are a favorite literary genre for children. Listening to a fairy tale turns in a child into a special activity of participation, empathy. Due to the child's insufficient command of speech, this activity must first have external supports. As noted by T.A. Repin, in young children, understanding is achieved only when they can rely on the image, so the first books of the child must necessarily be with pictures and illustrations must exactly match the text.

B. Betelheim, a child psychologist and psychiatrist, wrote the book "The Benefits and Significance of Fairy Tale", where he summarized his experience of using fairy tales for the psychotherapy of children.

According to the views of B.D. Elkonin, listening to fairy tales is no less important for a preschooler than a role-playing game. Empathy for the hero of a fairy tale is similar to the role that a child takes on in a game. In the tale, however, an ideal subjective action is presented, and the action of the subject is given in its pure form, correlated only with ideas of good and evil, without intermediate (for example, professional or family) roles and operations with objects.

Attention and memory of a child at the beginning of preschool age are mostly situational and immediate. As the child masters their behavior, they become more and more selective. For example, an older preschooler, while playing Cossack-robbers, pays attention to barely distinguishable arrows, since they are important for the game. He can remember a long list of "shops" when playing in the store, while a three-year-old baby remembers what he saw or heard more often, and not at all what he "wanted" to remember.

The development of speech and thinking becomes the core of the cognitive development of a preschooler. In his work on the development of speech and thinking of the child, J. Piaget singled out two large groups into which all the statements of the child can be divided: socialized speech and egocentric.

The manipulation of meanings that takes place in a role-playing game, although relying on external objects, contributes to the transition of the child's mental actions to a higher level. Object-effective thinking becomes visual-figurative, and as the game develops, when objective actions are reduced and often replaced by speech, the child's mental actions move to a higher stage: they become internal based on speech.

The possibility of extra-situational communication that appeared with the development of coherent speech greatly expands the horizons of the child. He receives knowledge about the infinity of the world, about its variability in time, about a certain determinism of phenomena. The ideas acquired by a preschooler in the process of communicating with parents, other adults, from books and from the media go far beyond the direct everyday experience of the child himself. They allow him to structure his own experience and create his own picture of the world.

All known psychological currents, the fact of the birth of a person, or the “formation of the Self”, is attributed to the age after three years. According to Freud, it is this age that is associated with the formation and resolution of the "oedipal complex", the core component of the personality, on which later events of personal history are only put on, like rings on a children's pyramid.

In domestic psychology, it is also believed that it is possible to talk about the personality of a child only after the crisis of three years, when the child has realized himself as a subject of actions (L.F. Obukhova, K.N. Polivanova). Only after this awareness and the emergence of the ability to act purposefully can the child be considered a person capable of becoming “above the situation” and defeating his immediate impulses (V.V. Davydov, A.N. Leontiev).

As you know, most adults remember themselves no earlier than the age of three. This can also serve as an indicator that personal memories and the personality itself appear only at preschool age. Self-awareness, which arises in the crisis of three years, necessarily includes awareness of one's gender. However, only at preschool age do children's ideas about their gender become stable. This is largely due to the child's identification with the appropriate social roles in the game and identification with adults of the same gender. Sex roles are acquired by the preschooler as stereotypes of sex-related behavior (gender stereotypes), sometimes even without being aware of the physical differences between the sexes. Willingly or unwittingly, parents themselves form such stereotypes in children, for example, when they say to a child: “Don’t cry, you’re a man!” or “It’s not good that you got dirty, you’re a girl!”. A preschooler who seeks recognition and approval from adults receives it only when he behaves in accordance with recognized gender stereotypes, which allow for more sthenic and aggressive behavior of boys and more dependent and emotional girls. This leads to the fact that already in the fifth year of life, girls and boys show different preferences in choosing toys: girls are much more likely to choose dolls and dishes, and boys - cars and cubes.

The ability to behave in accordance with an imaginary role, which is trained in the process of role-playing, makes it possible for a preschooler to obey a speculative moral norm in his real behavior as opposed to his immediate situational desires. Naturally, the assimilation of moral norms, and especially the ability to obey them, cannot proceed without contradictions.

The difficulty for a child in observing a moral norm lies precisely in overcoming a direct impulse that conflicts with a moral motive. A speculative "known" motive can be effective in the absence of a competing, direct desire or with external control from the outside. In the game, the child's compliance with the role is controlled by other children. The fulfillment of moral norms in real behavior is controlled by adults; in the absence of an adult, it is much more difficult for a child to overcome his immediate desire and not violate this word.

In the experiments of E.V. On Saturday, the children, left alone, broke the rule in order to complete the task and receive the promised reward candy. But the returned adult, by his mere presence, reminded of moral standards, and many children refused the undeserved reward (although they did not admit to deception).

This shows that the outcome of the internal struggle of motives in a preschooler depends on the structure of a particular situation, since the strength of the moral ethical motive is not yet great. However, the very possibility of this inner struggle is an essential step in psychic development. A child of an early age is not capable of it, since he is completely captured by the present objective situation, is connected with it, and draws his goals and motives only from it. The preschooler, thanks to speech, is more aware of his own sociality and acts more in a social environment than in an objective one.

The preschooler already has the possibility of subordination (hierarchy) of motives, which A.N. Leontiev considered the constitutive sign of personality. As for the influence of the situation on the observance of moral norms, then adults do not act in every situation in accordance with their beliefs.

Many "why?" preschooler, bringing his knowledge beyond the specific situation, relate to ideas about time and the changes associated with it. By the end of preschool age, the child knows that he used to be small and that in years to come he will become big. This representation of oneself in the future includes both gender (“I will be an uncle”, for example), and a professional role.

The picture of the world he created corresponds to the level of development and the peculiarities of his thinking: it contains, to varying degrees, both animistic representations of natural phenomena and conviction in the direct effectiveness of mental phenomena. All these representations are united in an integral and consistent, from his point of view, system, to each element of which he has one or another emotional relationship, which allows us to call it a worldview.

By the crisis of seven years, for the first time, a generalization of experiences, or an affective generalization, the logic of feelings, arises, i.e., if a certain situation happened to a child many times, an affective formation arises in him, the nature of which also relates to a single experience, as the concept relates to a single perception or memory.

For example, a child of preschool age does not have real self-esteem, pride. He loves himself, but a child of this age does not have self-esteem as a generalized attitude towards himself, which remains the same in different situations, self-esteem as such, generalized attitudes towards others and understanding of his own value.

Chapter 2

2.1. Description of methods for diagnosing the psychological readiness of a child for schooling

The study of the formation of a child's personal readiness for schooling took place in kindergarten No. 397 "Solnyshko" of the Novo-Savinovsky district of Kazan among children of the preparatory group, the age of the subjects was 6-7 years old, the sample consisted of 25 people, of which 13 were boys and 12 were girls.

The following methods were used in the study:

The methodology is aimed at assessing the mastery of the elements of logical thinking. It contains tasks for placing elements in a matrix, compiled according to two criteria and representing a "logical multiplication" of the classification of geometric shapes by shape by their seriation by size. Children are invited to find the places of individual elements in this matrix.

The examination is carried out in a separate, well-lit room. Two adults are involved in the work: the examiner and the assistant, who observes the work of the children and assists in completing the tasks of the introductory series. At the same time, 6-10 children are checked, who are seated at separate tables, in order to exclude the possibility of imitation and copying of decisions. Tables are arranged in such a way that adults can clearly see the work of each child.

2. Method "Dictation" L.A. Wenger and L.I. Tsekhanskaya. The method for determining the level of formation of arbitrariness as the ability to act according to the instructions of an adult is a dictation, during which the child must connect the figures according to the rules set by adults.

The purpose of the technique: Diagnosis of the ability to act according to the rule specified verbally.

The structure of activity: the assimilation of the rules presented in the verbal plan; keeping the rules in the course of the task; search for the necessary moves with a focus on the rules for completing the task.

3. Also in the course of the study, the “Test to determine the level of development of arbitrary regulation of activity” Nizhegorodtseva N.V., Shadrikova V.D. was used.

The child is invited to draw a pattern of geometric shapes and conventional signs in a large-sized notebook under the dictation of an adult, and then continue according to the model. First, you should clarify the children's ideas about geometric shapes (circle, square, triangle), show how to draw them in a notebook (the figures fit into one cell in size, the distance between the figures in a row is one cell), and give the opportunity to practice. They explain that crosses “+” and sticks “!” will be included in the patterns.

After that, the task is explained: “Now we will draw a pattern of geometric shapes, crosses and sticks. I will tell you which figure to draw, and you listen carefully and draw them one by one on one line. The distance between the figures is one cell. Attention! Draw a pattern ... "The first pattern is dictated. "Now continue this pattern on your own to the end of the stitch."

4. In addition, the "Test for the development of self-control" Nizhegorodtseva N.V., Shadrikova V.D. was used. The purpose of the methodology: To reveal the level of self-control.

The ability to self-control involves drawing the attention of the child to the content of their own actions, the ability to evaluate the results of these actions and their capabilities.

The child is offered to look at 4 pictures in turn, which depict his peers in situations of failure in activities, are asked to tell what is drawn (if the situation is understood by the child incorrectly, the adult gives the necessary explanations), explain the reason for the failures of the children shown in the pictures, and offer their own options solving a practical problem.

Analysis of the research results is carried out using the methods of mathematical statistics.

2.2. Analysis of the results of diagnosing the child's psychological readiness for schooling

Analyzing the results of the “Systematization” methodology, we can say that the majority of preschoolers (64%) are at an average level of development, 28% have a low level of development, and only 12% have a high level of development.

Table 1

Results according to the "Systematization" method

Points

Level

1

8

average level

2

7

low level

3

10

average level

4

12

average level

5

7

low level

6

14

high level

7

8

average level

8

10

average level

9

11

average level

10

15

high level

11

12

average level

12

7

low level

13

15

high level

14

8

average level

15

8

average level

16

11

average level

17

12

average level

18

14

high level

19

7

low level

21

9

average level

22

11

average level

23

10

average level

24

9

average level

25

13

average level

It should be noted that children with a low level of developmentduring the task, the figures were randomly placed without taking into account both serial and classification relations.

Children with an average level of development,as a rule, classification relations were taken into account and seriation relations were partially taken into account. They made separate mistakes when placing figures, consisting in shifting them in a row of figures of the same form by one or two cells.

Children with a high level of development arranged figures taking into account both classification and serial relations, they allowed individual shifts in the arrangement of figures by one position to the right or left, but not a single case of exchanging places of figures of different shapes.

Now let's analyze the results obtained using the "Dictation" method.

table 2

Results according to the "Dictation" method

Analyzing the results obtained using the Dictation method, we can say that the majority of preschoolers received an average total score when completing the task. Children did not learn the instructions for a long time, their attention was scattered, there was no goal to remember the instructions. Some children needed the help of a psychologist, they followed the rule with the first series of tasks, then they got confused, confused.

According to the results of "Ttest for determining the level of development of voluntary regulation of activity” the following data were obtained:

Table 3

Results for "T I am trying to determine the level of development of arbitrary regulation of activity "

Points

Level

1

3

not good enough

2

2

skill not developed

3

4

not good enough

4

4

not good enough

5

4

not good enough

6

3

not good enough

7

5

skill formed

8

5

skill formed

9

6

skill formed

10

6

skill formed

11

3

not good enough

12

2

skill not developed

13

4

not good enough

14

6

skill formed

15

6

skill formed

16

5

skill formed

17

4

not good enough

18

4

not good enough

19

3

not good enough

21

5

skill formed

22

6

skill formed

23

5

skill formed

24

4

not good enough

25

5

skill formed

Analyzing the results of the methodology, we can say that many preschoolers (44%) did not develop a skill; during the task, some children made mistakes, did not understand the task of an adult, did not want to complete the tasks. In 8% of preschoolers, the skill is not formed, dchildren do not have experience of interacting with adults in a learning situation, they do not have the skill to work on step by step instructions. In 48% of preschoolers, the skill of working according to the instructions of an adult is sufficiently formed, they are able to carefully listen to the teacher and accurately perform his tasks.

Now let's analyze the results of the Test for the Development of Self-Control, the majority of preschoolers (76%) explain that the reason for failures is in the watering can, bench, swing, slide, i.e. failures occurred for reasons beyond the control of the characters, that is, they have not yet learned to evaluate themselves and control their actions. Most likely, faced with failure, they will quit the business they started and do something else.

Part of the children (24%) saw the cause of the event in the characters themselves and offers them to train, grow up, gain strength, call for help, which means that he has a good ability for self-esteem and self-control.

Thus, we can say that the majority of preschoolers are not ready for school, or are at an average level, it is necessary to conduct games and exercises with them to help prepare children for school.

2.3. Guidelines for shaping a child for schooling

The game is one of those types of children's activities that is used by adults in order to educate preschoolers, teaching them various actions with objects, methods and means of communication. In the game, the child develops as a personality, he forms those aspects of the psyche, on which the success of his educational and labor activities, his relationships with people will subsequently depend.

The didactic game with its educational task, dressed in a playful, entertaining form, attracted the attention of prominent foreign and Russian teachers at the dawn of the theory and practice of teaching and educating preschool children.

Imagine a series of activities with preschoolers.

The topic of the lesson is “Day. A circle. Number"

Game "Call it right"

Read to the children a poem by M. Myshkovskaya.

One nose and one mouth, I have one son with my mother, The sun in the sky and the moon, And the earth is one for all. Invite the children to look at the picture and name the objects, which are one at a time (sun, moon, boy, cloud).

The game "Guess and draw."

Give the kids a riddle. I have no corners And I look like a saucer, On a plate and on a lid, On a ring, on a wheel. Who am I, friends?

(A circle)

If children find it difficult to guess the riddle, you can show them all these items.

Have the children run their fingers over the arrows as shown in the picture.

Invite a red felt-tip pen to circle the dots of a large circle, and blue - a small one.

Children, turning to the thumb, alternately bend the rest of the fingers under the nursery rhyme words. Finger boy, where have you been? With this brother - I went to the forest, With this brother - I cooked cabbage soup, With this brother - I ate porridge,

With this brother - I sang songs!

4. The game "When does this happen?".

Read to the children a poem by M. Sadovsky.

He shouts "Ku-ka-re-ku!" Sun, river, wind. And flies to the whole district: “Good afternoon! Ku-ka-re-ku!"

Ask the children what the cockerel wishes for the sun, the river, the breeze. (Good day.)

Specify that after the morning the day comes and the children go for a walk, then they have lunch, after which they have a daytime nap.

The topic of the lesson is “Number 1. Night. A circle"

1. The game "One and many."

Give the kids riddles.

Antoshka stands on one leg, they are looking for him,

And he doesn't respond.

(Mushroom)

Winter and summer

One color.

(Christmas tree)

Ask them to find clues in the picture and circle them.

Ask the children which items in the picture are many and which are one at a time. (Mushroom, tree, girl, basket, sun, bunny - one at a time, many - flowers, birds.)

The game "What happens round."

Invite the children to name objects that look like a circle. (Sun, cherries, wheels by the car.)

Tell the children that the bear wants to draw round objects but doesn't know which ones.

Ask the children to help the bear draw round objects, whichever they want.

Additional material. Night. Silence around. Everything in nature sleeps. With its brilliance, the moon Silvers everything around. S. Yesenin

Forests are sleeping, meadows are sleeping, Fresh dew has fallen. The stars are burning in the sky, The streams are talking in the river, The moon is looking at us through the window, Telling little children to sleep. A. Blok

EVERYONE IS ASLEEP

The bug yelped in a dream, wagged its tail. A cat, a gray cat Sleeps at the leg of a chair. Grandmother fell asleep in an easy chair by the window. The bear also began to yawn. Is it time for Masha to sleep? A. Barto

The topic of the lesson is “Number 2. Triangle. Autumn".

The game "Riddles and riddles".

Give the kids riddles.

I run with the help of two legs, While the rider sits on me. I'm only steady on the run. There are two pedals at the bottom.

(Bike)

We always walk together, Similar, like brothers. We are at dinner under the table, And at night under the bed.

(Shoes)

Ask them to find clues in the picture and circle them.

Game exercise "Getting acquainted with the triangle"

Ask the children what is the name of the figure on the left? (Triangle.) If the children find it difficult, tell yourself.

Give the task to put your finger on the arrow and circle the triangle.

Then invite the children to circle the dots of the large triangle with a green felt-tip pen, and the small one with yellow.

Specify that the large triangle is green and the small triangle is yellow.

Physical education "Maple".

The wind gently shakes the maple, tilts it to the left, to the right. One - slope And two slope. The maple rustled with leaves.

Hands raised up, movements in the text.

4. The game "What happens in the fall."

Read to the children a poem by E. Alexandrova.

Autumn is driving clouds in the sky, Leaves are dancing in the yard. Mushroom, put on thorns, Drags the hedgehog to its hole.

Questions for children.

What season is the poem talking about? (About autumn.)

What color are the leaves in the fall? (Yellow, red, orange.)

How does a hedgehog prepare for winter? (Preparing mushrooms.)

Note that the time of year is autumn.

Additional material.

Autumn. Frosty in the morning. In the groves yellow leaf fall. The leaves near the birch lie like a golden carpet.

E. Golovin

If the leaves on the trees turned yellow, If the birds flew away to a distant land, If the sky is gloomy, If it rains, This season is called Autumn.

M. Khodyakova

Crow screaming in the sky

Kar-rrr!

There's a fire in the forest-rr, fire-rr!

And it was just very:

Autumn settled in it!

E. Intulov

AUTUMN

So autumn has come, I got my legs wet in a puddle. The breeze sneezed - A leaf fell from the tree, Turned on the barrel And fell asleep.

A. Grishin

The theme of the lesson is “Number 4. Square. Winter".

The game "Will the elephant have enough shoes?". Read to the children a poem by S. Marshak.

They gave the shoe to the elephant.

He took one shoe.

And he said: “We need wider

And not two, but all four!” Have the children count how many shoes they gave the elephant. (Four.)

Questions for children.

How many legs does an elephant have? (Four.)

2. Game exercise "Draw squares"

Tell the children that the drawn figure is called a square.
Ask what geometric shapes they know? (Circle, triangle.)

Give the task to circle the square with your finger along the arrows, as shown in the figure.

Offer to circle the dots of a large square with a red felt-tip pen, and a small one with green.

Specify that the squares can be of different sizes.

3. Physical education "Bunny".

Jump-jump, jump-jump, Bunny jumped on a stump. It’s cold for a hare to sit, It’s necessary to warm up the paws, Paws up, paws down, Pull up on your toes, Put your paws on the side, Jump-jump on your toes. And then squatting, So that the paws do not freeze.

Movements in the text of the poem.

Game "When does it happen?".

Give the kids a riddle. The cold has come. The water turned to ice. Long-eared gray hare Turned into a white hare. The bear stopped roaring: The bear fell into hibernation in the forest. Who's to say, who knows when it happens?

(in winter)

Tell the children that it is winter now, it is cold outside, the ground is covered with snow, the trees are without leaves, people are walking in warm clothes, you can go sledding.

Additional material.

Here is the north, catching up the clouds, Breathed, howled - and here comes the sorceress-winter itself!

A.S. Pushkin

The last leaves fell from the birch, Frost imperceptibly crept up to the window, And during the night with his magic brush He painted a magical country.

P. Kirichansky

And an elephant, And a mouse, and a puppy, And a frog To buy slippers as a gift It is necessary for four paws. M. Myshkovskaya

The theme of the lesson is “Big, smaller, smallest. Spring".

The game "Count, paint over." Read to the children a poem by S. Mikhalkov.

We have good kittens. One, two, three, four, five. Come to us guys View and count.

Questions and tasks for children.

Circle as many dots as there are kittens

picture.

How many circles were circled? (Five.)

Why? (Because there are five kittens in the picture.)

2. The game "When does this happen?".

Read to the children an excerpt from a poem by L. Agracheva.

Cheerfully backed

Spring from the forest.

The bear answered her

Rumbling from sleep.

The squirrel got excited

Looking out of the hollow, -

I waited, fluffy,

Light and warmth. Ask the children what season is the poem talking about? (About spring.)

What seasons do they know yet? (Autumn winter.)

3. Physical education "Fingers".

Fingers fell asleep

Curled into a fist.

One!

Two!

Three!

Four!

Five!

Wanted to play!

At the expense of 1, 2, 3, 4, 5 fingers alternately unclench from the cam. On the words “want to play,” the fingers move freely.

4. The game "Connect correctly."

Questions and tasks for children.

What size vase? (Big, smaller, small.)

What size are the flowers? (Big, smaller, small.)

Invite the children to connect the flowers with the vases according to their size with a line - a large flower with a large vase, a smaller flower with a smaller vase, a small flower with a small vase.

Additional material.

To conduct game activities with children, you should first familiarize yourself with the games in preparing game material, cut out blanks from the application or colored paper, which should be stored in envelopes or matchboxes, indicating their number, since in subsequent games you need to useblankski from the previous ones. Some games require the use of colored dice. Some games requirestrictconstructor, small items, toys, ropes, colored ribbons, children's musical instruments, paints, colored paper. The production of game material jointly with the child will be especially useful for the development of his cognitive activity, business communication, and will bring him a charge of satisfaction from joint work and the process of cognition. Such classes accustom the child to perseverance, composure, organize his attention and imperceptibly prepare for educational activities.

Behindthroughout the preschool period, the child masters six basic shapes: a triangle, a circle, a square, an oval, a rectangle and a polygon. Vnachalehe can remember only the name of the property itself - "shape" - and the name of all the contours in the drawing and cut out models - "shape". Among the many figures, he learns to distinguish their forms, first according to the model, and then according to the standard, which he fixes in the image-representation. There is no need to strive for him to remember the name of all the forms, but you need to name them yourself, reinforcing your words by showing a sample. Later, the child begins to distinguish the names in your words, and then pronounce them himself.

From the age of three, a child selects figures according to a model, performs a matching action using such operations as grouping forms, applying, overlaying. These operations are fixed when laying out a mosaic, designing.

From the age of four, the pattern and mastery of operations to examine an object begin to guide the child's perception, make it necessary to examine the object in more detail, not only its general shape, but also its distinctive details (angles, length of sides, inclination of the figure). Distinguishing details allows you to perceive the form by its distinctive features, then he remembers the names of the forms. Acquaintance with the varieties of forms forms the standard of each form in the form of an image-representation, which helps to master the operation of feeling, modeling new forms.

Game: What does this figure look like?

Show the figures on the left in the figure and name them.

You need to ask the child to find objects in the room or on the street that are similar to these figures (look at the picture on the right). Give, if possible, circle these objects with your hands. If the child himself cannot find, you need to help him, show these items.

Game: What shape is this?

For the game, you need to cut out the shapes and stick them on cardboard. You need to ask the child to circle each figure with a finger along the contour. And then ask the child: “What figure is this?” You need to ask the child to put the figures under the same pattern. Then you need to show how to do it.

Game: Trace the shapes with a pencil

Ask the child to trace the shapes with a pencil.

Color them in different colors. Ask them to name familiar figures. Point to an unfamiliar figure, an oval. Name her. What does she look like?

Game: Sit on your bench

It is necessary to cut out figures already familiar to the child, but of different sizes. Show how identical figures sit on their bench. A new figure for the child is added - an oval. When he has laid out all the figures, name the new figure again.

A game: Recognize the figure by touch

You need to put several cardboard figures of different sizes in a cardboard box and ask the child to take out the figure with his eyes closed, feel it with his fingers and say the name.

Game: Find your place

It is necessary to cut out the contours of similar objects to the drawings that will be used in this game. Ask the child to lay out figures similar in shape under the picture.

Game: Arrange the figures in a row

First you need to cut out similar shapes to the drawings that will be used in this game. All cut out figures must be asked to be laid out in a row under the same figures, and then superimposed on the drawing. Show how to do this, drawing the child's attention to the fact that all the corners match and the picture does not look out.

Game: Flip the pieces

For the game, you need to cut out the shapes to the drawings that will be used in this game. You need to ask for each figure in the figure pchoosea similar figure and turn it over in the same way as in the figure, put it under the figure, anditemput on the picture.

You need to ask the child to show what new figures he saw. Call them polygons and semicircle.

Game: Collect the beads

You need to show the child how to collect beads fromcircles andtriangles and squares of the same size.

Game: Where is my trailer?

You need to show the train in the picture and say:"On thestop there were many figures. Whencame uptrain, all the figures quickly ran to their trailers and stood in line. How did they recognize their wagon? You need to ask the child to arrange the figures to their trailers.

Game: What shapes are the flags drawn from?

The child needs to color the flags and draw the same ones.

Game: How are the houses similar?

What figures are they made of?

Game: What figures were made up of?

Game: What shapes do you see in the pictures?

Game: Find similar shapes

In this game, you need to ask the child to compare the drawings on the right and left and show similar figures.

List of used literature

Andreeva G.M. Social Psychology. / Andreeva G.M. reissue and additional - M.: MGU, 2002. - 456 p.;

Artamonova E.I. Psychology of family relations with the basics of family counseling. ed. E. G. Silyaeva M.: 2009. - 192 p.

Akhmedzhanov E.R. "Psychological tests" / Akhmedzhanov E.R. - M.: 2006 - 320 p.;

Bityanova M.R. Workshop on psychological games with children and adolescents. St. Petersburg: Peter, 2007. - 304 pages.

Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for high schools. St. Petersburg: Peter, 2008. - 304 pages.

Vygotsky L. S. Questions of child (age) psychology. M.: Soyuz, 2008. - 224 pages.

Wenger A.L. "Psychological examination of junior schoolchildren". / Venger A.L., Tsukerman G.A. - M.: Vlados-Press, 2008. - 159 p.;

Developmental and educational psychology: Reader / Comp. I.V. Dubrovina, A.M. Parishioners, V.V. Zatsepin. - M.: Academy, 2009. - 368 p.;

Ganicheva A.N. Family pedagogy and home education of children of early and preschool age. M.: Sfera, 2009. - 256 p.

Goryanina V.A. Psychology of communication. M., Academy, 2002 - p. 87

Zaush-Godron Sh. Social development of the child. - St. Petersburg: Peter, 2004. - 123 pages.

Zvereva O.L., Krotova T.V. Preschool education and development. M.: Iris-Press, 2008. - 123 p.

Zimnyaya I.A. Pedagogical psychology: a textbook for universities. – M.: Logos, 2008. – 384 pages.

Lisina M.I. Psychology of self-knowledge in preschoolers. Chisinau: Shtiintsa, 2009. - 111 p.

Mardakhaev L.V. social pedagogy. M.: Gardariki, 2006. - 216 p.

Nemov R.S. General psychology. St. Petersburg: Piter, 2011. - 304 p.

Satir V. You and your family: A guide to personal growth. M.: Aperel-press, 2007. - p. 228

Smirnova E.O. Psychology of the child. M.: Shkola-Press, 2004 - 178 p.

Sokolova E.T. Psychotherapy. M.: Academy, 2008 - 368 p.

Spivakovskaya A. S. How to be parents. M.: Pedagogy, 1986. - 175 p.

Stolyarenko L.D., Samygin S.I. 100 exam answers in psychology. Rostov N / D .: March, 2008. - 256 p.

Stolyarenko L.D. Fundamentals of psychology: Textbook. allowance. Rostov-on-Don: Phoenix, 2007

Stolyarenko L.D., Samygin S.I. Pedagogical thesaurus. M., 2000. - 210 p.

Semago N.Ya., Semago M.M. Theory and practice of assessing the mental development of the child. Preschool and primary school age. St. Petersburg: Speech, 2010. - 373 pages.

Talyzina N. F. Pedagogical psychology. M.: Academy, 2008. - 192 pages.

Khripkova A.G. Kolesov D.V. A boy - a teenager - a young man. M.: Enlightenment, 2009. - 207 pages.

Uruntaeva G.A. Preschool psychology: Proc. allowance for students. avg. ped. textbook establishments. - 5th ed., stereotype. - M.: Publishing Center "Academy", 2001. - 336 p.

Reader in general psychology. - M.: Publishing house of the Moscow Psychological and Social Institute, 2009. - 832 p.;

Khukhlaeva OV Fundamentals of psychological counseling and psychological correction: Proc. allowance for students of higher education. ped. education, institutions. - M.: Publishing Center "Academy", 2007. - 208 p.

The first year of schooling is an extremely difficult, critical period in a child's life. His place in the system of social relations is changing, his whole way of life is changing, his psycho-emotional load is increasing. Carefree games are being replaced by daily training sessions. They require from the child intense mental work, increased attention, concentrated work in the classroom and a relatively immobile position of the body, maintaining the correct working posture. It is known thatfor a child of six or seven years, this so-called static load is very difficult. Lessons at school, as well as the passion of many first-graders for television programs, sometimes music lessons, foreign language lead to the fact that the motor activity of the child becomes half as much as it was before entering school. The need for movement remains great.

A child who comes to school for the first time will be met by a new team of children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, new responsibilities associated with academic work but not all children are ready for this. Some first-graders, even those with a high level of intellectual development, can hardly endure the burden that schooling requires. Psychologists point out that for many first-graders, and especially six-year-olds, social adaptation is difficult, since a personality capable of obeying the school regime, assimilating school norms of behavior, and recognizing school duties has not yet been formed.
The year separating a six-year-old child from a seven-year-old child is very important for mental development, because during this period the child develops an arbitrary regulation of his behavior, orientation to social norms and requirements.
S. Harrison: "We were so carried away by the education of our children that we forgot that the very essence of a child's education is the creation of his happy life. After all, a happy life is what we wholeheartedly wish for our children and ourselves."
As already mentioned, the initial period of education is quite difficult for all children who enter school. In response to new increased demands on the body of a first-grader, in the first weeks and months of training, children may complain of fatigue, headaches, irritability, tearfulness, and sleep disturbance. Children's appetite and body weight decrease. There are also difficulties of a psychological nature, such as, for example, a feeling of fear, a negative attitude towards learning, a teacher, a misconception about one's abilities and capabilities.
The above-described changes in the body of a first-grader, associated with the beginning of schooling, are called by some foreign scientists "adaptation disease", "school shock", "school stress".
The fact is that in the process of becoming a personality, there are especially important key moments. They are practically inevitable for every child, they are confined to certain age periods and are called age crises. The most important crisis changes occur between the ages of two to four, seven to nine, and thirteen to sixteen. During these periods, significant changes occur in the body: a rapid increase in growth, changes in the work of the cardiovascular, nervous, respiratory and other systems. This leads to unusual internal sensations: fatigue, irritability, mood swings. At the same time, even practically healthy children begin to get sick, show excessive vulnerability. During these periods, there are significant changes in character (children begin to show stubbornness, rebelliousness), inadequate changes in self-esteem ("I'm good at home. But I'm bad at school," or vice versa). A new, difficult period begins in the life of a child.
Going to school is a serious step from a carefree childhood to an age filled with a sense of responsibility. The period of adaptation to schooling helps to take this step.
Types of adaptation and its duration
The term "adaptation" is of Latin origin and refers to the adaptation of the structure and functions of the body, its organs and cells to environmental conditions.
The concept of adaptation is directly related to the concept of "child readiness for school" and includes three components: adaptationphysiological, psychological and social, or personal. All components are closely interconnected, the shortcomings in the formation of any of them affect the success of education, the well-being and health of the first grader, his ability to work, the ability to interact with the teacher, classmates and obey the school rules. The success of the assimilation of program knowledge and the level of development of mental functions necessary for further education testify to the physiological, social or psychological readiness of the child.
The psychological adaptation of a child to school covers all aspects of the child's psyche: personality-motivational, volitional, educational and cognitive. It is known that the success of school education is determined, on the one hand, by the individual characteristics of students, and, on the other hand, by the specifics of the educational material. The main difficulty of "subject" adaptation for a novice student is the development of the content of education - literacy and mathematical concepts. At first glance, this is not the case. The content of education in the first grade and in the preparatory group for school is largely the same. In fact, the knowledge that schoolchildren receive in the classroom at the beginning of their studies was mostly learned in kindergarten. At the same time, it is known that the first half of the year at school is the most difficult. The thing is that other mechanisms underlie the assimilation of knowledge in the conditions of schooling. This means that in the preschool period, knowledge is acquired mostly involuntarily, classes are built in an entertaining form, in the types of activities familiar to children. In the process of schooling, the main thing is to teach children to be aware of the educational task. Achieving this goal requires certain efforts from students and the development of a number of important learning qualities:
1. Personal motivational attitude to school and learning: the desire (or unwillingness) to accept the learning task, to fulfill the tasks of the teacher, that is, to study.
2. Acceptance of the educational task: understanding the tasks set by the teacher; desire to fulfill them; striving for success or the desire to avoid failure.
3. Ideas about the content of the activity and methods of its implementation: the level of elementary knowledge and skills formed by the beginning of training.
4. Information attitude: provides perception, processing and preservation of various information in the learning process.
5. Activity management: planning, monitoring and evaluating one's own activities, as well as being receptive to learning influences.
Therefore, even a high level of cognitive activity does not guarantee sufficient motivation for learning. It is necessary that there be a high general level of development of the child and that the leading qualities of the personality be developed.
During the period of adaptation of the child to school, the most significant changes occur in his behavior. Usually,an indicator of difficulties in adaptation are changes in behavior such as excessive excitement and even aggressiveness, or, conversely, lethargy, depression and a sense of fear, unwillingness to go to school. All changes in the child's behavior reflect the characteristics of psychological adaptation to school.
According to the degree of adaptation of children can be divided into three groups.
First group children adapt during the first two months of training. These children relatively quickly join the team, get used to school, make new friends. They almost always have a good mood, they are calm, benevolent, conscientious and fulfill all the requirements of the teacher without visible tension. Sometimes they still have difficulties either in contacts with children or in relations with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of conduct. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is fully mastered with the new status of a student, and with new requirements, and with a new regimen.
Second group children have a longer period of adaptation, the period of non-compliance of their behavior with the requirements of the school is delayed. Children cannot accept a new situation of learning, communication with a teacher, children. Such students can play in the classroom, sort things out with a friend, they do not respond to the teacher's remarks or react with tears, insults. As a rule, these children experience difficulties in mastering curriculum, only by the end of the first half of the year, the reactions of these children become adequate to the requirements of the school, the teacher.
Third group - children whose social and psychological adaptation is associated with significant difficulties. They have negative forms of behavior, a sharp manifestation of negative emotions, they learn the curriculum with great difficulty. It is these children that teachers most often complain about: they "interfere" with work in the classroom.
Processphysiological adaptationthe child to school can also be divided into several stages, each of which has its own characteristics and is characterized by varying degrees of stress on the functional systems of the body.
First step physiological adaptation - indicative, when in response to the whole complex of new influences associated with the beginning of systematic learning, the body responds with a violent reaction and significant stress in almost all systems. This "physiological storm" lasts long enough (two or three weeks).
Second phase - an unstable adaptation, when the body looks for and finds some optimal options, reactions to extraneous influences.
At the first stage, there is no need to talk about any economy of the body's resources. The body spends everything it has, sometimes it "borrows". Therefore, it is important for the teacher to remember what a high "price" the body of each child pays during this period. In the second stage, this "price" is reduced. The storm begins to subside.
Third stage - a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems.
Whatever work a student does, whether it is mental work to assimilate new knowledge, a static load experienced by the body in a forced sitting position, or a psychological load from communication in a large and diverse team, the body, or rather each of its systems, must respond with its own tension , his work. Therefore, the more stress each system experiences, the more resources the body will use up. But the possibilities of the child's body are far from limitless. Prolonged stress and associated fatigue and overwork can cost the child's health.
The duration of all three phases of physiological adaptation is approximately five to six weeks, and the most difficult are the first and fourth weeks.
Personal, or social, adaptationassociated with the desire and ability of the child to accept a new role - a schoolboy and is achieved by a number of conditions.
1. The development in children of the ability to listen, respond to the actions of the teacher, plan their work, analyze the result obtained - that is, the skills and abilities necessary for successful education in elementary school.
2. Development of the ability to establish contact with other children, build relationships with adults, be sociable and interesting for others - that is, skills that allow you to establish interpersonal relationships with peers and teachers.
3 Formation of the ability to correctly assess one’s own actions and the actions of classmates, use the simplest criteria for assessment and self-assessment (such criteria are the completeness of knowledge, its volume, depth; the ability to use knowledge in various situations, that is, practically, etc.) - that is, a stable educational motivation against the background of the child's positive self-image and low level of school anxiety.
An important indicator of a child's satisfaction with being at school is his emotional state, which is closely related to the effectiveness of educational activities, affects the assimilation of school norms of behavior, the success of social contacts and, ultimately, the formation of the student's internal position.
The first grade of school is one of the most difficult periods in the life of children. When entering school, the child is influenced by the class team, the personality of the teacher, the change in the regimen, and the unusually long restriction of motor activity, and the emergence of new responsibilities.
Adapting to school, the child's body is mobilized. But it should be borne in mind that the degree and pace of adaptation for each individual.
The success of adaptation largely depends on the presence in childrenadequate self-esteem. We constantly compare ourselves with other people and, on the basis of this comparison, develop an opinion about ourselves, about our capabilities and abilities, our character traits and human qualities. This is how our self-esteem develops. This process begins at an early age: it is in the family that the child first learns whether he is loved, whether he is accepted for who he is, whether success or failure accompanies him. At preschool age, the child develops a sense of well-being or trouble.
Undoubtedly, adequate self-esteem facilitates the process of adaptation to school, while overestimated or underestimated, on the contrary, complicate it. However, even if the child has adequate self-esteem, adults should remember that a novice student cannot yet cope with all the tasks on his own. To help a child overcomeseven year crisis, help to adapt to school conditions, it is necessary to understand and sensitive attitude of the teacher, attentiveness, great love and patience of parents, and, if necessary, consultations of professional psychologists.
Terms of adaptation of first-graders may be different. Usually stable adaptability to school is achieved in the first semester. However, it is not uncommon for this process to not be completed within the entire first year. Low performance is maintained, poor academic performance is noted. These kids get tired quickly. By the end school year they often have deterioration in health, which is most often manifested by disorders of the nervous and cardiovascular systems.
One of the factors hindering the normal adaptation of the child, as we already know, is the insufficient level of school maturity. Part of the delay in the development of the child may be due to the state of his health. First-graders who have certain deviations in their state of health, who have undergone severe infectious diseases those who received traumatic injuries during the last year before school, it is more difficult to adapt to the requirements of the school. They skip classes more often, complaining of increased fatigue, headaches, and poor sleep. Often they have increased irritability and tearfulness, and by the end of the year their health is deteriorating. However, one should not rush to conclusions: gradually, in the process of learning, the lagging functions are improved, and the child catches up with his peers in development. But this takes months, and sometimes the entire first year of study. Therefore, the task of adults is to create conditions in which the described difficulties will not adversely affect the child's academic performance, causing a reluctance to learn.
Of course, the best thing is if the parents take care of the child's health before school, thereby facilitating his adaptation in the first year of study. In this case, the child copes with the difficulties of starting school faster and with less stress and can learn better.

Diagnostics of the formation of the prerequisites for educational activity is aimed at determining the readiness of the future student for a new type of activity for him - educational. Unlike gaming, learning activity has a number of specific features. It implies a result orientation, arbitrariness and commitment.

Most of the learning tasks faced by a first grader are aimed at fulfilling a number of conditions, certain requirements, focusing on a rule and a pattern. It is these skills that relate to the so-called prerequisites for learning activity, i.e., to those that are not yet fully learning activities, but are necessary for the beginning of its assimilation.

In this regard, at the age of 6-7 years, it is advisable to conduct a study of the above skills, on which the success of learning in the early stages of mastering the knowledge and requirements of the school largely depends.

To diagnose the prerequisites of educational activity, a set of methods is used, consisting of diagnosing the ability to focus on a system of requirements - the "Beads" method, the ability to focus on a sample - the "House" method, the ability to act according to the rule - the "Pattern" method, the level of development of arbitrariness - the "Graphic dictation", Pieron-Ruser's Encryption Method, Kern-Jerasik drawing tests, Ladder test (diagnosis of self-esteem), children's projective anxiety test, aggressiveness questionnaire.

Additionally, the methods are given: "Drawing by dots" to determine the formation of the ability to focus on a system of requirements, the method "Mysterious writing" to study the level of cognitive activity of younger students

Method "Beads".

Purpose of the task: to identify the number of conditions that the child can keep in the process of activity when perceiving the task by ear.

Organization of the task: the task is performed on separate sheets with a pattern of a curve depicting a thread:

For work, each child should have at least six markers or pencils of different colors. The work consists of two parts: Part I (main) - completing the task (drawing beads), Part II - checking the work and, if necessary, redrawing the beads.

Instructions for Part I: "Children, each of you has a thread drawn on a piece of paper. On this thread you need to draw five round beads so that the thread passes through the middle of the beads. All beads should be of different colors, the middle bead should be blue. (The instruction is repeated two times) Start painting."

Instructions for the second part of the task (this part of the test begins after all the children have completed the first part): “Now I will tell you again what beads to draw, and you check your drawings to see if you did everything right. Who will notice the mistake, make a new drawing next to it. Listen carefully." (The test condition is repeated one more time at a slow pace, each condition is emphasized by voice.)

Assignment assessment (for assessment, the teacher chooses the best of two possible options):

Level 1 - the task was completed correctly, all five conditions were taken into account: the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, the fixed color of the middle bead.

Level 2 - when completing the task, 3-4 conditions are taken into account.

3rd level - when completing the task, 2 conditions are taken into account.

Level 4 - when completing the task, no more than one condition was taken into account
House method.

The child is invited to draw the image of the house as accurately as possible. After completing the work, offer to check whether everything is correct. He can correct if he notices inaccuracies.

This technique allows you to identify the ability to focus on the sample, accurately copy it; the degree of development of voluntary attention, the formation of spatial perception.

Accurate reproduction is estimated at 0 points, for each mistake made, 1 point is awarded.

The errors are:

a) an incorrectly depicted element; the right and left parts of the fence are evaluated separately;
b) replacing one element with another;
c) the absence of an element;
d) gaps between lines in the places where they should be connected;
e) a strong distortion of the picture.

Method "Pattern".

The technique consists of three control dictations and one training one.
The children are told: “We will learn to draw a pattern. You have rows of triangles, squares and circles drawn on a piece of paper. We will connect triangles and squares to make a pattern. We must listen carefully and do what I say. We will have these three rules :

1. two triangles, two squares or a square with a triangle can only be connected through a circle;
2. the line of our pattern should only go forward;
3. each new connection must begin with the figure on which the line stopped, then the line will be continuous and there will be no gaps in the pattern.

Look at the piece of paper how you can connect triangles and squares.

Then the tester says: "Now learn to connect yourself. Look at the bottom strip. Connect two squares, a square with a triangle, two triangles, a triangle with a square" (introductory - training - series).

The inspector monitors how each child completes the task, and if necessary, corrects mistakes and explains to the child what he made a mistake. In the process of learning, children produce four compounds.

Next comes the first series. The examiner says: “Now we will draw without prompts. You must listen carefully and connect the figures that I will name, but do not forget that they can only be connected through a circle, that the line must be continuous and go forward all the time, i.e. i.e. you need to start each new connection from the figure on which the line ended. If you make a mistake, then do not correct the mistake, but start with the next figure. "

Dictation for the first series:

"Connect a triangle with a square, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, two squares, a square with a triangle, two triangles, two triangles, a triangle with a square."

Dictate should be slow, so that all the children have time to draw the next connection. You can’t repeat the same thing twice, because. for some children, this may lead to drawing unnecessary connections.

After the children have finished the work, the second series follows, and then the third. The series differ from each other only in the nature of the pattern reproduced under dictation. The rules for doing the work remain the same.

Dictation for the second series:

Connect a square to a triangle, two triangles, a triangle to a square, two squares, two more squares, a square to a triangle, two triangles, a triangle to a square, a square to a triangle, a triangle to a square, two squares, a square to a triangle.

Dictation for the third series:

"Connect two squares, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, two triangles."

No help is provided to the children during the assignment. After the end of the work, the leaves are collected. Leaflets are issued before the start of the examination. A sample pattern and 4 series of figures (a, b, c, d) have already been drawn on them. Each series is located one below the other and consists of three rows of small geometric figures (the size of the figures is 2x2 mm).

Evaluation of results.

Each correct connection counts for two points. The connections corresponding to the dictation are correct. Penalty points (one at a time) are awarded:

1. for extra connections not provided for by the dictation (except for those at the end and at the beginning of the pattern, i.e. preceding the dictation and following it);
2. for "breaks" - omissions of "zones" of the connection - between the correct connections.

All other possible types of errors are not taken into account at all, because their presence automatically reduces the number of points awarded. The final number of points scored is calculated by the difference between the number of correctly scored points and the number of penalty points (the latter are subtracted from the former).

The maximum possible number of points in each series is 24 (0 penalty points). The maximum possible number of points for completing the entire task is 72.

Interpretation of the obtained results.

60-72 points - a fairly high level of ability to act according to the rule. Can simultaneously take into account several rules in the work.

48-59 points - the ability to act according to the rule is not sufficiently formed. Can keep orientation to only one rule during operation.

36-47 points - low level of ability to act according to the rule. He constantly strays and breaks the rule, although he tries to focus on it.

Less than 36 points - the ability to act according to the rule is not formed.
Methodology "Graphic dictation".

This technique is used to determine the level of development of a child's arbitrary sphere, as well as to study the possibilities in the field of perceptual and motor organization of space.

The material consists of 4 dictations, the first of which is training.

1. "We begin to draw the first pattern. Put the pencil on the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper, now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right "One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself."

2. "Now put your pencil on the next dot. Ready! Attention! One box up. One box to the right. One box up. One box to the right. One box down. One box to the right. One box down. One box to the right. One box up. One to the right. And now you yourself continue to draw the same pattern. "

3. "Attention! Three cells up. One cell to the right. Two cells down. One cell to the right. Two cells up. One cell to the right. Three cells down. One cell to the right. Two cells up. One cell to the right. Two cells down. One cell to the right. Three squares up. Now continue to draw this pattern yourself."

4. "Put the pencil on the lowest point. Attention! Three cells to the right. One cell up. One cell to the left (the word "left" is emphasized by the voice). Two cells up. Three cells to the right. Two cells down. One cell to the left (the word " left" is voiced again). One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now continue to draw this pattern yourself."

One and a half to two minutes are given for independent execution of each pattern. The total time for the procedure is usually about 15 minutes.

Analysis of results.

Error-free pattern reproduction - 4 points. For 1-2 mistakes put 3 points. For more mistakes - 2 points. If there are more errors than correctly reproduced sections, then 1 point is given.
If there are no correctly reproduced sections, then put 0 points. Three patterns (one training) are evaluated in this way. Based on the received data, the following run levels are possible:

10-12 points - high;
6-9 points - average;
3-5 points - low;
0-2 points - very low.
Method "Encryption"

Target . Identification of the formation of arbitrary regulation of activity (holding the algorithm of activity), the possibilities of distributing and switching attention, working capacity, pace and purposefulness of activity.
The time to complete this task is strictly limited to 2 minutes. After 2 minutes, regardless of the amount of work done, all children should go to task number 5 (drawing). The task of the specialist is to track this moment.
Four empty figures are drawn on the board (square, triangle, circle, rhombus), which, in the process of giving instructions, the specialist fills in with the appropriate signs, the same as in the sample task (the first line of four figures, which is underlined).
This methodological guide provides one of the options for filling in shapes with signs. There may be many such options. In accordance with the requirements of the Pieron-Ruther technique, the figures must be filled with signs that do not repeat the shapes of the figures themselves (for example, there should not be a dot in a circle, and just a line parallel to one of the sides in a square). One (last) figure should always remain empty.
Before the start of the screening, the specialist must appropriately put “marks” in the sample figures of this task in all forms. It is convenient to do this before replicating forms. The labels should be clear, simple enough (cross, tick, dot, etc.) and occupy the middle part of the figure, not approaching its edges.
Instruction . Now turn the sheet over. Look carefully. Figures are drawn here. Each of them has its own icon. Now you will put signs in empty figures. This should be done as follows: in each square, put a dot (accompanied by showing and placing a dot in the middle of the square on the board), in each triangle - a vertical stick (accompanied by showing and placing the corresponding sign in a triangle on the board), in a circle you will draw a horizontal stick ( accompanied by the corresponding display), and the diamond will remain empty. You don't draw anything in it. On your sheet (the specialist shows a sample of filling on the form) it is shown what needs to be drawn. Find it on your sheet (point with your finger, raise your hand, who saw ...).
All figures must be filled in queues , starting from the very first row (accompanied by a hand gesture along the first row of figures from left to right in relation to the children sitting in front of the specialist). Don't rush, be careful. Now take a simple pencil and start working.
The main part of the instruction can be repeated twice: Put your sign in each figure, fill in all the figures in turn.
From this moment, the task execution time (2 minutes) is counted. The instruction is no longer repeated. One can only say: how to fill in the figures is shown on the sample on their form.
The specialist fixes in the observation sheet the features of the task and the nature of the children's behavior. Work lasts no more than 2 minutes. After this time, the teacher asks all the children to stop and stop working: And now everyone put down their pencils and looked at me.
It is important that all children complete the task at the same time, regardless of how much they have done.

"Encryption"

successful the error-free filling of geometric shapes in accordance with the sample for a period of up to 2 minutes is considered (estimate - 5 points ). Your own single correction or single omission of a fillable shape is acceptable. At the same time, the child's graphics do not go beyond the limits of the figure and take into account its symmetry (graphic activity is formed in visual-coordinating components).
One random error (especially at the end, when the child stops referring to the filling standards) or the presence of two independent corrections is assessed as 4.5 points .
With two omissions of filled figures, corrections, or one or two errors in filling out, the quality of the assignment is estimated at 4 points . If the task is completed without errors, but the child does not have time to complete it to the end in the time allotted for this (no more than one line of figures remains blank), the score is also 4 points.
Moderately successful is such an execution when there are not only two gaps in the filled figures, corrections or one or two errors in filling, but also poor graphics of the filling (going beyond the figure, asymmetry of the figure, etc.). In this case, the quality of the task is evaluated in 3 points.
At 3 points the error-free (or with a single error) filling of the figures in accordance with the sample is also evaluated, but the omission of the whole line or part of the line. As well as one or two self-corrections.
Such a performance is considered unsuccessful when, with one or two errors, combined with poor filling graphics and gaps, the child did not manage to complete the entire task in the allotted time (more than half of the last line remains unfilled). This implementation is rated 2 points .
Estimated at 1 point such an embodiment, when there are marks in the figures that do not correspond to the samples, the child is not able to keep the instruction (that is, he begins to fill in all the circles first, then all the squares, etc., and after the teacher’s remark continues to complete the task in the same style). If there are more than two errors (not counting corrections), even if the entire task is completed, it is also given 1 point .
Particular attention should be paid to such performance results when the child does not have time to complete the task in its entirety within the allotted time. This can characterize both a low pace of activity, the difficulty of the task itself, and the child's fatigue (since this task is one of the last).
The rate of completion of this task must be compared (including the observation sheet, where it can be noted whether the child manages to complete tasks simultaneously with other children or each task, even if not standardized in time, he performs more slowly than others) with the rate of completion of other tasks (in particular task number 1). If task number 4 is performed much more slowly than everything else, this indicates a high “price” of such an activity, that is, compensation for difficulties by reducing the pace. But this is precisely the reflection of the child's physiological unpreparedness for regular learning.
If it is impossible to complete the task as a whole (for example, the child started to do, but could not finish even one line, or made several incorrect fillings in different corners and did nothing else, or made many mistakes), an assessment is given 0 points.

A study of the child's self-esteem using the "Ladder" test

The child is shown a drawn ladder with seven steps, where the middle step looks like a platform, and the task is explained. Instruction: “If all the children are seated on this ladder, then good children will be on the top three steps: smart, kind, strong, obedient - the higher the better (they show: “good”, “very good”, “the best”) . And on the bottom three steps there will be bad children - the lower, the worse ("bad", "very bad", "the worst"). On the middle step, children are neither bad nor good. Show me which step you put yourself on. Explain why?" After the child’s answer, he is asked: “Are you really like this or would you like to be like that? Mark who you really are and who you would like to be. “Show me which step your mother would put you on.” A standard set of characteristics is used: "good - bad", "good - evil", "smart - stupid", "strong - weak", "brave - cowardly", "the most diligent - the most careless". The number of characteristics can be reduced. During the examination, it is necessary to take into account how the child performs the task: hesitating, pondering, arguing his choice. If the child does not give any explanation, he should be asked clarifying questions: “Why did you put yourself here? You always like this?" etc. The most characteristic features of the task, characteristic of children with high, adequate and low self-esteem How to complete the task Type of self-assessment 1. Without hesitation, puts himself on the highest step; believes that his mother appreciates him as well; arguing his choice, he refers to the opinion of an adult: “I am good. Good and no more, that's what my mother said. 2. After some thought and hesitation, he puts himself on the highest step, explaining his actions, names some of his shortcomings and mistakes, but explains them by external reasons beyond his control, believes that the assessment of adults in some cases may be somewhat lower his own: “Of course, I'm good, but sometimes I'm lazy. Mom says I'm sloppy." 3. Having considered the task, he puts himself on the 2nd or 3rd step, explains his actions, referring to real situations and achievements, considers that the adult's assessment is the same or slightly lower. 4. Puts himself on the bottom steps, does not explain his choice or refers to the opinion of an adult: "Mom said so." Inadequately high self-esteem Heightened self-esteem Adequate self-esteem Low self-esteem If the child puts himself on the middle step, this may indicate that he either did not understand the task or did not want to complete it. Children with low self-esteem due to high anxiety and self-doubt often refuse to complete the task, answering all questions: “I don’t know.” Children with developmental delay do not understand and do not accept this task, they act at random. Inadequately high self-esteem is characteristic of children of primary and secondary preschool age: they do not see their mistakes, they cannot correctly evaluate themselves, their actions and actions. Self-assessment of children of 6-7 years of age is already becoming more realistic, in familiar situations and habitual activities it approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated. Low self-esteem in preschool children is considered as a deviation in personality development

CONCLUSION

Recently, much attention has been paid in the literature to the issue of identifying children who are not ready for schooling and who have difficulties in school adaptation in the 1st grade. And this problem is still relevant. A child, entering school, must be mature in physiological and social terms, the success of a child's education in school also depends on his psychological maturity. Psychological readiness for learning is a multidimensional concept. It does not provide for individual knowledge and skills, but for a certain set, in which all the main elements must be present. What components lead to this set of "school readiness"? The main components of school maturity are: intellectual, personal, strong-willed, moral readiness. All of these components of school readiness are important in the development of the child. If there is a lack of development of any one component, there is a need for psychological assistance to the child.

Literature

Diagnostic and coordination work of a school psychologist. / Under the editorship of I.V. Dubrovinka / Moscow. 1987

¬ . Features of the mental development of children 6 - 7 years of age. / Under the editorship of D.B. Elkonina, A.L. Wenger / Moscow. 1988

¬ Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation "Primary School" 1999 No. 1 61-63 p.

¬ Readiness for school / Edited by Dubrovina M. 1995 - 289 p.

¬ . Gutkina N.N. Diagnostic program for determining the psychological readiness of children 6-7 years old for schooling "Psychological education" 1997 - 235 p.

¬ Ovcharova R.V. "Practical psychology in elementary school", M. 1999 -261 p.

¬ Wenger L.A. Wenger L.A. "Is your child ready for school?" M. 1994 - 189 p.

Studying the problem of diagnosing the psychological readiness of children for schooling

Introduction

Entering school marks the beginning of a new age period in a child's life - the beginning of primary school age, the leading activity of which is learning. Scientists, teachers and parents make every effort to make schooling not only effective, but also useful, enjoyable, desirable for both children and adults who care about them. Particular attention is paid to the mental health of students, the harmonious development of their personality. These trends are clearly visible in the formation of new areas of psychological science: practical child psychology, school psychology, and the preventive direction of child and adolescent medical psychology.

Many new teaching technologies, concepts of the content of education, ideas of new schools are based today on the creation of a humane developmental environment in which the personality of the child is formed most fully and freely for the benefit of society. But not all children entering school are ready for learning, ready to accept a new role - the role of a student - which the new society offers him - the school environment.

The concept of “psychological readiness of a child for schooling” was first proposed by A.N. Leontiev in 1948. Among the components of intellectual, personal readiness, he singled out such an essential component of this readiness as the development in children of the ability to control their behavior.

L.I. Bozhovich expanded the concept of the child's personal readiness, which is expressed in his attitude to schooling, the teacher, learning as an activity.

To date, it is generally recognized that readiness for schooling is a multicomponent education that requires complex psychological research.

Currently, most authors present a child's readiness for school as a combination of his personal qualities, knowledge, skills and abilities necessary for learning. In addition, the importance of another side of the child's readiness for school, the so-called "social-psychological" or communicative, is emphasized, manifested in the adequacy of the child's relations with peers and adults - parents and teachers.

The problem of a child's readiness to study at school is quite acute for teachers, psychologists, doctors and parents. In our work, we explore this problem and the features of diagnosing a child's readiness for schooling.

The purpose of our study is to study the problem of diagnosing the psychological readiness of children for schooling.

Object of study:

Psychological readiness of the child for schooling.

Subject of study:

Diagnostics of the child's psychological readiness for schooling.

Analyze theoretical sources for understanding the psychological readiness of the child for schooling.

To analyze the features of the diagnostic criteria for the psychological readiness of the child for school.

To study the psychological characteristics of children of senior preschool age

Conduct an experimental study of the problem of diagnosing a child's psychological readiness for schooling and analyze the results obtained.

To select diagnostic methods of a child's psychological readiness for school.

Hypothesis:

Based on the obvious significance of diagnosing a child's psychological readiness for schooling, we can assume that the higher this readiness, the higher the level of school adaptation and motivation of first grade students.

The relevance of research:

The available empirical data concerning the psychological readiness of 6–7-year-old children to study at school show that the majority - from 50% to 80% - of children in one way or another are not yet fully prepared for schooling and the full assimilation of the existing elementary school programs. Many, being ready for learning in their physical age, are at the level of a preschool child in their psychological development, that is, within the boundaries of 5–6 years of age.

An adequate and timely determination of the level of psychological readiness for school will make it possible to take appropriate steps for the successful adaptation of the child in a new environment for him and prevent the appearance of school failure.

The research methods were:

Analysis of psychological and pedagogical literature.

observation.

Expert conversation.

Questioning.

Testing

The first chapter discusses various approaches to the concept of children's psychological readiness for schooling in the works of modern psychologists.

In the second chapter, we turn to such concepts as “school environment” and “diagnosis”, consider the psychological and age characteristics of preschool children and the features of diagnostic criteria for their readiness to study at school.

The third chapter is devoted pilot study psychological readiness of children for schooling, where we show the need for a comprehensive diagnosis of the psychological readiness of a child for school in the light of the concept of student-centered learning.

The study was conducted on the basis of kindergarten No. 459 and school No. 96, Dzerzhinsky district.

The study involved children in the preparatory school group, 6 girls and 10 boys. And the same kids in first grade.

School environment, new society of relations

The concept of "school environment"

The school educational environment is a relatively new concept that has entered the thesaurus of educational psychology only in the last decade. Its content cannot be considered unambiguously defined and established, and below we will discuss different approaches and points of view on the problem. educational environment and its characteristics.

In the educational space that forms the personality, the leading role is given to the school as an obligatory social institution of the state, which forms the basic foundations of knowledge, lays the moral guidelines for attitudes towards life, man, the world around, the state, people, nature, and oneself.

The school environment is an upbringing and educational space, which, in accordance with the state program, ensures the intellectual, physical, mental, civil, moral formation and development of the emerging personality of students.

Before the reforms of recent years, the school in our country was an organization with rigidly set tasks and means of solving them. The vast majority of schools worked according to uniform programs and textbooks and used uniform evaluation criteria. But even within this framework, schools differed significantly from one another in the way they organize their activities, the effectiveness of educational influences, the style of relations between teachers and students, the rigidity of the requirements that are placed on children, and many other characteristics of their “inner life”. Why did pre-reform pedagogy not experience an acute need for concepts that holistically characterize the educational process? It can be assumed that the reason lies in the very specifics of the tasks that society set for the school - education (in very specific categories of knowledge, skills and habits) and education (in absolutely abstract, unmeasurable categories). To assess the effectiveness of solving these problems by the school, it is enough to analyze the results control works and classroom themes. And all the other meaningful characteristics of the internal life of the school in the light of the solution of these problems seem to be insignificant.

In the process of reforms in recent years, the situation in school education changed radically. Currently, experimentation in the field of primary and secondary education is represented by a wide variety of areas: author's programs and textbooks, level differentiation of educational content and differentiation of children according to abilities, innovative pedagogical technologies, individual and group forms organizing the learning process, changing the system of assessment and assessment, etc. Thus, schools acquired greater freedom and independence, while the number and variety of internal tasks that each particular school was able to set for itself and solve by various means increased. The social order has also changed - the task of developing the child as the main result and the main value of educational influences has received “official” recognition. And the absence of a direct connection and dependence of the developmental effect and the quality of subject education has the opportunity to observe every psychologist who works experimentally or practically at school. Therefore, it is obvious that traditional pedagogical criteria are not enough to assess the effectiveness of the school's solution of the developmental task.

"Educational environment", as it is presented in modern psychological literature - a comprehensive analysis of all educational influences in their specific manifestation and combination, characteristic of a particular school.

In most foreign studies, the educational environment is described in terms of the "efficiency of the school" as a social system - the emotional climate, personal well-being, the characteristics of the microculture, the quality of the educational process.

An analysis of the educational environment at the level of social interactions suggests that there is no predetermined combination of indicators that would quantify a more or less “effective” school, since each school is unique and at the same time is a “splinter of society”.

V. Slobodchikov's approach is also based on the cultural and social context. The researcher, on the one hand, inscribes the educational environment in the mechanisms of the child's development, thus determining its purposeful and functional purpose, and on the other hand, highlights its origins in the objectivity of the culture of society: "These two poles - the objectivity of culture and the inner world, the essential forces of man - in their mutual positing in the educational process, they just set the boundaries of the content of the educational environment and its composition.

From the point of view of American researchers, a more significant factor in school effectiveness is the organizational one, which ensures the solidarity of teachers' ideas about their professional duty, their ability to link personal pedagogical philosophies, both with colleagues and students, and support for the autonomous initiative of teachers by the school administration.

V. Panov in the study of the educational environment focuses on the "technological" level of its implementation and evaluation. At the same time, he uses the algorithm of “essential indicators” identified by V.V. Davydov:

• certain psychological neoplasms correspond to each age;
• training is built on the basis of leading activities;
• interrelations with other activities have been developed and are being implemented;
• in the methodological support of the educational process there is a system of developments that guarantee the achievement necessary development psychological neoplasms and allowing to diagnose the level of the process.

The authors who develop this problem introduce a variety of criteria for describing the educational environment. Here are the most commonly used ones: democracy - authoritarian relations, activity - passivity of students, creative - reproductive nature of knowledge transfer, narrowness - richness of cultural content, etc. The axes connecting the extreme positions are used as coordinates when constructing spaces of educational environments.

V.V. Rubtsov and I.M. Ulanovskaya believe that the content characteristics of the educational environment of the school are determined by the internal tasks that a particular school sets for itself. And it is the set and hierarchy of these tasks that determine the external (observable and fixable) characteristics of the educational environment.

These include the criteria presented above: substantive (the level and quality of cultural content), procedural (communication style, level of activity), and productive (developing effect).

Research results obtained by domestic scientists modern schools showed the following:

1. The internal tasks that a particular school sets for itself, as a rule, are within the framework of solving the general social tasks of the school, i.e. those tasks that are set by society for any school as social institution. This is the task of the full and effective development of the child, as well as more specific tasks of education and upbringing.

2. The internal tasks that a particular school sets for itself, as a rule, concretize the general task, narrow it down to a more specific one and therefore easier to achieve. In the process of such concretization (adaptation of the general task to the conditions and possibilities of a particular school), a wide variety of internal tasks arise. For example, the general task of development is reduced exclusively to its intellectual aspects. Or the general educational task is replaced by the severity of disciplinary requirements. The general educational task can be reduced to a general “coaching” for tests. The means by which the school solves its internal problems and determine the specific features of the educational environment of a particular school.

3. In schools with different internal tasks, qualitative differences were revealed in all essential characteristics of the educational environment: content (subject level of educational content), procedural (style and intensity of communication, level of activity), and productive (developing effect).

4. The internal tasks that the school sets and solves in its activities are by no means always realized by the participants in the educational process themselves. Studies show that often the administration and the teaching staff are not aware of what educational tasks their real efforts are aimed at, therefore the goals they declare do not correspond to the means they use in their work.

Taking into account the approaches presented in the literature, as well as the data obtained in the study, we can say that the school environment is a holistic qualitative characteristic of the inner life of the school, which:

- is determined by those specific tasks that the school sets and solves in its activities;

- is manifested in the choice of means by which these tasks are solved (the means include the curricula chosen by the school, the organization of work in the classroom, the type of interaction between teachers and students, the quality of grades, the style of informal relations between children, the organization of extracurricular school life, material and technical equipment schools, design of classrooms and corridors, etc.);

Features of attention

To be attentive, you need to have well-developed properties of attention - concentration, stability, volume, distribution and switching.

Concentration is the degree of concentration on the same subject, the object of activity.

Sustainability is a characteristic of attention over time. It is determined by the duration of maintaining attention on the same object or the same task.

The amount of attention is the number of objects that a person is able to perceive, cover at a single presentation. By the age of 6-7, a child can perceive up to 3 objects at the same time with sufficient detail.

Distribution is a property of attention that manifests itself in the process of activity that requires performing not one, but several actions at the same time, for example, listening to the teacher and at the same time recording some fragments of the explanation in writing.

Switching attention is the speed of moving the focus of attention from one object to another, the transition from one type of activity to another. Such a transition is always associated with an effort of will. The higher the degree of concentration of attention on one activity, the more difficult it is to switch to another.

At the age of 5-7 years, the child should develop the ability to keep attention on the same object (or task) for as long as possible, as well as quickly switch attention from one object to another. In addition, in order for the baby to become more attentive, it is necessary to teach him to subordinate his attention to a consciously set goal (or the requirements of activity) and to notice subtle, but essential properties in objects and phenomena.

Let's take a closer look at these abilities:

1. Stability and concentration of attention.

The longer the child can keep his attention on the task, the deeper he can penetrate into its essence, and the more opportunities he has to solve it. At the age of 5, the stability and concentration of the child's attention is still very low. By the age of 6-7, it increases significantly, but still remains poorly developed. It is still difficult for children to concentrate on monotonous and unattractive activities for them, while in the process of an emotionally colored game they can remain attentive for a long time. This feature of the attention of six-year-olds is one of the reasons why classes with them cannot be based on tasks that require constant, strong-willed efforts. At the same time, the child must gradually develop the ability to make such efforts, and in particular, in the course of solving intellectual problems. The stability of attention is significantly increased if the child actively interacts with the object, for example, looks at it and studies it, and not just looks. With a high concentration of attention, the child notices much more in objects and phenomena than in the normal state of consciousness. And with insufficiently concentrated attention, his consciousness, as it were, glides over objects, without dwelling on any of them for a long time. As a result, impressions are vague and indistinct.

2. Switching attention.

The ability to switch attention is important in the child's play and learning activities. The inability to quickly switch attention can lead children to difficulties when it is necessary, for example, to move from a game to learning task or reading a book, consistently follow certain instructions from an adult, when solving a problem, perform various mental actions in a given sequence. In these cases, it is usually said that such children are absent-minded. They are focused or strongly engrossed in one activity and cannot quickly switch to another. This is often observed in children with an inert, phlegmatic type of temperament. However, it is possible to increase the switching performance by special training.

3. Observation.

Observation is one of the important components of human intelligence. The first distinguishing feature of observation is that it manifests itself as a result of internal mental activity, when a person tries to cognize, study an object on his own initiative, and not on instructions from outside. The second feature of observation is closely related to memory and thinking. In order to notice subtle but significant details in objects, you need to remember a lot about similar objects, as well as be able to compare and highlight their common and distinctive features. Preschoolers already notice a lot, and this helps them to learn the world. However, a higher level of observation still needs to be studied and studied. The training of this ability should be carried out in close connection with the development of memory and thinking, and also simultaneously with the formation of the cognitive needs of the child, the elementary form of manifestation of which is curiosity and inquisitiveness.

Memory Features

With the help of memory, the child acquires knowledge about the world around him and about himself, masters the norms of behavior, acquires various skills and abilities. The child usually does not set himself the goal of remembering anything; the information that comes to him is remembered as if by itself. True, not any information: it is easy to remember what attracts with its brightness, unusualness, what makes the greatest impression, what is interesting.

In memory, there are such processes as memorization, preservation, reproduction and forgetting. Depending on the purpose of the activity, memory is divided into involuntary and arbitrary. Depending on the characteristics of the material that is remembered and reproduced, there are also figurative and verbal-logical memory. According to the duration of memorization and preservation of material, memory is also divided into short-term and long-term. In addition, operative memory is also allocated, which serves the activity directly carried out by a person and uses information from both short-term and long-term memory.

It is believed that the 5th year of life is, on average, the beginning of a period of more or less satisfactory memorization, since it is from this year that childhood impressions are quite systematized and remain for life. Early childhood memories tend to be fragmentary, scattered, and few in number.

By the age of 6, an important neoplasm appears in the child's psyche - he develops arbitrary memory. Children turn to voluntary memorization and reproduction in relatively rare cases when such a need arises directly in their activity or when adults require it. At the same time, it is this type of memory that will play the most important role in the upcoming schooling, since the tasks that arise in the process of such learning, as a rule, require setting a special goal to remember. In order for them to be remembered involuntarily, he will need to make conscious volitional efforts to memorize and use certain techniques. And this can and should be learned in advance.

In a child of 5-7 years old, it is possible and necessary to develop all types of memory - figurative and verbal-logical, short-term, long-term and operational. However, the main emphasis should be placed on the development of the arbitrariness of the processes of memorization and reproduction, since the development of these processes, as well as arbitrary forms of the psyche in general, is one of the most important prerequisites for the readiness of children to study at school.

Features of the imagination

Imagination is the process of building an image of a product of activity even before its occurrence, as well as creating a program of behavior in cases where a problem situation is characterized by uncertainty.

The peculiarity of imagination is that it allows you to make a decision and find a way out in a problem situation, even in the absence of knowledge, which in such cases is necessary for thinking. Fantasy (a synonym for the concept of "imagination") allows you to "jump over" some stages of thinking and imagine the final result.

Distinguish between passive and active imagination.

Passive is called imagination, which arises "by itself", without setting a special goal.

Active imagination is aimed at solving certain problems. Depending on the nature of these tasks, it is divided into reproductive (or recreative) and productive (or creative).

Reproductive imagination is different in that it creates images that match the description. For example, when reading literature, when studying a map of the area or historical descriptions, the imagination recreates what is displayed in these books, maps, stories. When images of objects are recreated, for which spatial characteristics are important, they also talk about spatial imagination.

Productive imagination, in contrast to the recreative one, involves the independent creation of new images that are realized in original and valuable products of activity. Productive imagination is an essential element of creative activity.

Psychological research shows that a child's imagination develops gradually, as he accumulates certain experience. All images of the imagination, no matter how bizarre, are based on the ideas and impressions that we receive in real life. In other words, the greater and more varied our experience, the greater the potential of our imagination. That is why the imagination of a child is poorer than that of an adult. He has more limited life experience and therefore less fantasy material. Less diverse are the combinations of images that he builds.

The imagination of a child must be developed from childhood, and the most sensitive, “sensitive” period for such development is preschool age. “Imagination,” as psychologist Dyachenko O.M. wrote, who studied this function in detail, “is like that sensitive musical instrument, the mastery of which opens up the possibility of self-expression, requires the child to find and fulfill his own plans and desires.”

Imagination can creatively transform reality, its images are flexible, mobile, and their combinations allow us to give new and unexpected results. In this regard, the development of this mental function is also the basis for improving the creative abilities of the child. Unlike the creative imagination of an adult, the child's fantasy does not participate in the creation of social products of labor. She participates in creativity “for herself”, there are no requirements for realizability and productivity. At the same time, it is of great importance for the development of the very actions of the imagination, preparation for the upcoming creativity in the future.

For a child, the main activity in which his creativity is manifested is play. But the game not only creates the conditions for such a manifestation. As psychologists' research shows, it greatly contributes (stimulates) the development of the child's creative abilities. In the very nature of children's games, there are opportunities for developing flexibility and originality of thinking, the ability to concretize and develop both their own ideas and the proposals of other children.

Another extremely important advantage of gaming activity is the internal nature of its motivation. Children play because they enjoy the gameplay itself. And adults can only use this natural need to gradually involve children in more complex and creative forms of play activity. At the same time, it is very important to keep in mind that in the development of creative abilities in children, the process itself, experimentation, and not the desire to achieve any specific result of the game, is more important.

conclusions

In the course of the study, we found that the presence or absence of neuropathology has a special influence on the perception and behavior of the child. This affects mainly the self-control and academic performance of the child. At chronic failure self-esteem decreases, (often inadequate) psychological defense mechanisms are activated. The child does not adapt at school, the motivation for learning is not formed.

In this situation, there were children who quite successfully cope with tasks in small groups (5-6 people each), but, once in a class with more than 25 students (1A - 28, 1B - 30, 1C - 28), such children are lost, unable to concentrate. Their attention, being the field, does not reach the teacher, and the entire learning process is reduced to attracting the attention of the student and disciplinary measures.

Thus, we see that with a high readiness for learning, a child does not always have a high level of school adaptation and learning motivation (54.5 - 26.7) and vice versa, with an average level of readiness for school - a high level of adaptation (36.4 - 83.3).

Especially it is necessary to pay attention to children with a high level of psychological readiness for school, with a low level of school adaptation and maladjusted. This discrepancy may be due to several independent variables:

• neurological pathologies of various etiologies;
• the personality of the teacher (children from the same group study in different classes);
• insufficiently versatile and demonstrative diagnostics of psychological readiness for schooling (for example, a school psychologist noted a violation of phonemic hearing and dyslexia in two children, one child has significantly reduced memory, there are minor speech therapy problems, which was not detected during the initial diagnosis).

Nevertheless, in general, according to the results of our research, we can conclude that with normal psychophysiological development, a child well prepared for school adapts faster, has a pronounced motivation for learning, and quite easily masters the training program.

Psychological readiness for schooling is determined, first of all, to identify children who are not ready for schooling, in order to conduct developmental work with them aimed at preventing school failure and maladaptation.

When conducting a psychological diagnosis of readiness for schooling, it is necessary to take into account not only the level of development of thinking - visual-motor coordination, verbal-logical thinking, orientation in the outside world, imagination and knowledge of colors.

With the current level of development of information technology, the possibility of using computer games children score higher on some tests than they did a few years ago. Therefore, it is necessary to study the concentration of attention at a higher level, and it is also necessary to study the productivity, stability, switching, volume and distribution of attention.

Be sure to examine the amount of short-term memory and the level of speech development. It is necessary to know the development of school-significant psychophysiological functions of the child (phonemic hearing, articulatory apparatus, small muscles of the hand, spatial orientation, coordination of movements, bodily dexterity).

It is also necessary to investigate the level of formation of intellectual skills (analysis, comparison, generalization, establishment of patterns).

By the method of observation and conversation, determine the desire to study at school, academic motivation and the ability to communicate, behave appropriately and respond to the situation.

It is advisable to carry out developmental work with children in need in development groups. In these groups, a program that develops the psyche of children is being implemented. There is no special task to teach children to count, write, read. The main task is to bring the psychological development of the child to the level of readiness for school. The main emphasis in the development group is divided on the motivational development of the child, namely the development of cognitive interest and learning motivation. The task of an adult is to first awaken in a child a desire to learn something new, and only then begin work on the development of higher psychological functions.

Conclusion

Under the psychological readiness for school education is understood the necessary and sufficient level of mental development of the child for mastering the school curriculum in the conditions of learning in a peer group. The psychological readiness of the child for schooling is one of the most important outcomes of mental development during preschool childhood.

The high demands of life on the organization of education and training make it necessary to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life. In this sense, the problem of readiness of preschoolers to study at school is of particular importance. Determining the goals and principles of organizing training and education in preschool institutions is connected with its solution. At the same time, the success of the subsequent education of children in school depends on its decision.

The main goal of determining the psychological readiness for schooling is the prevention of school maladaptation. To successfully achieve this goal, various classes have recently been created, the task of which is to implement an individual approach to teaching in relation to children, both ready and not ready for school, in order to avoid school maladaptation.

In our work, we investigated the problem of diagnosing the psychological readiness of children for schooling. We found that in this particular case there is no close interdependence between a high level of readiness for school and school adaptation - many external, objective and subjective factors have a great influence on the process of a child's adaptation at school and his development in a modern school environment. However, we cannot deny the fact that the better the readiness for school, the faster and more successfully the child adapts to school.

Preparing children for school is a complex task, covering all spheres of a child's life. Psychological readiness for school is only one of the aspects of this task, but within this aspect there are different approaches:

1. Research aimed at developing in preschool children certain skills and abilities necessary for schooling.

2. Study of neoplasms and changes in the child's psyche.

3. Study of the genesis of individual components of educational activity and identification of ways of their formation.

4. The study of the child's ability to consciously subordinate his actions to the given one while consistently following the verbal instructions of an adult. This skill is associated with the ability to master the general way of fulfilling the verbal instructions of an adult.

Determining the psychological readiness for schooling, a practical child psychologist must clearly understand why he is doing this. The following goals can be identified to follow when diagnosing school readiness:

1. understanding the features psychological development children in order to determine an individual approach to them in the educational process.

2. identifying children who are not ready for schooling in order to conduct developmental work with them aimed at preventing school failure.

3. distribution of future first-graders into classes in accordance with their "zone of proximal development", which will allow each child to develop in the optimal mode for him.

4. Postponing for one year the start of education for children who are not ready for school

learning (possible only in relation to children of six years of age).

Based on the results of the diagnostic examination, special groups and development classes can be created in which the child will be able to prepare for the start of systematic schooling.

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