Components of psychological readiness for schooling. Components of a child's psychological readiness for school

In modern psychological and pedagogical literature A. V. Zaporozhets, L. A. Venger, G. M. Lyakina, G. G. Petrochenko, T. V. Uruntaeva and others, the concept of readiness is defined as a multifaceted development of the child’s personality and is considered in interrelated aspects: as "general, psychological readiness" and as "special readiness" to study at school. The general readiness for school acts as the most important result of the long-term, purposeful educational work of the kindergarten for the comprehensive education of preschoolers.

The general readiness for school is expressed in the achievement by the time the child enters school of such a level of mental, moral, volitional, aesthetic and physical development, which creates the necessary basis for the active entry of the child into the new conditions of schooling and conscious assimilation of educational material. General readiness is characterized by a certain level of mental development, which the child reaches by the time of the transition to schooling. The concept of psychological readiness summarizes the most important qualitative indicators of the mental development of a child entering grade I from the standpoint of successful schooling.

All components of the child's psychological readiness for school provide the psychological prerequisites for the inclusion of the child in the class team, the conscious, active assimilation of educational material at school, and the fulfillment of a wide range of school duties.

Under the psychological readiness for schooling is also understood the necessary and sufficient level of mental development of the child for the development of the school curriculum in the conditions of learning in a group of peers. The necessary and sufficient level of actual development should be such that the training program falls into the "zone of proximal development" of the child. The "zone of proximal development" is defined by what a child can achieve in cooperation with an adult. Collaboration is understood very broadly: from a leading question to a direct demonstration of a solution to a problem.

If the current level of a child's mental development is such that his "zone of proximal development" is lower than that required for mastering the curriculum at school, then the child is considered psychologically unprepared for schooling, because as a result of the discrepancy between his "zone of proximal development" required, he does not can learn the program material and immediately falls into the category of lagging students.

In Russian psychology, the theoretical study of the problem of psychological readiness for school is based on the works of L. S. Vygotsky. So, L. I. Bozhovich singled out several parameters of the child’s mental development that most significantly affect the success of schooling: a certain level of the child’s motivational development, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere. The motivational plan was recognized as the most important.

A child ready for school wants to learn, both because he already has a need to take a certain position in human society, namely, a position that opens access to the world of adulthood (the social motive for learning), and because he has a cognitive need that he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called the internal position of the schoolchild (8.67). L. I. Bozhovich attached great importance to this neoplasm, believing that the inner position of a schoolchild can act as a criterion for readiness for schooling. It should be noted that it is the school that is the link between childhood and adulthood. And if attending preschool institutions is optional, then school attendance is strictly mandatory, and children, reaching school age, understand that school gives them access to adulthood. Hence, there is a desire to go to school in order to take a new place in the system of social relations. This, as a rule, explains the fact that children do not want to study at home, but want to study at school: it is not enough for them to satisfy only a cognitive need, they still need to satisfy the need for a new social status, which they receive by being included in the educational process as a serious activity. leading to a result that is important both for the child and for the adults around him.

The “internal position of the student”, which occurs at the turn of preschool and primary school age, allows the child to be included in the educational process as a subject of activity, which is expressed in the conscious formation and implementation of intentions and goals, or, in other words, the student’s arbitrary behavior.

D. B. Elkonin believed that voluntary behavior is born in a collective role-playing game, which allows the child to rise to a higher level of development than playing alone. The collective corrects violations in imitation of the intended model, while it is still very difficult for the child to independently exercise such control.

There are other approaches to determining the psychological readiness of children for school, when, for example, the main emphasis is on the role of communication in the development of the child.

There are three areas: attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity (6.90).

It should be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, although this is also an important factor, but on the level of development of intellectual processes, "... the child must be able to highlight the essential in the phenomena of the environment reality, to be able to compare them, to see similarities and differences; he must learn to reason, find the causes of phenomena, draw conclusions" (6.93). For successful learning, the child must be able to highlight the subject of his knowledge.

In addition to these components of psychological readiness for school, is there an additional one? speech development. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, that is, he must have developed phonemic hearing.

Special readiness for school is a necessary addition to the general, psychological readiness of the child for schooling. It is determined by the presence of the child's special knowledge, skills and abilities that are necessary for the study of such subjects as mathematics and the Russian language. The intensive work carried out in the kindergarten on the formation of elementary mathematical concepts in children, on the development of speech and preparation for mastering literacy, provides the necessary level of special readiness for children to study at school.

Moral-volitional readiness to study at school is expressed in the achievement by the end of preschool childhood of a child of such a level of development of moral behavior, will, moral feelings and consciousness, which allows him to actively take a new social position and build his relationship with the teacher and classmates on a moral basis. . The content of moral and volitional readiness for school is determined by those requirements for the personality and behavior of the child, which are determined by the position of the student. These requirements literally from the first days of schooling put the student in front of the need to independently and responsibly fulfill their educational duties, to be organized and disciplined, to arbitrarily manage their behavior and activities, to strictly observe the rules of a culture of behavior in relationships with the teacher and students, to carefully and carefully treat school students. accessories. Preparation for the fulfillment of these high requirements is promisingly carried out in the process of long-term, purposeful educational work with preschoolers in kindergarten and in the family.

Moral-volitional readiness is manifested in a certain level of development of the personal behavior of an older preschooler. Indicative in this regard is the child's ability to arbitrarily control his behavior, which develops during preschool age: the ability to consciously follow the rules or requirements of the educator, inhibit affective urges, persevere in achieving the goal, the ability to complete the necessary work, despite the attractive, but distracting from goals, etc. The basis for the development of the arbitrariness of the behavior of the future student is formed by the end of preschool age, the hierarchy of motives, their subordination. The subordination of motives is connected with an effort of will, with a conscious overcoming by an older preschooler of his momentary desires for the sake of a morally significant goal. Naturally, at preschool age, the child's behavior is not yet distinguished by a constantly high degree of arbitrariness, but it is important that during this period a mechanism of voluntary behavior is formed that ensures the transition to a new type of behavior at school. Significant for the formation of moral and volitional readiness for school are also such features of the personal behavior of an older preschooler as independence, organization and discipline.

Closely related to independence, organization and discipline of behavior are expressed in the purposefulness of the child's behavior, in the ability to consciously organize their activities in accordance with the rules adopted in kindergarten, in the ability to achieve the result of activities and control it, to coordinate their behavior with the actions of other children, to feel personal responsibility for your actions. The presence of these traits in the behavior of older preschoolers confirms the formation of moral and volitional readiness for school.

Moral-volitional readiness for school is also characterized by a certain level of development of the child's moral feelings and consciousness. The most indicative in this regard are the understanding by children of the social significance of moral behavior, the development of the ability to self-evaluate their actions, the formation of a sense of responsibility, justice, the foundations of humanistic and elements of civic feelings. Developing moral feelings and elements of moral self-awareness ensure the child's emotional "acceptance" of a new socio-psychological position of the student, understanding the importance of fulfilling school duties. They constitute the fundamental basis for the subsequent formation in students of a sense of personal responsibility for their educational work in front of loved ones and the whole country.

The composition of moral-volitional readiness also includes a set of qualities that express the attitude of a preschooler to work. This is a desire to work, a sense of satisfaction from a job well and accurately done, respect for the work of others, mastering the necessary labor skills. For the future student, the skills of self-service work are of particular importance? the ability to dress neatly on their own, monitor the condition of their belongings, school supplies, the ability to eliminate individual problems in clothes and shoes without a reminder from the outside (sew on a button, wash a handkerchief, clean shoes, etc.).

Thus, the moral-volitional readiness of the child for school acts as a certain result of his moral-volitional development in the first seven years of life. It covers the most important traits of a child's personality and behavior from the point of view of schooling, which together constitute the necessary prerequisites for the child's adaptation to school conditions, the responsible fulfillment of new duties, and the formation of a moral attitude towards the teacher and students. Moral-volitional readiness is inextricably linked with the intellectual and physical readiness of the child for schooling.

The first days of school are difficult for all children. An unusual mode, trying to complete the teacher's tasks as best and as quickly as possible can even cause a child to lose weight. Children get used to school in very different ways. Some adapt already during the first quarter and successfully study without compromising their health. For other children, the process of getting used to school is delayed for a longer time, often for the entire academic year.

The ability to reduce high motor activity for a certain time, the ability to maintain a working posture are very important. And for the development of writing and drawing, the development of small muscles of the hand, coordination of finger movements are necessary.

Personal readiness also implies a certain attitude towards oneself. To master learning activities, it is important that the child is able to adequately relate to the result of his work, to evaluate his behavior. If the child's self-esteem is overestimated and not differentiated, which is typical for a preschooler (he is sure that he is "the best", that his drawings, crafts, etc. are "the best"), it is wrong to talk about personal readiness for school.

With admission to school, the child begins the systematic study of science. It requires a certain level of cognitive development. The child must be able to take a point of view different from his own in order to acquire objective knowledge about the world that does not coincide with his immediate worldly ideas. He must be able to distinguish in the subject of its individual aspects, which is an indispensable condition for the transition to subject-based learning.

Intellectual readiness also implies the presence of a child's mental activity, rather broad cognitive interests, and the desire to learn something new.

Psychological readiness for school? this is a complex formation, which is an integral system of interrelated qualities: motivation features, the formation of mechanisms for arbitrary regulation of actions, a sufficient level of cognitive, intellectual and speech development, a certain type of relationship with adults and peers, etc. The development of all these qualities in their unity to a certain level, capable of ensuring the development of the school curriculum, and constitutes the content of psychological readiness for school.

In the structure of the psychological concept of “readiness for school”, it is accepted
highlight components personal readiness, intellectual

readiness and socio-psychological readiness. These aspects are important both for the child's educational activity to be successful and for his speedy adaptation to new conditions, painless entry into a new system of relationships.

Intellectual readiness- the presence of a child horizons, stock specific knowledge, required level of development cognitive processes: memory, thinking, imagination. Intellectual readiness also implies appropriate speech development, the formation of the child's primary skills in the field of educational activities in particular, the ability to highlight the learning task.

Cognitive readiness- the development of cognitive processes: perception, attention, imagination, memory, thinking and speech.

Development perception manifested in its selectivity, meaningfulness, objectivity and a high level of formation of perceptual actions.

Attention children by the time they enter school should become arbitrary, possessing the necessary volume, stability, distribution, and switchability. The difficulties that children encounter in practice at the beginning of schooling are connected precisely with the lack of attention development, it is necessary to take care of its improvement in the first place, preparing the preschooler for learning.

In order for a child to learn well the school curriculum, it is necessary that his memory became arbitrary so that the child has various effective means for memorizing, preserving and reproducing educational material.

Almost all children, playing a lot and variously at preschool age, have a well-developed and rich imagination. The main problems that arise at the beginning of learning relate to the connection of imagination and attention, the ability to regulate figurative representations through voluntary attention, as well as the assimilation of abstract concepts that are difficult for a child to imagine and represent.

Intellectual readiness for schooling is associated with the development of thought processes. When entering school thinking should be developed and presented in all three main forms: visual-effective, visual-figurative and verbal-logical.

The child should have a certain breadth of ideas, including figurative and spatial ones. The level of development of verbal-logical thinking should allow the child to generalize, compare objects, classify them, highlight essential features, determine cause-and-effect relationships, and draw conclusions.

Kuraev G.A., Pozharskaya E.N. Age-related psychology. Lecture 7

In practice, we often encounter a situation where, having the ability to solve problems well in a visual-active plan, a child copes with them with great difficulty when these tasks are presented in a figurative and, even more so, verbal-logical form. It also happens vice versa: a child can reason tolerably, has a rich imagination, figurative memory, but is not able to successfully solve practical problems due to insufficient development of motor skills and abilities.

To such individual differences in cognitive processes it is necessary to take it calmly, since they express not so much the general underdevelopment of the child as his individuality, manifested in the fact that the child can dominate one of the types of perception of the surrounding reality: practical, figurative or logical. In the initial period of educational work with such children, one should rely on those aspects of cognitive processes that are most developed in them, not forgetting, of course, the need for parallel improvement of the rest.

Speech readiness children to learning is manifested in their ability to use the word for arbitrary behavior management and cognitive processes. Equally important is the development of speech as means of communication and background to assimilation of the letter. This function of speech should be given special care during middle and senior preschool childhood, since the development of written speech significantly determines the progress of the child's intellectual development.

Personal readiness children to learning implies that the child has a pronounced interest in learning , to the acquisition of knowledge, skills and abilities, to obtaining new information about the world around. Ready for schooling is a child whom the school attracts not with external attributes, but with the opportunity to acquire new knowledge, which involves the development of cognitive interests.

Speaking of motivational readiness children to learning, one should keep in mind the need to achieve success, the corresponding self-esteem and level of claims. The need to achieve success in a child should dominate over the fear of failure. In learning, communication and practical activities that involve competition with other people, children should show as little anxiety as possible. It is important that their self-assessment is adequate, and the level of claims is consistent with the real opportunities available to the child.

Kuraev G.A., Pozharskaya E.N. Age-related psychology. Lecture 7

School conditions require a child to have a certain level arbitrariness of actions , the ability to organize their motor activity, act in accordance with the instructions of an adult. The future student needs to arbitrarily control not only his behavior, but also cognitive activity, the emotional sphere.

Personal readiness for school also includes a certain attitude towards yourself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development self-awareness. Student self-esteem should not be overestimated and undifferentiated. If a child declares that he is “good”, his drawing is “the best” and the craft is “the best” (which is typical for a preschooler), one cannot speak of personal readiness for learning.

Socio-psychological readiness- child's skills social communication , the ability to establish relationships with other children, the ability to enter the children's society, to yield and defend themselves. The child must be able to coordinate his actions with his peers, regulating his actions on the basis of the assimilation of social norms of behavior.

Important for success in learning are communicative character traits of the child , in particular, his sociability, contact, responsiveness and complaisance, as well as strong-willed personality traits: perseverance, purposefulness, perseverance, etc.

For a child entering school, it is important relationship with the teacher , peers and yourself. At the end of preschool age, such a form of communication between the child and adults should take shape, as extra-situational-personal communication(according to M.I. Lisina). An adult becomes an indisputable authority, a role model. His demands are fulfilled, they are not offended by his remarks, on the contrary, they try to correct mistakes, redo incorrectly performed work. With such an ability to treat an adult and his actions as a standard, children adequately perceive the position of the teacher, his professional role.

Kuraev G.A., Pozharskaya E.N. Age-related psychology. Lecture 7

The class-lesson system of education presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children . Learning activity is essentially a collective activity. Students should learn business communication with each other, the ability to successfully interact by performing joint learning activities. A new form of communication with peers takes shape at the very beginning of schooling. Everything is difficult for a small student - from the simple ability to listen to the answer of a classmate and ending with the evaluation of the results of his actions, even if the child had a lot of preschool experience in group classes. Such communication cannot arise without a certain basis.

To imagine the level at which children can interact with each other, consider the experimental data of E.E. Kravtsova. Two 6-year-old children received a large board - a game panel - with a labyrinth, at opposite ends of which there were two toy garages. Each garage had a car that matched the color of another garage "owned" by another child. The children were given the task to lead their cars through the maze and put each one in a garage of the same color as it. This problem could be solved only if the actions of the participants in the game were coordinated.

How did the children behave in this situation? Some of them, forgetting about the task, just played - buzzed, drove cars through the maze, jumping over barriers - and did not pay attention to their partner in the game. Other children paid attention to the actions of a peer, for example, as a role model, but they did not have a genuine interaction. Some tried to negotiate with each other in difficult moments; the collision of cars in the maze caused requests and suggestions of this type: “Let me drive through first, and you then.” There was interaction here, but episodic.

For 6-year-old children with a high level of mental development, it is most characteristic cooperative and competitive communication with peers. They follow a common game goal, but they see each other as rivals, opponents. They plan their actions, anticipating the result, and follow the actions of their partner, trying to interfere with him: “Well, yes! If I let you pass, you will overtake me again, and then I will lose! Only in extremely rare cases is there true cooperation when children accept a common task for them and plan actions together: “Let's take your car to the garage first, and then mine.”

TYPOLOGY OF PSYCHOLOGICAL READINESS FOR SCHOOL TRAINING

Kuraev G.A., Pozharskaya E.N. Age-related psychology. Lecture 7

Psychological readiness for school, associated with the successful start of education, determines the most favorable option for the development of children. But there are other development options that require more or less corrective work.

Approximately one third of 7-year-old first-graders are not ready enough for school. With 6-year-olds, the situation is even more complicated. There are school-ready children among them, but they are in the minority.

When children enter school, insufficient formation of any one component of psychological readiness is often revealed. It is believed that in the process of learning it is easier to develop intellectual mechanisms than personal ones.

Options for psychological unpreparedness.

At personal unpreparedness children to school, the teacher has an extremely complex set of problems. Pupils with a personal unwillingness to learn, showing childish spontaneity, answer at the lesson at the same time, without raising their hands and interrupting each other, share their thoughts and feelings with the teacher. In addition, they are usually included in the work only when the teacher directly addresses them, and the rest of the time they are distracted, not following what is happening in the classroom. Such children violate discipline, which destroys their own academic work and interferes with other students. Having inflated self-esteem, they are offended by comments. Motivational immaturity inherent in these children often leads to gaps in knowledge, low productivity of educational activities.

Dominant intellectual unpreparedness to learning directly leads to the failure of learning activities, the inability to understand and fulfill all the requirements of the teacher and, consequently, to low grades. This, in turn, affects motivation: what is chronically impossible, the child does not want to do.

Since psychological readiness for school is a holistic education, the lag in the development of one component sooner or later entails a lag and distortion in the development of others.

The psychological readiness of the child for schooling is one of the most important outcomes of mental development during preschool childhood.

Going to school is a turning point in a child's life. This is a transition to a new way of life and conditions of activity, a new position in society, new relationships with adults and peers.

Of course, it is important that the child goes to school physically prepared. However, readiness for school is not limited to physical readiness. A special psychological readiness for new conditions of life is necessary. The content of this type of readiness is determined by the system of requirements that the school imposes on the child. They are associated with a change in the social position of the child in society, as well as with the specifics of educational activities at primary school age. The specific content of psychological readiness is not stable - it changes, enriches.

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

First of all, the child must have a desire to go to school, i.e. in the language of psychology, - motivation for learning. He must have a formed social position of the student: he must be able to interact with peers, fulfill the requirements of the teacher, control his behavior.

It is important that the child be healthy, hardy, otherwise it will be difficult for him to withstand the load during the lesson and the entire school day. And, perhaps, most importantly, he must have good mental development, which is the basis for the successful mastery of school knowledge, skills and abilities, as well as for maintaining the optimal pace of intellectual activity. So that the child has time to work with the class.

Based on the foregoing, the following components are distinguished in the structure of psychological readiness for school:

morphofunctional readiness;

intellectual;

personal.

As the main indicators of morphofunctional development

the following appear:

a) physical development, which is determined by the parameters of body length, body weight and chest circumference in comparison with local age and sex standards;

b) the state of health, which is analyzed on the basis of four criteria: the presence or absence at the time of the examination of chronic diseases; the functional state of the main organs and systems (especially the first, cardiovascular); resistance of the body to the occurrence of acute chronic diseases; level of development and degree of harmonization of all body systems;

c) development of analyzers (their functionality, deviations from the norm are being studied);

d) neurodynamic properties: such properties of the nervous system as speed, balance, mobility, dynamism are studied by specialists using special techniques;

e) development of the speech apparatus;

f) development of the muscular apparatus;

g) performance - fatigue, i.e. the ability to withstand physical and intellectual stress for a certain time.

Intellectual readiness is the main condition for the success of teaching children 6-7 years old. To master the skills of educational activity, a relatively high level of formation of actions is required: perception, memory, thinking, imagination, attention.

Indicators and criteria that determine the level of intellectual development of the child are:

a) the level of development of perception. Criteria: speed, accuracy, differentiation, the ability to correlate the properties of an object with given standards;

b) the level of memory development, i.e. volume, rate of memorization and reproduction, as well as the meaningfulness of memorization, the ability to use logical memorization techniques;

c) the level of development of thinking. It is determined by the degree of formation of visual-figurative and verbal-logical thinking (age norms of mental actions and operations);

d) the level of development of the imagination. Criterion: the ability to create images based on a verbal or previously perceived figurative description;

e) the level of self-regulation, i.e. arbitrariness of attention, stability, volume, distribution, switchability;

f) the level of speech development (vocabulary, correctness of speech, coherence, ability to adequately express a thought.

Personal readiness is expressed in the ability of children to regulate their relationships with the social environment, to show such properties that are necessary for mastering new types of activities, relationships with peers, adults, and themselves. Personal readiness finds its concrete expression in the system of relations to various aspects of activity.

The most important indicators of personal readiness are:

the degree of formation of motives.

Criteria: attitude to learning activities (preference for other types of activities; internal position of the student and the emotionality of experiencing new activities (positive-negative);

relationship with peers and adults. This includes: the degree of formation of communication motives; the ability to build relationships; the ability to obey the demands of others and lead others; assimilate, implement the moral norms of relationships.

attitude towards oneself

Criteria: stability, adequacy, the level of claims as the ability to assess one's capabilities and efforts necessary to obtain a result.

The noted types of readiness constitute a hierarchically organized system, they represent the area of ​​potential opportunities for a child of 6-7 years old.

The study of the components of readiness for school makes it possible to draw up a complete picture of the personality of the child, to determine those areas in which he is ready for school, those areas where one or another indicator of readiness is not sufficiently expressed. Forecasting the development of personality is one of the most important conditions for the implementation of continuity in the work of kindergarten and elementary school.

The negative consequences of personal unpreparedness for schooling can be demonstrated by the following examples. So, if a child is not ready for the social position of a schoolchild, then even if he has the necessary stock of skills and abilities, the level of intellectual development, it is difficult for him at school. After all, a high level of intellectual development does not always coincide with the child's personal readiness for school.

Such first-graders behave very unevenly at school. Their success is evident if the classes are of direct interest to them. But if it is not there, and the children must complete the educational task out of a sense of duty and responsibility, then such a first grader does it carelessly, hastily, it is difficult for him to achieve the desired result.

It's even worse if the kids don't want to go to school. Although the number of such children is small, they are of particular concern. “No, I don’t want to go to school, they put deuces there, they will scold at home.” "I want to, but I'm afraid." “I don’t want to go to school - the program is difficult there, and there will be no time to play.” The reason for this attitude to school, as a rule, is the result of mistakes in raising children. Often it leads to the intimidation of children by school, which is very dangerous, harmful, especially in relation to timid, insecure children. (“You don’t know how to connect two words, how will you go to school?”, “Here you go to school, they will show you there!”) One can understand the fear and anxiety of these children associated with the upcoming education. And how much patience, attention, time will have to be given later to these children, To change their attitude towards school, to instill faith in their own strength! And what will the first steps in school cost to the child himself! It is much more reasonable to immediately form the right idea about the school, a positive attitude towards it, the teacher, the book.

Let's talk about the main component of readiness for school - intellectual. It is important that the child is mentally developed. For a long time, mental development was judged by the number of skills, knowledge, by the volume of "mental inventory", which is revealed in the vocabulary. Even now, some parents think that the more words a child knows, the more developed he is. This is not entirely true. The increase in vocabulary is not directly related to the development of thinking. Although, as the psychologist P.P. Blonsky “An empty head does not reason. The more experience and knowledge the head has, the more capable it is of reasoning.”

And yet, it is not the mastery of knowledge and skills in itself that is of decisive importance in readiness to assimilate the school curriculum, but the level of development of cognitive interests and cognitive activity of the child. Cognitive interests develop gradually, over a long period of time, and cannot arise immediately upon entering school, if sufficient attention was not paid to their upbringing at preschool age.

Studies show that the greatest difficulties in the primary grades are experienced not by those children who, by the end of preschool childhood, have an insufficient amount of knowledge and skills, but by those who show "intellectual passivity", i.e. lack of desire and habit to think, solve problems that are not directly related to any game or everyday situation that interests the child. So, one first grader could not answer the question of how much it would be if one was added to one. He answered either "5", then "3". But when the task was transferred to a purely practical plane: “How much money will you have if dad gave you one ruble and mom gave you one ruble,” the boy, almost without hesitation, answered: “Of course, two!”

We know that the formation of sustainable cognitive interests is facilitated by the conditions of systematic preschool education.

Preschoolers achieve a sufficiently high level of cognitive activity only if training during this period is aimed at the active development of thought processes, is developing, oriented, as L.S. wrote. Vygotsky, to the "zone of proximal development".

A six year old can do a lot. But one should not, and overestimate his mental capabilities. The logical form of thinking, although accessible, is not yet typical, not characteristic of him. His type of thinking is specific. The highest forms of figurative thinking are the result of the intellectual development of a preschooler.

Based on the higher schematic forms of figurative thinking, the child gets the opportunity to isolate the most essential properties, relationships between objects of the surrounding reality. With the help of visual-schematic thinking, preschoolers without much difficulty not only understand the schematic image, but also successfully use them (for example, a floor plan for finding a hidden object - a “secret”, a map-type diagram for choosing the right road, geographical models for constructive activities) . However, even acquiring the features of generalization, the child's thinking remains figurative, based on real actions with objects and their substitutes.

By the age of 6, a more intensive formation of verbal-logical thinking begins, which is associated with the use and transformation of concepts. However, it is not leading among preschoolers.

Various games, construction, modeling, drawing, reading, communication, etc., that is, everything that a child does before school, develops such mental operations as generalization, comparison, abstraction, classification, establishing cause-and-effect relationships , understanding interdependencies, the ability to reason. A child can understand the main idea of ​​a sentence, text, picture, combine several pictures based on a common feature, sort pictures into groups according to an essential feature, etc.

In the preschool years, the child must be prepared for the leading activity at primary school age - educational.

In this case, the formation of the child's skills required in this activity will be important. The possession of such skills provides a high level of learning, a characteristic feature of which is the ability to single out a learning task and turn it into an independent goal of activity. This is not easy for children, not everyone and not immediately succeed. Such an operation requires from a child entering school not only a certain level of intellectual development, but also a cognitive attitude to reality, the ability to be surprised and look for the causes of a noticed problem, novelty. Here the teacher can rely on the acute curiosity of the growing person, on his inexhaustible need for new impressions.

The cognitive need is pronounced in most children by the age of 6. For many, it is associated with a disinterested interest in everything around.

But if cognitive interests are not formed enough, then no notations and teachings will help. It is pointless to explain to a child that without knowledge one cannot become either a sailor or a cook, that everyone must study, and so on. The desire for knowledge will not come from this. Another thing is interesting and meaningful classes, conversations, observations.

You planted a seed in a flower pot and day after day you watch how the sprout grows, how the first leaves appear. Why do plants need them? They turn the air into food and feed the entire sprout. And how they do it, you learn at school.

It is very important at preschool age not to dismiss children's questions. If we support interest in knowledge with our attention, then it will develop and grow stronger.

For example, a son is trying to find out from his dad why clouds are floating in the sky. “Look under your feet, not at the sky,” dad replies irritably. After several similar answers, the desire to ask the child disappears. And if the son does not study well at the same time, dad is perplexed: “Why is he so passive, not interested in anything?”

The child constantly needs to be included in meaningful activity, during which he himself would be able to discover more and more new properties of objects, to notice their similarities and differences.

It is important not to dismiss children's questions, but also not to immediately stuff them with ready-made knowledge, but to give them the opportunity to acquire them on their own, which is extremely important in the mental education of a first-grader. If this is neglected, then what happens is what S.Ya. wrote about. Marshak:

He plagued adults with the question "why?",

They called him "the little philosopher"

But as soon as he grew up, they began to

Present answers without questions.

And since then he is no one else

Do not bother with the question "why?"

And if we want children to be successful in school, we must develop their cognitive need, provide a sufficient level of mental activity, and provide the necessary system of knowledge about the world around them. After all, shortcomings in preparing a child for school are those factors that can become the causes of school maladjustment and further academic failure.

It is known that readiness for school is determined not only by the level of intelligence development. What is important is not so much the amount of information and knowledge that the child has, but their quality, degree of awareness, clarity of ideas. Of particular importance in the psychological readiness for school are abilities or prerequisites for mastering certain special meanings and skills. Psychologists call these prerequisites "introductory skills."

That is why it is more important not to teach a child to read, but to develop speech, the ability to distinguish sounds, not to teach writing, but to create conditions for the development of motor skills, and especially the movements of the hand and fingers. Once again, we can emphasize the need to develop the ability to listen, understand the meaning of what is read, the ability to retell, conduct visual comparison, we emphasize the importance of not the amount of knowledge, but the quality of thinking.

Determining the level of readiness for school should be the basis not only for choosing the best option for the child and the organization of the educational process, but also for predicting possible school problems, determining the forms and methods of individualizing education.

Why is it so important to determine the readiness of the child even before entering school?

It has been proven that in children who are not ready for systematic learning, the period of adaptation is more difficult and longer, they are much more likely to manifest various learning difficulties; among them there are significantly more underachievers, and not only in the 1st grade, but also in the future, these are more often among the underachievers, and it is they who, in a larger number of cases, have a violation of their health status.

It is known that more than half of the children “not ready” for school have poor academic performance, which means that determining the degree of readiness is one of the measures to prevent poor progress; “Unpreparedness” for the teacher is a signal showing the need for close attention to the student, the search for more effective means and methods of teaching an individual approach that takes into account the characteristics and capabilities of the child. However, the anxiety of doctors is caused not only by underachieving, “unprepared” children, but also by well-performing children. The fact is that good academic performance with insufficient functional readiness of the body is achieved, as a rule, at a very expensive "physiological price", causing excessive stress on various body systems, leading to fatigue and overwork, and as a result - to mental health disorders. The teacher will be able to prevent such complications only if he knows and takes into account the peculiarities of the development of the child, and can implement a differentiated approach to such children.

In recent years, new forms of pre-school education have appeared: pre-school gymnasiums, mini-lyceums, studios where children are prepared for school.

However, it is not uncommon for training to become systematic, intensive training and coaching. High loads, prolonged stress, strict requirements of teachers and parents not only do not increase the functional readiness of the child for school, but can cause a negative deviation in learning, deterioration in health.

It is also important to remember that earlier development of learning cursive writing and fluent reading can slow down the formation of these skills. When choosing options and methods for teaching preschoolers, it is necessary to take into account the age-related capabilities and characteristics of children of this age, take into account the characteristics of the organization of activities, attention, memory, and thinking.

The concept of “readiness for schooling” also includes the formation of the basic prerequisites and foundations of educational activity.

G.G. Kravtsov, E.E. Kravtsova, speaking about readiness for schooling, emphasize its complex nature. However, the structuring of this readiness does not follow the path of differentiation of the child's general mental development into intellectual, emotional and other spheres, and, consequently, types of readiness. These authors consider the system of relationships between the child and the outside world and identify indicators of psychological readiness for school associated with the development of various types of relations between the child and the world. In this case, the main aspects of the psychological readiness of children for school are three areas: attitude towards an adult, attitude towards a peer, attitude towards oneself.

In the sphere of a child’s communication with an adult, the most important changes that characterize the onset of readiness for schooling are the development of arbitrariness, the specific features of this type of communication are the subordination of the child’s behavior and actions to certain norms and rules, relying not on the existing situation, but on all the content that sets its context, understanding the position of an adult and the conditional meaning of his questions.

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

The educational task is solved with the help of educational actions - the next component of educational activity. Learning activities are aimed at finding and highlighting common ways to solve any class of problems.

The third component of learning activity is the actions of self-control and self-assessment. In these actions, the child is directed, as it were, at himself. Their result is a change in the cognizing subject itself.

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

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

G.G. Kravtsov, E.E. Kravtsova emphasize that mastering learning activities gives the child the opportunity to establish a general way of solving a whole class of learning tasks. Children who do not know this method are able to solve only problems of the same content.

This connection between the development of communication with peers and the development of learning activities is due to the fact that children who have developed communication with peers are able to look at the situation of the task “with different eyes”, take the point of view of their partner (teacher). They have sufficient flexibility and are not so rigidly tied to the situation. This allows children to identify a common way of solving a problem, master the appropriate learning activities and solve direct and indirect problems. Children can easily cope with both types of tasks, are able to identify a common solution scheme and have a fairly high level of communication with peers.

The third component of a child's psychological readiness for school is the attitude towards oneself. Learning activity involves a high level of control, which should be based on the adequacy of the assessment of their actions and capabilities. The inflated self-esteem inherent in preschoolers is transformed due to the development of the ability to "see" others, the ability to move from one position to another when considering the same situation.

In connection with the identification in the psychological readiness of children of various types of relationships that affect the development of educational activities, it makes sense to diagnose children through indicators of mental development that are most important for the success of schooling.

Based on what E.A. Bugrimenko, A.L. Wenger, K.I. Polivanova offer a set of methods to characterize:

The level of development of the prerequisites for educational activity: the ability to carefully and accurately follow the consistent instructions of an adult, act independently on his instructions, focus on the system of task conditions, overcoming the distracting influence of side factors (the "Graphic dictation" technique).

The level of development of visual-figurative thinking (in particular, visual-schematic), which serves as the basis for the subsequent full development of logical thinking, mastery of educational material (the "Labyrinth" method).

These techniques are aimed at the child's ability to follow the instructions of an adult addressed to the group and class, which is very important in educational activities.

With the child entering school, under the influence of learning, the restructuring of all his cognitive processes begins. At this age, in children, internal mental actions and operations stand out intellectually, take shape. At six years old, based on imagery as the ability to create images, change them, and arbitrarily operate with them; by the age of seven, based on symbolism as the ability to use sign systems, perform sign operations and actions: mathematical, linguistic, logical.

Until the age of seven, children show only reproductive images-representations of known objects or events that are not perceived at a given moment in time. Productive images-representations, as the results of a new combination of certain elements, appear in children after the age of seven or eight.

In cognitive processes, by the age of six or seven, a synthesis of external and internal actions develops, uniting into a single intellectual activity.

In perception, this synthesis is represented by perceptual actions, in attention - by the ability to manage and control the internal and external plans of action, in memory - by the connection of external and internal structuring of the material during its memorization and reproduction. In thinking, this synthesis is presented as a combination of visual-effective, visual-figurative, verbal-logical ways of solving practical problems into a single process.

Most often, however, six-year-old children use figurative thinking, when the child, in order to solve a problem, operates not with the objects themselves, but with their images.

Then, in the process of educational activity, psychological neoplasms begin to form in seven-year-old children, which are already characteristic of younger schoolchildren: theoretical analysis, meaningful reflection, aimed at developing in children the ability to focus on internal connections and relationships when operating not only with real species, but also with their images.

Planning, as an integral component of educational activity, is formed on the basis of actions of control, self-correction, evaluation, becoming a mental neoplasm of the child’s intellect, which is gradually harmonized, “cultivated”, develops into a full-fledged intellect, distinguished by the ability to equally successfully solve problems presented in all three plans.

By the age of six, imagination, thinking and speech are combined. Such a synthesis gives the child the ability to evoke, arbitrarily manipulate images with the help of speech self-constructions (by the age of seven), i.e. the child begins to successfully function inner speech as a means of thinking.

The development of fine hand movements and visual-motor coordination in six-seven-year-old children has individual differences depending on the maturation of the corresponding brain structures, as well as on the sufficient or insufficient attention of adults to preparing the child's hand for writing.

In the personal development of these children, it is necessary to take into account neoplasms of preschool age,

which, on the threshold of school life, are a condition for the emergence of new qualities and personality traits of a small student. Entering school marks not only the beginning of the transition of cognitive processes to a new level of development, but also the emergence of new conditions for the child's personal growth.

By the end of senior preschool age, most children develop a certain moral position based on moral self-regulation: the child is able to rationally explain his actions, using certain moral categories for this.

Communication motives are further developed, by virtue of which children seek not only to establish, but also to expand contact with others, as well as the desire for recognition and approval. This personal quality is further enhanced with admission to school, manifesting itself in boundless trust in adults, mainly teachers, submission and imitation of them.

This directly relates to such an important personal education as self-esteem. It directly depends on the nature of the assessments given to an adult child and his success in various activities. The second important point is the conscious setting by children of the goal of achieving success and the volitional regulation of behavior, which allows the child to achieve it.

If at the age of five or six the skill of self-regulation is still insufficiently developed, then by the age of seven the child's conscious control of his own actions reaches a level where children can already control behavior on the basis of a decision, intention and long-term goal. At senior preschool and primary school age, in the leading activities for children of this age, the motive for achieving success and the motive for avoiding failure develop as opposite tendencies.

If adults, who have a sufficiently large authority for children, encourage them a little for success and punish them more for failures, then in the end a motive for avoiding failure is formed and consolidated, which is not an incentive to achieve success.

The motivation to achieve success is also influenced by two other personal formations: self-esteem and the level of claims. The latter may depend not only on success in educational or any other activity, but also on the position occupied by the child in the system of relationships with peers in children's groups and collectives. Children who enjoy authority among their peers and occupy a fairly high status in children's groups are characterized by both adequate self-esteem and a high level of claims, but not overstated, but quite real.

An important mental neoplasm for six-seven-year-old children is their awareness of their abilities and capabilities, they have the idea that shortcomings in abilities can be compensated for by increasing the efforts made. Children learn to justify the reasons for their achievements and failures.

On the threshold of school life, a new level of self-awareness of children arises, most accurately expressed by the phrase "internal position", which is a conscious attitude of the child to himself, to people around him, events and deeds - such an attitude that he can clearly express in deeds and words. The emergence of an internal position becomes a turning point in the future fate of the child, determining the beginning of his individual, relatively independent personal development.

Thus, the identified mental neoplasms of six-seven-year-old children can be considered as the basis for continuity in the transition of a child from one social situation to another, which teachers should be guided by when working with older preschoolers in the preparatory class.

It is in him, and not in the first grade, that an amazing transformation of a child from just a boy or girl into a student takes place, capable of consciously accepting a new social role for him by the age of seven and, accordingly, performing those role-playing actions that determine the intrinsic value of his personality.

A child entering school must be mature in physiological and social terms, he must reach a certain level of mental and emotional-volitional development. Educational activity requires a certain stock of knowledge about the world around us, the formation of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the world around him, be able to plan his activities and exercise self-control. A positive attitude to learning, the ability to self-regulate behavior and the manifestation of strong-willed efforts to complete the tasks are important. No less important are the skills of verbal communication, developed fine motor skills of the hand and hand-eye coordination. Therefore, the concept of “child readiness for school” is complex, multifaceted and covers all spheres of a child’s life.
The central components of a child's psychological readiness for school are:
- a new internal position of the student, manifested in the desire for a socially significant and socially valued activity;
- in the cognitive sphere, the sign-symbolic function of consciousness and the ability to replace, the arbitrariness of mental processes, differentiated perception, the ability to generalize, analyze, compare cognitive interests;
- in the personal sphere, arbitrariness of behavior, subordination of motives and volitional qualities;
- in the field of activity and communication: the ability to accept a conditional situation, learn from an adult, regulate one's activities.
Let's consider each of them.
The formation of the internal position of the student takes place in two stages. At the first stage, a positive attitude towards school appears, but there is no orientation towards the meaningful moments of school and educational activities. The child highlights only the external, formal side, he wants to go to school, but at the same time maintain a preschool lifestyle. And at the next stage, there is an orientation towards social, although not strictly educational, aspects of activity. The fully formed position of a schoolchild includes a combination of orientation towards both social and actually educational moments of school life, although only a few children reach this level by the age of 7.
Thus, the inner position of the student is a subjective reflection of the objective system of the child's relations with the world of adults. These relations characterize the social situation of development from its external side. The internal position is the central psychological neoplasm of the crisis 7 years
The next important component of readiness is related to the development of the cognitive sphere of the child. Knowledge by itself is not an indicator of school readiness. Much more important is the level of development of cognitive processes and cognitive attitude to the environment, the child's ability to substitute, in particular to visual-spatial modeling (L.A. Wenger). The ability to use figurative substitutes rebuilds the mental processes of a preschooler, allowing him to mentally build ideas about objects, phenomena and apply them in solving various mental problems. By the end of preschool age, the child should have formed elements of arbitrary memory and the ability to observe, the ability to arbitrarily imagine and control their own speech activity.
In the personal sphere for schooling, the most significant are the arbitrariness of behavior, the subordination of motives, the formation of elements of volitional action and volitional qualities. The arbitrariness of behavior is manifested in various areas, in particular, in the ability to follow the instructions of an adult and act according to the rules of school life (for example, to monitor one's behavior in the classroom and during recess, not to make noise, not be distracted, not to interfere with others, etc.). Behind the implementation of the rules and their awareness lies the system of relations between the child and the adult. The arbitrariness of behavior is precisely connected with the transformation of the rules of behavior into an internal psychological instance (A.N. Leontiev), when they are carried out without the control of an adult. In addition, the child must be able to set and achieve goals, overcoming some obstacles, showing discipline, organization, initiative, determination, perseverance, independence.
In the field of activity and communication, the main components of readiness for schooling include the formation of the prerequisites for educational activity, when the child accepts a learning task, understands its conventionality and the conventionality of the rules by which it is solved; regulates its own activities on the basis of self-control and self-assessment; understands how to complete the task and shows the ability to learn from an adult.
So, the readiness of children for school can be determined by such parameters as planning, control, motivation, and the level of intelligence development.
1. Planning - the ability to organize your activities in accordance with its purpose:
low level - the child's actions do not correspond to the goal;
medium level - the child's actions partially correspond to the content of the goal;
high level - the child's actions are fully consistent with the content of the goal.
2. Control - the ability to compare the results of their actions with the goal:
low level - complete inconsistency of the results of the child's efforts with the goal (the child himself does not see this discrepancy);
average level - partial correspondence of the results of the child's efforts to the goal (the child himself cannot see this incomplete discrepancy);
high level - compliance of the results of the child's efforts with the goal, the child can independently compare all the results he receives with the goal.
3. Motivation of the doctrine - the desire to find the hidden properties of objects, patterns in the properties of the surrounding world and use them:
low level - the child focuses only on those properties of objects that are directly accessible to the senses;
middle level - the child seeks to focus on some generalized properties of the world around him - to find and use these generalizations;
high level - the desire to find the properties of the surrounding world hidden from direct perception, their patterns is clearly expressed; there is a desire to use this knowledge in their actions.
4. The level of development of intelligence:
low - inability to listen to another person, perform logical operations of analysis, comparison, generalization, abstraction and concretization in the form of verbal concepts;
below average - inability to listen to another person, errors in the performance of all logical operations in the form of verbal concepts;
medium - inability to listen to another person, simple logical operations (comparison, generalization in the form of verbal concepts) are performed without errors, in the performance of more complex logical operations - abstraction, concretization, analysis, synthesis - errors are made;
high - there may be some errors in understanding another person and in performing all logical operations, but the child can correct these errors himself without the help of an adult;
very high - the ability to listen to another person, to perform any logical operations in the form of verbal concepts.
So, we can assume that a child is not ready for school if he does not know how to plan and control his actions, the motivation for learning is low (it focuses only on the data of the sense organs), he does not know how to listen to another person and perform logical operations in the form of concepts.
A child is ready for school if he knows how to plan and control his actions (or strives for this), focuses on the hidden properties of objects, on the patterns of the world around him, strives to use them in his actions, knows how to listen to another person and knows how (or strives) to fulfill logical operations in the form of verbal concepts.
Once again, we note that psychological readiness for school is a complex formation, which implies a fairly high level of development of the motivational, intellectual spheres and the sphere of arbitrariness. Usually, two aspects of psychological readiness are distinguished - personal (motivational) and intellectual readiness for school. Both aspects are important both for the child's educational activity to be successful, and for his speedy adaptation to new conditions, painless entry into a new system of relationships.

Svetlana Knyazeva
The problem of psychological readiness for schooling

« The problem of psychological readiness for schooling»

defectologist teacher: Knyazeva S.I.

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

Psychological readiness to study at school is considered on

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

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

V. S. Mukhina claims that school readiness is

the desire and awareness of the need to learn, arising as a result of the social maturation of the child, the appearance of internal contradictions in him, setting the motivation for learning activities.

L. A. Wenger considering the concept « school readiness» , by which he understood a certain set of knowledge and skills, in which all other elements should be present, although the level of their development may be different. The components of this set are primarily motivation, personal readiness, which includes "internal position schoolboy» , strong-willed and intellectual readiness.

to mental maturity (intellectual) the authors attribute the child's ability to differentiated perception, voluntary attention, analytical thinking, and so on.

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

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

concept psychological readiness for school

Traditionally, there are three aspects school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception (perceptual maturity, including the selection of a figure from the background; concentration of attention; analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. You can to say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.

Emotional maturity is mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time.

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

Components psychological readiness for schooling

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

Components psychological readiness of the child to study at school include the following Components:

1. Intelligent readiness;

2. Personal readiness;

3. Psychophysiological readiness.

1. Intelligent readiness. intellectual readiness shows the formation of the child's main mental processes: perception, memory, thinking, imagination, symbolic function of consciousness.

intellectual child's readiness for school lies in a certain outlook, a stock of specific knowledge, in understanding the basic patterns. Curiosity, a desire to learn a new, sufficiently high level of sensory development, must be developed, as well as figurative representations, memory, speech, thinking, imagination, i.e. all mental processes.

By the age of six, the child should know his address, the name of the city where he lives; know the names and patronymics of their relatives and friends, who and where they work; be well versed in the seasons, their sequence and main features; know the months, days of the week; distinguish the main types of trees, flowers, animals. He must navigate in time, space and the immediate social environment.

Observing nature, the events of the surrounding life, children learn to find spatio-temporal and causal relationships, to generalize, to draw conclusions.

The child must:

1. Know about your family, life.

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

3. Be able to express their own judgments, draw conclusions.

2. Personal readiness. At the age of 6-7, the foundations of the future are laid. personalities: a stable structure of motives is formed; new social needs are emerging (the need for respect and recognition of adults, the desire to fulfill important for others, "adults" affairs, being an adult, the need for recognition peers: in the elders preschoolers there is an active interest in collective forms of activity and at the same time - the desire to be the first, the best in the game or other activities; there is a need to act in accordance with established rules and ethical standards, etc.); a new (mediated) the type of motivation is the basis of voluntary behavior, the child learns a certain system of social values, moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and act not as he wants at the moment, but as "necessary" .

In the seventh year of life, the child begins to realize his place among other people, he develops an internal social position and a desire for a new social role that meets his needs. The child begins to realize and generalize his experiences, a stable self-esteem is formed and an attitude corresponding to it and failures in activity (some tend to strive for success with a high achievement, while for others it is most important to avoid failures and unpleasant experiences).

Child, ready for school, wants to learn both because he wants to take a certain position in the society of people, namely, a position that opens access to the world of adulthood, and because he has a cognitive need that he cannot satisfy at home. The alloy of these needs contributes to the emergence of a new attitude of the child to the environment, called L. I. Bozhovich "internal position schoolboy» . He characterizes the internal position as a central personal positioning that characterizes the personality of the child as a whole. It is this that determines the behavior and activity of the child and the whole system of his relations to reality, to himself and to the people around him. Lifestyle student as a person engaged in a public place in a socially significant and socially valued business, is recognized by the child as an adequate path to adulthood for him - he meets the motive formed in the game "become an adult and really carry out its functions" .

3. Psychophysiological readiness for schooling

By the age of seven, the structure and functions of the brain are sufficiently formed, close in a number of indicators to the brain of an adult. Thus, the weight of the brain of children during this period is 90 percent of the weight of the brain of an adult. Such maturation of the brain provides the possibility of assimilation of complex relationships in the surrounding world, contributes to the solution of more difficult intellectual tasks.

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

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

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

The musculoskeletal system is flexible, there is a lot of cartilage in the bones. The small muscles of the hand develop, albeit slowly, which provide the formation of writing skills. The process of ossification of the wrists is completed only by the age of twelve. Hand motor skills in six-year-old children are less developed than in seven-year-olds, therefore, seven-year-old children are more receptive to writing than six-year-olds.

At this age, children are well aware of the rhythm and pace of movements. However, the movements of the child are not sufficiently dexterous, accurate and coordinated.

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

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

So to the components school readiness include intellectual readiness(formation of such mental processes such as perception, memory, thinking, imagination, personal readiness(the formation of a stable structure of motives, the emergence of new social needs, new types of motivation, the assimilation of moral values ​​and social norms, psychophysiological readiness(development of structures and functions of the brain).

Psychological readiness for school is a necessary and sufficient level mental development of the child to master school programs under learning in a peer group.

Thus the concept psychological readiness for schooling includes:

intellectual readiness(the presence of a child's horizons, a stock of specific knowledge);

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

-psychophysiological readiness(general health).