Children's readiness for school.
The effectiveness of children's education at school is largely determined by their level of preparation. Readiness to learn at school is the most important outcome of the upbringing and education of a preschooler in preschool and in the family. It is determined by the system of requirements that the school places on the child. The nature of these requirements is determined by the characteristics of the student’s new socio-psychological position, new tasks and responsibilities for which he must be prepared.
The transition to schooling is associated with fundamental changes in the child’s usual way of life, in the system of his relationships with people around him. For the first time, socially significant educational activities take a central place in a child’s life. Unlike the free play activities a child is accustomed to, learning is mandatory and will require the most serious and responsible attitude from the first-grader. As a leading activity, learning restructures the entire course of a child’s daily life: the daily routine changes, the time for free play is reduced, and most of the time is allocated to fulfilling new school responsibilities. The requirements for the child’s independence and organization, his diligence and discipline are significantly increased.
The quality of a student’s educational work is constantly assessed by the teacher, and this assessment largely determines the attitude of those around him: parents, peers.
The new position of the schoolchild creates a special moral orientation of his personality. The child begins to understand the teaching as his own work duty, as his participation in the working life of people, for which he is responsible to the whole country.
The task of preschool is to ensure that the entire system of educational work ensures that children are prepared for school, which most fully meets the requirements of modern school education.
General readiness for school is expressed in the child’s achievement by the time he enters school of such a level of mental, moral, volitional, aesthetic and physical development that creates the necessary basis for the child’s active entry into the new conditions of school education and conscious assimilation of educational material. General readiness is characterized by a certain level of mental development that a child reaches by the time he transitions to school.
The concept of psychological readiness summarizes the most important qualitative indicators of the mental development of a child entering 1st grade from the standpoint of successful schooling.
Psychological readiness for schooling includes motivational readiness, which is manifested in the child’s desire to learn, in the desire to be a schoolchild, a sufficiently high level of cognitive activity and mental operations, the child’s mastery of elements of educational activity, a certain level of volitional and social development. All components of a child’s psychological readiness for school provide the psychological prerequisites for the child’s inclusion in the class team, conscious, active learning of educational material at school, and performance of a wide range of school responsibilities.
Special readiness for school is a necessary addition to the child’s general, psychological readiness for school. It is determined by the child’s special knowledge, skills and abilities that are necessary to study academic subjects. Intensive work carried out in preschool 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 of children for learning at school.
A child entering school must be prepared for a new way of life and new activities. He must reach a certain level of physical development in order to cope with new serious responsibilities.
Moral-volitional readiness for learning 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 that allows him to actively accept a new social position and build his relationships 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 child’s personality and behavior that are determined by the student’s position. These requirements, literally from the first days of school, confront the student with the need to independently and responsibly carry out educational duties, to be organized and disciplined, to arbitrarily manage his behavior and activities, to strictly observe the rules of a culture of behavior in relationships with the teacher and students, to handle school materials carefully and carefully. accessories.
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 voluntarily control his behavior, which develops throughout preschool age: the ability to consciously follow the rules and requirements of the teacher, inhibit affective impulses, show persistence in achieving a goal, the ability to complete the necessary work, despite attractive but distracting work. her goals, etc. The basis for the development of arbitrary behavior of a future schoolchild is the hierarchy of motives that forms towards the end of preschool age and their subordination. The subordination of motives is associated with volitional effort, with the conscious overcoming of one’s momentary desires for the sake of a morally significant goal. Naturally, in preschool age, the child’s behavior is not yet characterized by a constantly high degree of voluntariness, but it is important that during this period a mechanism of voluntary behavior develops, which ensures the transition to a new type of behavior at school.
Significant for the development of moral and volitional readiness for school are also such traits of personal behavior as independence, organization and discipline.
Evidence of the successful formation of independence is the habit of following the rules of behavior without reminders or help from a teacher, the ability to use the correct habitual methods of action in new conditions, the desire to take initiative, and the willingness to help. 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 his activities in accordance with the rules accepted in preschool, in the ability to achieve results of activities and control them, to coordinate his behavior with the actions of other children, to feel personal responsibility for his actions. The presence of these traits in the behavior of preschool children confirms the formation of moral and volitional readiness for school.
Another important component of moral and volitional readiness for school is the child’s ability to build his relationships with adults and peers in accordance with the rules. Experience shows that adaptation to the conditions of education in a stake is directly dependent on how successfully the child’s “social” qualities have been developed over the previous years: a friendly, respectful attitude towards comrades, organizational skills, sociability, willingness to show sympathy, and provide mutual assistance. The presence of such a complex of collectivistic traits in a child’s behavior is an indicator of his moral and volitional readiness for school and creates an emotionally positive tone of communication with peers in the new team.
At school, the child’s relationship with the teacher is built on a fundamentally new, business-like basis. The teacher's assessment becomes an objective criterion for the quality of the student's knowledge and the fulfillment of his educational duties. Mastering a new style of relationship with a teacher is possible only in school conditions. Nevertheless, the habit cultivated in preschool age to strictly fulfill the requirements of an adult, respect for him, knowledge and implementation of the rules of cultural behavior in relation to elders constitute the necessary moral basis for schoolchildren to “accept” a new style of relationship with the teacher and successfully adapt to the conditions of the 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 of moral behavior is the development of the ability to self-assess one’s 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 the schoolchild’s new socio-psychological position and understanding of the importance of fulfilling educational responsibilities. They form the fundamental basis for the subsequent formation in students of a sense of personal responsibility for their educational work to loved ones and the whole country.
Moral-volitional readiness also includes a set of qualities that express the preschooler’s attitude to work. This is the desire to work, a feeling of satisfaction from work well and accurately done, respect for the work of others, and mastery of the necessary work skills. For the future schoolchild, self-care skills are of particular importance - the ability to dress neatly on your own, monitor the condition of your belongings, school supplies, the ability to eliminate individual problems in clothes and shoes without outside reminders (sew on a button, wash a handkerchief, clean shoes, etc.) . A large role in a student’s education is played by teamwork skills acquired in preschool (the ability to plan one’s work, distribute responsibilities, coordinate one’s actions with friends, and bring things to an end).
Thus, the child’s moral-volitional readiness for school acts as a certain result of his moral-volitional development in the first seven years of life. It covers the most important personality and behavior traits of a child from the perspective of school education, which together constitute the necessary prerequisites for the child’s adaptation to school conditions, responsible performance of new responsibilities, and the formation of a moral attitude towards the teacher and students. Moral and volitional readiness is inextricably linked with the child’s intellectual and physical readiness for schooling.
The importance of children’s intellectual readiness for school is determined by the leading activity of a schoolchild – learning, which requires students to engage in intense mental work, activate mental abilities and cognitive activity. Intellectual readiness for school consists of several interrelated components.
An important component of intellectual readiness for school is the presence of a sufficiently wide stock of knowledge about the world around the child entering school. This fund of knowledge is the necessary foundation on which the teacher begins to build his work.
The knowledge of children entering school must be sufficiently differentiated. A preschooler must highlight both relatively large areas of reality (living and inanimate nature, different spheres of human activity and relationships, the world of things, etc.), as well as individual aspects of objects, phenomena and their own activities.
Essential for intellectual readiness for school is the quality of children’s knowledge acquisition. An indicator of the quality of knowledge is, first of all, the sufficient degree of its comprehension by children: the accuracy and differentiation of ideas; completeness of content and scope of elementary concepts; children’s ability to independently operate with knowledge when solving accessible educational and practical problems; systematicity, i.e. the ability of preschoolers to reflect accessible, significant connections and relationships between objects and phenomena (functional, spatio-temporal, cause-and-effect, etc.)
A component of intellectual readiness for school is a certain level of development of the child’s cognitive activity.
Of particular importance is, firstly, the growing arbitrariness of cognitive processes: the ability for arbitrary semantic memorization and reproduction of material, planned perception of objects and phenomena, purposeful solution of assigned cognitive and practical tasks, etc.; secondly, improving the quality of cognitive processes: accuracy of sensations, completeness of perception, speed and accuracy of memorization and reproduction; thirdly, the child has a cognitive attitude towards the world around him, a desire to gain knowledge and study at school.
As many psychologists emphasize (L.I. Bozhovich, L.S. Slavina, N.G. Morozova, A.A. Lyublinskaya, L.A. Venger), instilling in preschool children curiosity, interest in knowledge, desire to learn and complying with school rules, developing a positive attitude towards school, and interest in books are an important prerequisite for creating stable learning interests in students and a responsible attitude towards studying at school.
A significant role in the formation of intellectual readiness for school is played by the general level of mental activity of the future schoolchild.
In the conditions of systematic, purposeful work of the preschool on mental education, children develop such valuable features of mental activity as the ability for a fairly complete, multifaceted analysis of objects, the ability to use public sensory standards to examine the properties and qualities of objects and phenomena, the ability for elementary generalization based on identification main connections, dependencies, features in objects and phenomena, the ability to compare objects based on the consistent identification of signs of similarity and difference. Future schoolchildren develop elementary independence of mental activity: the ability to independently plan their practical activities and carry them out in accordance with the plan, the ability to pose a simple cognitive problem and solve it, etc.
It should be noted that the listed features of cognitive activity for the most part in preschool children are in the stage of initial formation; Their most complete development occurs in the process of schooling. But taken together, they constitute the most important prerequisite for the future student’s conscious and active assimilation of educational material at school.
Intellectual readiness for school also includes children’s mastery of elements of educational activity.
By the end of preschool childhood, in the conditions of systematic education, children must master the main components of educational activity: the ability to accept an accessible educational task, understand and accurately follow the teacher’s instructions, achieve results in work using the ways of doing it indicated by adults, the ability to exercise control over their actions, behavior, the quality of completing a task, the ability to give a critical assessment of one’s own work and the work of other children. A special role in preparing children for school is played by developing the ability to consciously subordinate their activities and behavior to certain requirements and rules put forward by the teacher.
A necessary component of a child’s intellectual readiness for school is a fairly high level of speech development. Clear sound pronunciation, a variety of vocabulary, the ability to express thoughts coherently and grammatically correctly, a culture of verbal communication - all this is a prerequisite for successful schooling.
The content of intellectual readiness also includes a fairly wide range of knowledge, skills and abilities in the field of elementary mathematical concepts, native language, and the first basics of literacy. This knowledge, abilities and skills create the necessary readiness of children to master the relevant academic subjects in the 1st grade. It should be emphasized that the significance of “special” knowledge, skills and abilities for school education largely depends on the basis on which they are built and how correctly they are formed. As many researchers emphasize (A.V. Zaporozhets, A.M. Leushina, D.B. Elkonin, L.E. Zhurova, N.I. Nepomnyashchaya), initial teaching of literacy and basic mathematics in preschool institutions should give a great developmental effect and first of all, to form in children a broad orientation in the world of quantities and in the world of sounds of language, thereby creating the basis for the transition to subject learning.
A child’s physical readiness for school is essential for successful learning. The restructuring of a child’s lifestyle associated with entering school, changes in routine, serious academic work, duration of lessons, and homework require significant physical stress from the child. Physical readiness for school includes many components. This is, first of all, the child’s good health, toughness, certain endurance and performance of the body, and a high degree of resistance to diseases. This is the harmonious physical and neuropsychic development of the child, the correspondence of morphological and physiological development to age indicators (or some advance of them), a high level of motor development. The development of small muscles of the hand plays a special role in preparing children for school - a prerequisite for successful mastery of writing. Physical readiness for school also presupposes that the child masters cultural and hygienic skills and develops the habit of observing personal hygiene rules.
Physical readiness is a necessary component of a child’s development of school maturity. The concept of “school maturity” has become widespread in modern scientific literature. This is a fairly comprehensive concept that summarizes many aspects of a child’s mental and physical development. In general terms, “school maturity” is understood as such a level of physical and mental development at which it can be assumed that the child will fully cope with all the requirements of schooling.
To identify “school maturity,” a multifactor analysis is used, which involves assessing the state of health and biological maturity of the child’s body (anthropometric indicators, development of the skeletal, muscular, respiratory and cardiovascular systems), assessing functional readiness for school as the main indicator of school maturity and, above all, the level of development a number of physiological functions. These include the development of the ability to brake, necessary for sitting at a desk for a sufficiently long time, good coordination of movements, in particular small movements of the fingers, necessary for performing graphic tasks associated with writing and drawing; relative rapid formation and strengthening of conditioned connections of a positive and inhibitory nature and sufficient development of the second signaling system.
Success in school is highly associated with the development of “school maturity.”
A clear daily routine, hardening procedures, regular physical education classes, a variety of outdoor games and physical exercises, and an active motor regimen are necessary conditions for ensuring children’s physical readiness for school.
Data from modern researchers indicate that a high level of readiness for school is a consequence of an organic combination of work aimed at the comprehensive harmonious development of a child’s personality, with special training in mathematics and literacy, which should be carried out using methods appropriate to the age characteristics of preschoolers and have a broad developmental Effect.
Sizonenko Olga Anatolevna
The time is approaching when your child will bear the proud title of a first-grader. And in this regard, parents have a lot of worries and worries: where and how to prepare their child for school, is it necessary, what does the child need to know and be able to do before school, send him to first grade at six or seven years old, and so on. There is no universal answer to these questions - every child is individual. Some children are completely ready for school at the age of six, but with other children at the age of seven there is a lot of trouble. But one thing is for sure - it is absolutely necessary to prepare children for school, because it will be an excellent help in the first grade, will help in learning, and will greatly facilitate the adaptation period.
Being ready for school does not mean being able to read, write and do math.
To be ready for school means to be ready to learn all this, said child psychologist L.A. Wenger.
What does preparing for school include?
Preparing a child for school is a whole complex of knowledge, abilities and skills that a preschooler must possess. And this includes not only the totality of necessary knowledge. So, what does quality preparation for school mean?
In the literature, there are many classifications of a child’s readiness for school, but they all boil down to one thing: readiness for school is divided into physiological, psychological and cognitive aspects, each of which includes a number of components. All types of readiness must be harmoniously combined in a child. If something is not developed or not fully developed, then this can cause problems in learning at school, communicating with peers, learning new knowledge, and so on.
Physiological readiness of the child for school
This aspect means that the child must be physically ready for school. That is, his state of health must allow him to successfully complete the educational program. If a child has serious deviations in mental and physical health, then he must study in a special correctional school that takes into account the characteristics of his health. In addition, physiological readiness implies the development of fine motor skills (fingers) and coordination of movement. The child must know in which hand and how to hold the pen. And also, when entering first grade, a child must know, observe and understand the importance of observing basic hygiene standards: correct posture at the table, posture, etc.
Psychological readiness of the child for school
The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.
Intellectual readiness for school means:
- By the first grade, the child must have a stock of certain knowledge
- he must navigate in space, that is, know how to get to school and back, to the store, and so on;
- the child must strive to acquire new knowledge, that is, he must be inquisitive;
- The development of memory, speech, and thinking must be age-appropriate.
Personal and social readiness implies the following::
- the child must be sociable, that is, be able to communicate with peers and adults; there should be no aggression in communication, and in case of a quarrel with another child, he should be able to evaluate and look for a way out of a problematic situation; the child must understand and recognize the authority of adults;
- tolerance; this means that the child must respond adequately to constructive comments from adults and peers;
- moral development, the child must understand what is good and what is bad;
- the child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completion he must adequately evaluate his work and admit his mistakes, if any.
A child’s emotional and volitional readiness for school presupposes:
- the child’s understanding of why he goes to school, the importance of learning;
- interest in learning and acquiring new knowledge;
- the child’s ability to complete a task that he does not quite like, but the curriculum requires it;
- perseverance - the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and activities.
Child’s cognitive readiness for school
This aspect means that the future first-grader must have a certain set of knowledge and skills that will be needed to successfully study at school. So, what should a child of six or seven years old know and be able to do?
Attention.
- Do something without distraction for twenty to thirty minutes.
- Find similarities and differences between objects and pictures.
- Be able to perform work according to a model, for example, accurately reproduce a pattern on your own sheet of paper, copy a person’s movements, and so on.
- It's easy to play games that require quick reactions. For example, name a living creature, but before the game, discuss the rules: if the child hears a domestic animal, then he must clap his hands, if a wild animal, he must knock his feet, if a bird, he must wave his arms.
Mathematics.
Numbers from 1 to 10.
- Count forward from 1 to 10 and count backward from 10 to 1.
- Arithmetic signs ">", "< », « = ».
- Dividing a circle, a square in half, four parts.
- Orientation in space and a sheet of paper: right, left, above, below, above, below, behind, etc.
Memory.
- Memorizing 10-12 pictures.
- Reciting rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.
- Retelling a text of 4-5 sentences.
Thinking.
- Finish the sentence, for example, “The river is wide, and the stream...”, “The soup is hot, and the compote...”, etc.
- Find an extra word from a group of words, for example, “table, chair, bed, boots, chair”, “fox, bear, wolf, dog, hare”, etc.
- Determine the sequence of events, what happened first and what happened next.
- Find inconsistencies in drawings and fable poems.
- Put together puzzles without the help of an adult.
- Together with an adult, make a simple object out of paper: a boat, a boat.
Fine motor skills.
- Correctly hold a pen, pencil, brush in your hand and regulate the force of their pressure when writing and drawing.
- Color objects and shade them without going beyond the outline.
- Cut with scissors along the line drawn on the paper.
- Perform applications.
Speech.
- Compose sentences from several words, for example, cat, yard, go, sunbeam, play.
- Recognize and name a fairy tale, riddle, poem.
- Compose a coherent story based on a series of 4-5 plot pictures.
- Listen to a reading, a story from an adult, answer basic questions about the content of the text and illustrations.
- Distinguish sounds in words.
The world.
- Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
- Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions there are.
What do parents need to know when teaching their child at home?
Homework with your child is very useful and necessary for the future first-grader. They have a positive effect on the child’s development and help bring all family members closer together and establish trusting relationships. But such activities should not be forced on the child; he must first of all be interested, and for this it is best to offer interesting tasks and choose the most appropriate moment for classes. There is no need to tear your child away from games and sit him down at the table, but try to captivate him so that he himself accepts your offer to study. In addition, when working with a child at home, parents should know that at the age of five or six, children are not persevering and cannot perform the same task for a long time. Studying at home should not last more than fifteen minutes. After this, you should take a break so that the child is distracted. A change of activity is very important. For example, first you did logical exercises for ten to fifteen minutes, then after a break you can take up drawing, then play outdoor games, then sculpt funny figures from plasticine, etc.
Parents should know another very important psychological feature of preschool children: their main activity is play, through which they develop and gain new knowledge. That is, all tasks should be presented to the child in a playful way, and homework should not turn into a learning process. But by working with your child at home, you don’t even have to set aside any specific time for this; you can constantly develop your baby. For example, when you are walking in the yard, draw your child’s attention to the weather, talk about the time of year, notice that the first snow has fallen or the leaves have begun to fall on the trees. While walking, you can count the number of benches in the yard, porches in the house, birds in the tree, and so on. While on vacation in the forest, introduce your child to the names of trees, flowers, and birds. That is, try to get the child to pay attention to what surrounds him, what is happening around him.
Various educational games can be of great help to parents, but it is very important that they correspond to the age of the child. Before showing the game to your child, get to know it yourself and decide how useful and valuable it can be for your child’s development. We can recommend children's lotto with images of animals, plants and birds. A preschooler should not buy encyclopedias; most likely he will not be interested in them or will lose interest in them very quickly. If your child has watched a cartoon, ask him to talk about its content - this will be good speech training. At the same time, ask questions so that the child sees that this is really interesting for you. Pay attention to whether the child pronounces words and sounds correctly when telling the story; if there are any mistakes, then delicately tell the child about them and correct them. Learn tongue twisters, rhymes, and proverbs with your child.
Training a child's hand
At home, it is very important to develop the child’s fine motor skills, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents make a big mistake by forbidding their child to pick up scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to handle scissors correctly, what you can do and what you can’t do, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line. To do this, you can draw geometric shapes and ask your child to carefully cut them out, after which you can make an applique from them. Children really like this task, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Learn finger exercises with your child - in stores you can easily buy a book with finger exercises that are exciting and interesting for your child. In addition, you can train a preschooler’s hand by drawing, shading, tying shoelaces, and stringing beads.
When your child performs a written task, watch whether he is holding a pencil or pen correctly, so that his hand is not strained, the child’s posture and the location of the sheet of paper on the table. The duration of written tasks should not exceed five minutes, and it is not the speed of completing the task that is important, but its accuracy. You should start with simple tasks, for example, tracing an image, and gradually the task should become more difficult, but only after the child copes well with an easier task.
Some parents do not pay enough attention to the development of their child's fine motor skills. As a rule, due to ignorance of how important this is for the child’s successful education in first grade. It is known that our mind lies at our fingertips, that is, the better a child’s fine motor skills are developed, the higher his overall level of development. If a child has poorly developed fingers, if it is difficult for him to cut and hold scissors in his hands, then, as a rule, his speech is poorly developed and he lags behind his peers in development. That is why speech therapists recommend that parents whose children need speech therapy classes simultaneously engage in modeling, drawing and other activities to develop fine motor skills.
To ensure that your child happily goes to first grade and is prepared for school, so that his studies are successful and productive, listen to the following recommendations.
1. Don't be too demanding of your child.
2. A child has the right to make a mistake, because mistakes are common to all people, including adults.
3. Make sure that the load is not excessive for the child.
4. If you see that a child has problems, then do not be afraid to seek help from specialists: a speech therapist, a psychologist, etc.
5. Study should be harmoniously combined with rest, so arrange small holidays and surprises for your child, for example, go to the circus, museum, park, etc. on weekends.
6. Follow the daily routine so that the child wakes up and goes to bed at the same time, so that he spends enough time in the fresh air so that his sleep is calm and complete. Avoid outdoor games and other vigorous activities before bedtime. Reading a book with the whole family before bed can be a good and useful family tradition.
7. Meals should be balanced; snacking is not recommended.
8. Observe how the child reacts to various situations, how he expresses his emotions, and how he behaves in public places. A child of six or seven years old must control his desires and adequately express his emotions, understand that not everything will always happen the way he wants it. You should pay special attention to a child if, at preschool age, he can publicly make a scandal in a store, if you don’t buy him something, if he reacts aggressively to his loss in a game, etc.
9. Provide your child with all the necessary materials for homework, so that at any time he can take plasticine and start sculpting, take an album and paints and draw, etc. Allocate a separate place for materials so that the child can manage them independently and keep them in order .
10. If the child is tired of studying without completing the task, then do not insist, give him a few minutes to rest, and then return to completing the task. But still, gradually teach your child so that he can do one thing for fifteen to twenty minutes without being distracted.
11. If the child refuses to complete the task, then try to find a way to interest him. To do this, use your imagination, don’t be afraid to come up with something interesting, but under no circumstances scare the child by depriving him of sweets, not letting him go for walks, etc. Be patient with the whims of your unwilling child.
12. Provide your child with a developing space, that is, strive to ensure that your baby is surrounded by as few useless things, games, and objects as possible.
13. Tell your child how you studied at school, how you went to first grade, look through your school photos together.
14. Form a positive attitude towards school in your child, that he will have many friends there, it is very interesting there, the teachers are very good and kind. You can’t scare him with bad marks, punishment for bad behavior, etc.
15. Pay attention to whether your child knows and uses “magic” words: hello, goodbye, sorry, thank you, etc. If not, then perhaps these words are not in your vocabulary. It is best not to give commands to your child: bring this, do that, put it away - but turn them into polite requests. It is known that children copy the behavior and manner of speaking of their parents.
Sizonenko Olga Anatolevna
Svobodnoe village
Yesilsky District
Akmola region
st. Molodezhnaya 4, tel. 24-4-94
educational psychologist
State Institution "Svobodnenskaya Secondary School of the Yesil Department of Education"
The effectiveness of children's education at school is largely determined by their level of preparation. Readiness to learn at school is the most important result of the upbringing and education of a preschooler in preschool and in the family. It is determined by the system of requirements that the school places on the child. The nature of these requirements is determined by the characteristics of the student’s new socio-psychological position, new tasks and responsibilities for which he must be prepared.
The transition to schooling is associated with fundamental changes in the child’s usual way of life, in the system of his relationships with people around him. For the first time, socially significant educational activities take a central place in a child’s life. Unlike the free play activities a child is accustomed to, learning is mandatory and will require the most serious and responsible attitude from the first-grader. As a leading activity, learning restructures the entire course of a child’s daily life: the daily routine changes, the time for free play is reduced, and most of the time is allocated to fulfilling new school responsibilities. The requirements for the child’s independence and organization, his diligence and discipline are significantly increased.
The quality of a student’s educational work is constantly assessed by the teacher, and this assessment largely determines the attitude of those around him: parents, peers.
The new position of the schoolchild creates a special moral orientation of his personality. The child begins to understand the teaching as his own work duty, as his participation in the working life of people, for which he is responsible to the whole country.
The task of preschool is to ensure that the entire system of educational work ensures that children are prepared for school, which most fully meets the requirements of modern school education.
General readiness for school is expressed in the child’s achievement by the time he enters school of such a level of mental, moral, volitional, aesthetic and physical development that creates the necessary basis for the child’s active entry into the new conditions of school education and conscious assimilation of educational material. General readiness is characterized by a certain level of mental development that a child reaches by the time he transitions to school.
The concept of psychological readiness summarizes the most important qualitative indicators of the mental development of a child entering 1st grade from the standpoint of successful schooling.
Psychological readiness for schooling includes motivational readiness, which is manifested in the child’s desire to learn, in the desire to be a schoolchild, a sufficiently high level of cognitive activity and mental operations, the child’s mastery of elements of educational activity, a certain level of volitional and social development. All components of a child’s psychological readiness for school provide the psychological prerequisites for the child’s inclusion in the class team, conscious, active learning of educational material at school, and performance of a wide range of school responsibilities.
Special readiness for school is a necessary addition to the child’s general, psychological readiness for school. It is determined by the child’s special knowledge, skills and abilities that are necessary to study academic subjects. Intensive work carried out in preschool 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 of children for learning at school.
A child entering school must be prepared for a new way of life and new activities. He must reach a certain level of physical development in order to cope with new serious responsibilities.
In the content of children's general readiness for schooling, several interrelated aspects are distinguished, the most important of which are moral-volitional, intellectual, and physical readiness.
Moral-volitional readiness for learning 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 that allows him to actively accept a new social position and build his relationships 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 child’s personality and behavior that are determined by the student’s position. These requirements, literally from the first days of school, confront the student with the need to independently and responsibly carry out educational duties, to be organized and disciplined, to arbitrarily manage his behavior and activities, to strictly observe the rules of a culture of behavior in relationships with the teacher and students, to handle school materials carefully and carefully. accessories.
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 voluntarily control his behavior, which develops throughout preschool age: the ability to consciously follow the rules and requirements of the teacher, inhibit affective impulses, show persistence in achieving a goal, the ability to complete the necessary work, despite attractive but distracting work. her goals, etc. The basis for the development of arbitrary behavior of a future schoolchild is the hierarchy of motives that forms towards the end of preschool age and their subordination. The subordination of motives is associated with volitional effort, with the conscious overcoming of one’s momentary desires for the sake of a morally significant goal. Naturally, in preschool age, the child’s behavior is not yet characterized by a constantly high degree of voluntariness, but it is important that during this period a mechanism of voluntary behavior develops, which ensures the transition to a new type of behavior at school.
Significant for the development of moral and volitional readiness for school are also such traits of personal behavior as independence, organization and discipline.
Evidence of the successful formation of independence is the habit of following the rules of behavior without reminders or help from a teacher, the ability to use the correct habitual methods of action in new conditions, the desire to take initiative, and the willingness to help. 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 his activities in accordance with the rules accepted in preschool, in the ability to achieve results of activities and control them, to coordinate his behavior with the actions of other children, to feel personal responsibility for his actions. The presence of these traits in the behavior of preschool children confirms the formation of moral and volitional readiness for school.
Another important component of moral and volitional readiness for school is the child’s ability to build his relationships with adults and peers in accordance with the rules. Experience shows that adaptation to the conditions of education in a stake is directly dependent on how successfully the child’s “social” qualities have been developed over the previous years: a friendly, respectful attitude towards comrades, organizational skills, sociability, willingness to show sympathy, and provide mutual assistance. The presence of such a complex of collectivistic traits in a child’s behavior is an indicator of his moral and volitional readiness for school and creates an emotionally positive tone of communication with peers in the new team.
At school, the child’s relationship with the teacher is built on a fundamentally new, business-like basis. The teacher's assessment becomes an objective criterion for the quality of the student's knowledge and the fulfillment of his educational duties. Mastering a new style of relationship with a teacher is possible only in school conditions. Nevertheless, the habit cultivated in preschool age to strictly fulfill the requirements of an adult, respect for him, knowledge and implementation of the rules of cultural behavior in relation to elders constitute the necessary moral basis for schoolchildren to “accept” a new style of relationship with the teacher and successfully adapt to the conditions of the 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 of moral behavior is the development of the ability to self-assess one’s 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 the schoolchild’s new socio-psychological position and understanding of the importance of fulfilling educational responsibilities. They form the fundamental basis for the subsequent formation in students of a sense of personal responsibility for their educational work to loved ones and the whole country.
Moral-volitional readiness also includes a set of qualities that express the preschooler’s attitude to work. This is the desire to work, a feeling of satisfaction from work well and accurately done, respect for the work of others, and mastery of the necessary work skills. For the future schoolchild, self-service skills are of particular importance - the ability to dress neatly on your own, monitor the condition of your belongings, school supplies, the ability to troubleshoot individual problems in clothes and shoes without outside reminders (sew on a button, wash a handkerchief, clean shoes, etc.) . A large role in a student’s education is played by teamwork skills acquired in preschool (the ability to plan one’s work, distribute responsibilities, coordinate one’s actions with friends, and bring things to an end).
Thus, the child’s moral-volitional readiness for school acts as a certain result of his moral-volitional development in the first seven years of life. It covers the most important personality and behavior traits of a child from the perspective of school education, which together constitute the necessary prerequisites for the child’s adaptation to school conditions, responsible performance of new responsibilities, and the formation of a moral attitude towards the teacher and students. Moral and volitional readiness is inextricably linked with the child’s intellectual and physical readiness for schooling.
The importance of children's intellectual readiness for school is determined by the leading activity of the student - learning, which requires intense mental work from students, activation of mental abilities and cognitive activity. Intellectual readiness for school consists of several interrelated components.
An important component of intellectual readiness for school is the presence of a sufficiently wide stock of knowledge about the world around the child entering school. This fund of knowledge is the necessary foundation on which the teacher begins to build his work.
The knowledge of children entering school must be sufficiently differentiated. A preschooler must highlight both relatively large areas of reality (living and inanimate nature, different spheres of human activity and relationships, the world of things, etc.), as well as individual aspects of objects, phenomena and their own activities.
Essential for intellectual readiness for school is the quality of children’s knowledge acquisition. An indicator of the quality of knowledge is, first of all, the sufficient degree of its comprehension by children: the accuracy and differentiation of ideas; completeness of content and scope of elementary concepts; children’s ability to independently operate with knowledge when solving accessible educational and practical problems; systematicity, i.e. the ability of preschoolers to reflect accessible, significant connections and relationships between objects and phenomena (functional, spatio-temporal, cause-and-effect, etc.)
A component of intellectual readiness for school is a certain level of development of the child’s cognitive activity.
Of particular importance is, firstly, the growing arbitrariness of cognitive processes: the ability for arbitrary semantic memorization and reproduction of material, planned perception of objects and phenomena, purposeful solution of assigned cognitive and practical tasks, etc.; secondly, improving the quality of cognitive processes: accuracy of sensations, completeness of perception, speed and accuracy of memorization and reproduction; thirdly, the child has a cognitive attitude towards the world around him, a desire to gain knowledge and study at school.
As many psychologists emphasize (L.I. Bozhovich, L.S. Slavina, N.G. Morozova, A.A. Lyublinskaya, L.A. Venger), instilling in preschool children curiosity, interest in knowledge, desire to learn and complying with school rules, developing a positive attitude towards school, and interest in books are an important prerequisite for creating stable learning interests in students and a responsible attitude towards studying at school.
A significant role in the formation of intellectual readiness for school is played by the general level of mental activity of the future schoolchild.
In the conditions of systematic, purposeful work of the preschool on mental education, children develop such valuable features of mental activity as the ability for a fairly complete, multifaceted analysis of objects, the ability to use public sensory standards to examine the properties and qualities of objects and phenomena, the ability for elementary generalization based on identification main connections, dependencies, features in objects and phenomena, the ability to compare objects based on the consistent identification of signs of similarity and difference. Future schoolchildren develop elementary independence of mental activity: the ability to independently plan their practical activities and carry them out in accordance with the plan, the ability to pose a simple cognitive problem and solve it, etc.
It should be noted that the listed features of cognitive activity for the most part in preschool children are in the stage of initial formation; Their most complete development occurs in the process of schooling. But taken together, they constitute the most important prerequisite for the future student’s conscious and active assimilation of educational material at school.
Intellectual readiness for school also includes children’s mastery of elements of educational activity.
By the end of preschool childhood, in the conditions of systematic education, children must master the main components of educational activity: the ability to accept an accessible educational task, understand and accurately follow the teacher’s instructions, achieve results in work using the ways of doing it indicated by adults, the ability to exercise control over their actions, behavior, the quality of completing a task, the ability to give a critical assessment of one’s own work and the work of other children. A special role in preparing children for school is played by developing the ability to consciously subordinate their activities and behavior to certain requirements and rules put forward by the teacher.
A necessary component of a child’s intellectual readiness for school is a fairly high level of speech development. Clear sound pronunciation, variety of vocabulary, the ability to express thoughts coherently, grammatically correct, culture of verbal communication - all this is a prerequisite for successful schooling.
The content of intellectual readiness also includes a fairly wide range of knowledge, skills and abilities in the field of elementary mathematical concepts, native language, and the first basics of literacy. This knowledge, abilities and skills create the necessary readiness of children to master the relevant academic subjects in the 1st grade. It should be emphasized that the significance of “special” knowledge, skills and abilities for school education largely depends on the basis on which they are built and how correctly they are formed. As many researchers emphasize (A.V. Zaporozhets, A.M. Leushina, D.B. Elkonin, L.E. Zhurova, N.I. Nepomnyashchaya), initial teaching of literacy and basic mathematics in preschool institutions should give a great developmental effect and first of all, to form in children a broad orientation in the world of quantities and in the world of sounds of language, thereby creating the basis for the transition to subject learning.
A child’s physical readiness for school is essential for successful learning. The restructuring of a child’s lifestyle associated with entering school, changes in routine, serious academic work, duration of lessons, and homework require significant physical stress from the child. Physical readiness for school includes many components. This is, first of all, the child’s good health, toughness, certain endurance and performance of the body, and a high degree of resistance to diseases. This is the harmonious physical and neuropsychic development of the child, the correspondence of morphological and physiological development to age indicators (or some advance of them), a high level of motor development. The development of small muscles of the hand plays a special role in preparing children for school - a prerequisite for successful mastery of writing. Physical readiness for school also presupposes that the child masters cultural and hygienic skills and develops the habit of observing personal hygiene rules.
Physical readiness is a necessary component of a child’s development of school maturity. The concept of “school maturity” has become widespread in modern scientific literature. This is a fairly comprehensive concept that summarizes many aspects of a child’s mental and physical development. In general terms, “school maturity” is understood as such a level of physical and mental development at which it can be assumed that the child will fully cope with all the requirements of schooling.
To identify “school maturity,” a multifactor analysis is used, which involves assessing the state of health and biological maturity of the child’s body (anthropometric indicators, development of the skeletal, muscular, respiratory and cardiovascular systems), assessing functional readiness for school as the main indicator of school maturity and, above all, the level of development a number of physiological functions. These include the development of the ability to brake, necessary for sitting at a desk for a sufficiently long time, good coordination of movements, in particular small movements of the fingers, necessary for performing graphic tasks associated with writing and drawing; relative rapid formation and strengthening of conditioned connections of a positive and inhibitory nature and sufficient development of the second signaling system.
Success in school is highly associated with the development of “school maturity.”
A clear daily routine, hardening procedures, regular physical education classes, a variety of outdoor games and physical exercises, and an active motor regimen are necessary conditions for ensuring children’s physical readiness for school.
Data from modern researchers indicate that a high level of readiness for school is a consequence of an organic combination of work aimed at the comprehensive harmonious development of a child’s personality, with special training in mathematics and literacy, which should be carried out using methods appropriate to the age characteristics of preschoolers and have a broad developmental Effect.
Preparing children for school presupposes, on the one hand, such an organization of educational work in kindergarten that ensures a high level of general, comprehensive development of preschoolers, and, on the other hand, special preparation of children for mastering those academic subjects that they will master in primary school. In this regard, in modern psychological and pedagogical literature, the concept of readiness is defined as the multifaceted development of a child’s personality and is considered in two interrelated aspects: as “general, psychological readiness” and as “special readiness” for learning at school.
General readiness to school includes: personal, mental, moral, volitional, aesthetic, physical development, which creates the necessary basis for the child’s active participation and new conditions for schooling. General readiness is characterized by a certain level of mental development, which determines motivational readiness (the desire to learn, the child’s mastery of elements of educational activity).
Personal readiness children to school covers the following three main areas of life relationships: relationships with surrounding adults; relationships with peers; the child's attitude towards himself.
Moral-volitional readiness of a child to study at school is expressed in the achievement by the end of preschool age of interest in knowledge, the desire to overcome difficulties, the presence of perseverance, restraint, perseverance, independence, organization and discipline, the child’s ability to build his relationships with adults and peers in accordance with the rules. Moral and volitional readiness includes preschoolers mastering the necessary labor skills, the formation of social motives of behavior, and the ability to plan swap activities.
Indicators mental readiness include well-developed figurative and verbal-logical thinking, the necessary stock of knowledge about the world around us, about objects, materials, etc., developed sensory skills, the general level of mental activity, the ability to operate with knowledge when solving educational and practical problems, and mastery of elements of educational activity.
It is important to develop aesthetic feelings, creative imagination, the ability to perceive the content of various paintings, etc. Classes in drawing, modeling, appliqué, and music are most conducive to aesthetic preparation children to school.
Physical fitness is one of the important components of a child’s overall readiness for school. For the physical preparation of a child for school, it is of great importance: the child’s good health, normal physical and neuropsychic development; hardening, a certain endurance and performance of the body; proper functioning of the cardiovascular, digestive and respiratory systems; successful mastery of all types of basic movements; developed fine motor skills of the hand; mastering cultural and hygienic skills by the child, developing habits of observing personal hygiene rules.
Special readiness for school is a supplement to the child’s general, psychological readiness for school. It is determined by the child’s special knowledge, skills and abilities that are necessary to study various school subjects. Classes on speech development, FEMP, etc., conducted in kindergarten, provide the necessary level of special readiness of the child for school education.
According to physiologists, the adaptation period to school life and activities lasts 3-6 months for six-year-old children, while for seven-year-olds it lasts 1-1.5 months. For 20-303" six-year-old children, the adaptation process is completed during the first year of schooling.
Psychological and pedagogical unpreparedness for schooling is determined by the following groups of indicators: incompleteness of the structural and functional development of the cerebral cortex; difficult birth, illness in the first year of life; disharmony in the development of intellectual structures; lack of formation of cognitive motivation, skills and abilities of educational activities; misunderstanding of the professional role of the teacher and inability to build relationships in educational activities; inadequate attitude towards oneself, inability to assess the causes of failures; inability to voluntarily regulate behavior, attention, educational activities, cooperation and communication with peers; inability to adapt to the pace of school life.
The most common causes of school maladjustment are:
incorrect attitude towards the student;
improper organization of the educational process and educational activities;
unfavorable living conditions for children (violation of routine, poor nutrition, overcrowding of classes);
unfavorable family microenvironment
T.V. Dorozhevets highlights 3 areas of school adaptation : academic, social and personal
. Academic adaptation characterizes the degree of acceptance of educational activities and norms of school life.
Social adaptation reflects the child’s success in joining a new social group.
Personal adaptation characterizes the child’s level of acceptance of himself as a representative of a new social community (I am a schoolboy).
School maladaptation appears as a result of the predominance of one of the adaptation styles. In the structure of behavior of older preschoolers and first-graders, three maladaptive styles are identified: accommodative (reflects the child’s desire to completely subordinate his behavior to the requirements of the environment), assimilation (reflects the child’s desire to subordinate the social environment to his needs), “immature” (the child’s inability to accept a new social situation of development ). Increased rates of each adjustment style lead to maladjustment in all three areas of school adaptation.
62. indicators of pupils’ readiness for school.(general and special readiness).
Psychologists and teachers distinguish general and special readiness for learning at school.
Special training means the child’s acquisition of knowledge and skills that will ensure his success in mastering the content of education in the first grade of school in basic subjects (mathematics, reading, writing, the outside world). The concept of general preparation (and readiness) includes psychological, moral-volitional, and physical preparation. Physical readiness for school presupposes: general good health, low fatigue, efficiency, endurance.
Readiness for learning (training) presupposes the presence of a certain level of development of independence. In order to be ready to learn, a child must learn to complete a task, overcome difficulties, be disciplined, and assiduous.
Readiness for a new lifestyle presupposes the ability to establish positive relationships with peers , knowledge of norms of behavior and relationships, ability to communicate with children and adults.
The characteristics of social, moral and volitional readiness listed above are formed gradually throughout the child’s entire life from birth to 6 years in the family and preschool institution, both in and outside the classroom.
63. Forms of interaction between preschool and primary school The most effective forms of work of schools and kindergartens are:
I. visits by kindergarten teachers to lessons at school, and by school teachers to lessons in kindergarten, followed by discussion and making recommendations;
2. joint thematic meetings of primary school teachers and preschool teachers with the participation of heads of institutions;
3. holding parent meetings in senior groups with the participation of teachers and educators;
4. study by educators and teachers of kindergarten and first grade programs in order to identify what knowledge, skills and abilities children have mastered in a preschool institution. By studying the 1st grade program, preschool teachers will learn the requirements
schools to first-graders, take them into account in their education and training
preschoolers;
5. organization of various events to prepare children for school with the participation of parents;
6. Conversations between teachers and educators about children leaving for school on September 1, oral characterizations about weak and strong children, about the health status of children in the group, about the nature of collective relationships, about children’s assimilation of rules of behavior, about children’s attitude towards elders, about the development of cognitive interests , about volitional development, as well as about the development of intelligence: inquisitiveness, curiosity, criticality, etc.;
7. joint preparation for conferences, organization of exhibitions;
8. mutual visits to matinees and concerts.
In order to more closely and systematically work the school and kindergarten, teachers, together with educators, are developing succession plans, in the implementation of which not only teachers, but also parents are involved.
The succession plan includes the following sections:
I. methodological and organizational-educational work;
2. instilling interest in school in children;
3. educating schoolchildren to be caring and attentive to preschool children;
4. work with parents.
An integral part of the work on the continuity of schools and preschool institutions is cooperation with the family, which will allow achieving a high level of overall development of the child. To solve this problem, coordinated actions of preschool workers and families are needed: all the best that a family can give (love, care, care, personal communication), kindergarten and primary school should make their property, and, conversely, all the good that they acquire a child in kindergarten and school (independence, organization, interest in knowledge, etc.) should find continuation and support in the family. Only then will the quality of education and training of children in school and preparation for school in a preschool institution improve, and the gap between the family, kindergarten and school, which is a serious obstacle to the proper development of the child, will be bridged. Cooperation between kindergarten, family and school can be achieved through the following types of work : general parent meetings , which aim to acquaint parents with the basic requirements of the school, kindergarten for the content of the work carried out at home, communicate the main provisions of the concept of personality development, information about the main pedagogical, psychological, medical aspects of preparing a child for school;
group parent meetings , which allow us to specify general problems and pay attention to diagnostic methods for determining a child’s readiness for school. Teachers talk about the results of their work with children, demonstrate the children’s achievements by organizing exhibitions of children’s works, an amateur art concert, etc.;
lectures for parents ,
pedagogical consultations ;
seminars;
open classes and conversations with parents about the results that children have achieved, exhibitions of children's works, information about specialized literature;
joint holidays ;
teacher-parent meetings future first graders.
“The psychological readiness of preschool children for school” is one of the important and relevant topics today.
Recently, the problem of determining the readiness of older preschoolers to study at school has occupied one of the most important places in the development of ideas in applied psychology. Success in solving problems aimed at developing the personality of children, increasing the level of teaching efficiency, as well as its favorable professional development are largely determined by how accurately the child’s level of preparedness for studying at school is taken into account.
Readiness to learn is the innate ability of the human intellect to absorb knowledge and master skills and abilities. Willingness to learn varies from person to person and is enhanced by many factors: good health and access to health care facilities, good nutrition, parental economic opportunity and employment, a supportive family, and the availability of supportive services and policies.
School readiness is a collection of specific knowledge and skills that a child must master to optimize the school experience: physical and motor skills, social and emotional skills, learning aptitude, language, and cognitive skills.
To a greater extent, the psychological preparation of a child for schooling and updating the level of development of his personal qualities occurs at the stage of implementation of preschool education for children 5-6 years old.
Readiness for school is not only the state of the child, but also the conditions of the school, family, and environment. To better understand and define these conditions, early childhood standards are needed.
The relevance of this study determined the purpose and objectives of the work:
Goal of the work– consider the psychological readiness of preschool children for school.
To achieve the goal, it is necessary to solve the following tasks:
1. Consider the essence of the readiness of preschool children to study at school.
2. Consider the psychological characteristics of children 6-7 years of age.
To address the topic at hand, the following structure is defined: the work consists of an introduction, two chapters and a conclusion. The title of the chapters reflects their content.
1.Children’s readiness for school
Psychological readiness for school means that a child can and wants to study at school.
Assessing a child’s readiness to study at school is the pinnacle of creativity, both for a preschool psychologist and a preschool teacher (educator). Errors in assessing the capabilities, abilities and inclinations of a child are fraught with very large consequences in his development as an individual, and subsequently as a citizen. Therefore, it is very important what conceptual approaches specialists in child psychology and pedagogy are guided by, what they are guided by in their work - momentary successes (even unexpected or “fantastic”) or scientifically based forecasts, mere intuition or practical experience, personal motives (including and parental and family motives) or the social significance of their profession. But, first of all, it is necessary to highlight the structure of the child’s readiness for school. According to N.V. Nizhegorodtseva and V.D. Shadrikov, it is as follows:
Types of child readiness for school:
· physiological readiness;
· special readiness;
· psychological readiness (intellectual, personal and socio-psychological).
Let's consider these types in more detail.
1.1.Physiological readiness for school
The physiological readiness of children to study at school includes the following criteria:
· level of biological development;
· level of physical development;
· health status;
· state of analyzing systems;
· development of fine motor skills;
· development of basic types of movements;
· Implementation and compliance with basic hygiene standards.
Thus, the physiological readiness of children to study at school is determined by the development of the basic functional systems of their body, as well as their state of health. An assessment of a child’s physiological readiness to study at school is carried out by doctors according to standard criteria. When diagnosing and developing psychological readiness for schooling, it is necessary to take into account the level of physiological development, due to the fact that it is the foundation for school performance.
1.2.Special readiness for school
Special readiness of the child for schoolingincludes a sufficient degree of development of the following skills:
· ability to draw;
· ability to play music;
· ability to dance;
· ability to act;
· ability to compose;
· ability to design;
· Ability to engage in physical education and sports.
Thus, special preparation for school implies the development of abilities in preschoolers that will make it easier for them to study at school at the initial stage.
1.3.Psychological readiness for school
1.3.1. Child’s intellectual readiness for school
The most important indicators of a child’s intellectual readiness for school are the characteristics of the development of his thinking and speech.
By the end of preschool age, the central indicator of children’s mental development is their formation of figurative and the foundations of verbal and logical thinking.
During preschool age, children begin to lay the foundations of verbal-logical thinking, based on visual-figurative thinking and being its natural continuation. A six-year-old child is capable of the simplest analysis of the world around him: distinguishing between the essential and the unimportant, simple reasoning, and correct conclusions.
In addition, studies have found that older preschoolers, due to the fact that they use a system of sensory standards developed by the public, begin to master certain rational methods when examining the external properties of certain objects, the use of which allows children to differentiate and perceive complex objects. However, these abilities are limited by the range of children's knowledge. Within the limits of what is known, the child successfully establishes cause-and-effect relationships, which is reflected in his speech. He uses the expressions “if, then”, “because”, “therefore”, his everyday reasoning is quite logical. The rudiments of logical thinking are also manifested in the ability to classify objects and phenomena in accordance with generally accepted concepts; by the end of preschool age, the child can already combine objects into “conceptual” groups: “furniture”, “dishes”, “clothing”.
Summarizing the above and taking into account the age-related characteristics of the development of the child’s cognitive sphere, we can say that the development of intellectual readiness for schooling includes:
· analytical thinking (the ability to reproduce a pattern, the ability to comprehend connections and signs between phenomena);
· differentiated perception;
· logical memorization;
· weakening the role of fantasy (rational approach to reality);
· interest in the process of acquiring knowledge and in the knowledge itself through additional efforts;
· development of visual-motor coordination, as well as fine hand movements;
· the ability to use and understand symbols, as well as mastery of spoken language by ear.
Intellectual readiness is important, but not the only prerequisite for a child’s successful education at school.
1.3.2. Personal readiness of the child for school
For a person, as is known, personality is his image-I and self-concept. At preschool age, the process of forming the personality of children begins.
The motivation of a preschooler plays a decisive role in the personal component of psychological readiness for school. Much attention was paid to the role of the motivational sphere in the formation of a child’s personality in the theoretical works of L.I. Bozovic. Psychological readiness for school was considered from the same perspective. In other words, the most important is the motivational plan. There are two groups of motives for learning:
1. Motives that are associated with educational activities, or the child’s cognitive interest, children’s need for intellectual activity, as well as for mastering new skills, abilities and knowledge.
2. Social motives for learning, or motives that are associated with the needs of children to communicate with friends and adults, for their approval and evaluation, with the need of students to take a specific place in the system of social relations available to them.
Personal readiness for learning at school presupposes a specific level in the development of the emotional sphere of children. They master social norms when expressing feelings, while the role of emotions in children’s activities changes, emotional anticipation is formed, their feelings become more generalized, conscious, reasonable, non-situational, voluntary, and higher feelings are formed - moral, intellectual, aesthetic.
Thus, by the beginning of school, children should have achieved fairly good emotional stability; against this background, educational activities develop and proceed.
Many authors who consider the personal component of psychological readiness for school pay special attention to the problem of the development of volition in children. There is a point of view that poor development of voluntariness is the main reason for failure in primary school. But exactly to what extent it is necessary to develop voluntariness at the beginning of schooling is a question that has been very poorly studied in the literature. The main difficulty comes down to the fact that, on the one hand, voluntary behavior is a new formation of a primary school student, which develops within the educational (leading) activity of primary school age, and on the other hand, a weak degree of development of voluntary behavior creates obstacles to the beginning of schooling.
Having analyzed the prerequisites that are necessary for successful mastery of educational activities, D. B. Elkonin identified the following parameters:
· ability to navigate in a given system of requirements;
· the child’s ability to consciously subordinate his actions to a rule that generally determines the method of action;
· ability to independently perform required tasks according to a visually perceived pattern;
· the ability to listen carefully to the speaker and accurately perform tasks that are proposed orally.
In fact, these parameters can be considered as the lower level of actual development of voluntariness on which learning in the first grade is based.
G. G. Kravtsov considered the problem of the development of voluntariness through its relationship with will, emphasizing that the direction of development of the child’s personality towards his own individuality coincides with the expansion of the zone of his own freedom, the ability to consciously control his psyche and behavior, that is, with the formation of voluntariness.
In this case, a number of practically significant conclusions can be drawn, one of which is the determination of the leading activity for each age stage of a child’s development, depending on the type and level of arbitrariness of his mental activity.
At the same time, the levels of randomness are not formed in a linear sequence, but have periods of “overlapping”.
ON THE. Semago gives age-specific development standards for the first two levels of voluntary development. So, when diagnosing voluntary motor activity, one should focus on the following standards:
· by 5.5-6 years it is possible to perform reciprocal movements of the hands (with isolated errors);
· by the age of 6.5-7 years, the child performs voluntary facial movements according to the verbal instructions of an adult (with isolated errors);
· by 7-7.5 years, a child can perform various motor programs with both different arms (legs) and facial muscles.
Diagnosis of voluntariness of higher mental functions provides for certain age standards:
· by 5.5-6 years, the child retains the instructions, sometimes helping himself with sentences, independently discovers mistakes, can correct them, basically retains the activity program, but at the same time may need the organizing help of an adult. It is possible to distribute attention according to no more than two characteristics at the same time;
· by the age of 6.5-7 years, a child can retain instructions, but when performing complex tasks, he sometimes needs to repeat them. By this age, the child is able to maintain a program for performing verbal and non-verbal tasks. Due to fatigue, a little organizing help from an adult may be required. Copes freely 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 a program of implementation, and independently corrects obvious mistakes. Distribution of attention according to three criteria simultaneously is available.
When comparing the given age standards and the parameters identified by D.B. Elkonin as the lower level of actual development of voluntariness, on which learning in the first grade is based, we can conclude that there is some contradiction. On the one hand, the level of voluntariness necessary for successful learning in a mass school, according to age standards, is achieved only at the age of 6.5-7 years, on the other hand, a mass transition to the beginning of education is possible from the age of six.
1.3.3. Socio-psychological (communicative) readiness of the child for school
In addition to personal readiness, one more component of a child’s psychological readiness for school can be identified - socio-psychological readiness, defining it as the emergence in a child of qualities through which he could communicate with friends and teachers. Children come to a class or school, where the children are busy with one common task, and they need to have sufficiently flexible methods when establishing relationships with friends, act together with others, be able to enter into children's society, be able to defend themselves and give in.
Thus, this component presupposes the child’s development of the need to communicate with others, the ability to obey the customs and interests of the children’s group, which develop the ability to cope with the role of a junior schoolchild in a school setting.
According to a number of researchers, a number of substructures are distinguished in the structure of the socio-psychological component of school readiness:
· social competence;
· communicative competence;
· linguistic competence.
The use of the concept of competence is associated with the fact that it is rarely used in child psychology, which is how it remains possible to avoid differences in its interpretation. The word “competence” itself means knowledge of something. It follows from this that social competence is knowledge of the rules and norms of behavior that are accepted in a specific socio-cultural environment and attitude towards them, as well as the implementation of acquired knowledge in practice.
Linguistic competence is a level of speech development that allows a person to freely apply his knowledge of language when communicating. These types of competence are considered as elements of communicative competence, or more broadly, it is communication competence, which also includes understanding and knowledge of non-verbal language of communication, the ability to communicate with peers and with adults.
Social, communicative and speech competences, which are formed in the process of raising and socializing a child, have a certain level of development by the senior preschool age, which reflects the level of the child’s socio-psychological readiness for schooling.
The mental characteristics of the development of children of this age have a huge impact on the degree of readiness of older preschoolers for school.
2. Mental characteristics of the development of children 6-7 years of age.
Psychology speaks of a complex restructuring of brain activity in this critical period of a person’s life: senior preschool age is the boundary between involuntary behavior and the formation of elements of voluntary behavior. If the first is associated mainly with emotions, the direct expression of desire - “I want”, then the second is regulated by a conscious goal - “this is how it should be.” This restructuring is associated with the emergence and consolidation of important mental new formations, the development of attention, memory, thinking, imagination, the formation of a plan of mental actions, and the ability to take the point of view of a peer, an adult. In 6-7 year old children, the level of self-esteem of their own actions increases; They increasingly find themselves a model for comparison and imitation.
This age is characterized by a fairly high level of sensory abilities associated with the development of the senses. These abilities are expressed in the ability to determine the size of an object, distinguish sounds, catch rhythm, and much more. All this allows you to more actively develop speech, musical, visual and motor operations.
Favorable conclusions of psychologists about the possibility of starting learning are based on the ability of children of this age to highlight the essential, to identify similar and different signs of objects and phenomena. It is significant that logical judgments arise as a result of objective-practical actions, in the process of transforming objects and highlighting the properties hidden in them. At this age, the most natural form of activity for a child is play. It is where active self-expression and development of all his spiritual and physical powers take place.
All these mental characteristics of a child’s personality arise and develop under the influence of favorable factors, with reasonable and targeted pedagogical influence. Only based on the natural capabilities of the child, it is possible to determine the content and methods of teaching appropriate for this age in the best way, to prevent overexertion and overwork, and to ensure full, comprehensive and harmonious development. Of particular importance in this case is the achievement of the formation of the child’s personal position in relation to the new role of the student, the desire and ability to learn. Thus, not only intellectual maturity plays a role here, but also moral and volitional readiness for educational activities - communicating in a team, correct reaction to the demands of an adult, assimilation of norms of behavior. All this is part of the social activity of the individual.
Based on the age characteristics of children 6-7 years old, the teacher must keep in mind a wide range of individual differences in capabilities and their abilities. Mastery in teaching and upbringing is expressed to a large extent in the ways of individual approach to each child.
The health of a child depends, first of all, on a properly organized life, his physical and mental well-being.
Senior preschool age, like preschool in general, is a stage of intensive mental development. At the same time, a feature of this stage is that passive changes are noted in all areas, from the improvement of psychophysiological functions to the emergence of complex personal new formations.
The productivity of perception is largely determined by the level of development of attention and memory. As various authors note, the patterns of development of these mental functions are similar. In older preschool age, attention is involuntary. States of increased attention are associated with orientation in the external environment, with an emotional attitude towards it, while the substantive features of external impressions that ensure this increase change with age. Gradually, due to the complication of activity as mental development progresses, stability of attention increases.
An extremely important achievement of mental development at this age is the fact that a child of 6-7 years old can be given a goal - to remember. The presence of this possibility is due to the fact that the child is already beginning to use various techniques specifically designed to increase the efficiency of memorization: repetition, semantic and associative linking of material.
At the age of 6, verbal and semantic memory develops intensively (by the age of 7 it is almost equal to figurative memory). This increases the effectiveness of using semantic connections as a mnemonic device.
At 6-7 years of age, a fairly high level of mental development is noted, including dissected perception, generalized forms of thinking, and semantic memorization. The child develops a certain amount of knowledge and skills, and intensively develops arbitrary forms of using memory, imagination, and thinking, based on which the child can be encouraged to listen, consider, remember, and analyze. An older preschooler is able to coordinate his actions with peers, participants in joint games or productive activities, regulating his actions on the basis of learned social norms of behavior. His behavior is characterized by stability and direction, which is determined by the presence of a formed sphere of motives and interests, an internal plan of action, and the ability to fairly adequately assess both the result of his own activities and his capabilities.
One of the results of the mental development of a preschooler is his readiness to study at school.
Every 6-7 year old child already has clearly defined personality traits, motives of behavior and life position.
The cognitive capabilities of older preschoolers are such that they can already begin systematic education at school.
A child of 6–7 years old, as noted above, has sufficiently developed attention, memory, and imagination. He easily switches attention, remembers better what impresses him; his imagination is connected with impressions.
All mental processes of children aged 6–7 years gradually become more and more manageable. This happens especially effectively in specially organized conditions.
The intellectual readiness of children 6–7 years old to study at school presupposes the development of their mental processes, sensory development, the need to learn new things, the ability to learn from an adult, the presence of the necessary amount of knowledge acquired in the system, etc.
Emotional-volitional readiness consists of a positive attitude towards the content of a new activity, the desire to overcome difficulties, achieve results of one’s activities, the ability to organize a workplace and maintain order in it, come into contact with new people (adults and peers), etc.
An adult must know the characteristics of cognitive, emotional and volitional mental processes, the characteristics of the motivation of behavior and activity of an older preschooler, know the requirements of the school and understand the system of relationships “child - teacher”, “child - classmates”, “child - parents”.
In order to identify the above criteria, various techniques are used.
3.Methods for diagnosing the mental development of preschool children
Among the most famous foreign tests for determining school maturity, used in our country, we can highlight the “Kern-Jerasek Test” - a technique for diagnosing the level of readiness for schooling. A significant advantage of the test is its versatility (use of verbal, graphic methods of research, focus on a wide social range of factors influencing the child).
The school maturity orientation test consists of three tasks:
The first task is to draw a male figure from memory, the second is to draw written letters, the third is to draw a group of dots. To do this, each child is given sheets of paper with examples of completing tasks. All three tasks are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements; these skills are necessary in school for mastering writing. The test also allows you to identify (in general terms) the child’s developmental intelligence. The tasks of drawing written letters and drawing a group of dots reveal the children’s ability to reproduce a pattern. These also allow you to determine whether the child can work for some time with concentration without distractions.
The result of each task is assessed on a five-point system (1 is the highest score; 5 is the lowest score), and then the summed total for the three tasks is calculated. The development of children who received a total of 3 to 6 points on three tasks is considered above average, from 7 to 11 - as average, from 12 to 15 - below average. Children who received between 12 and 15 points must be further examined.
J. Jirasek conducted a study to establish a connection between the success of the school maturity test and success in further education. It turns out that children who do well on a test tend to do well in school, but children who do poorly on a test may do well in school.
Therefore, J. Jirasek emphasizes that the result of the test can be considered as the basis for a conclusion about school maturity and cannot be interpreted as school immaturity (for example, there are cases when capable children draw a sketch of a person, which significantly affects the total score they receive).
They also use the “Ability to Learn at School” test by G. Witzlak (1972), which is intended to diagnose the psychological readiness for school of children 5-7 years old.
To diagnose the development of fine motor skills in children, N.I.’s technique is used. Gutkina “House”, A.L. Wenger “Complete the tails for the mice” and “Draw handles for the umbrellas.”
The technique is a task of drawing a picture depicting an object that needs to be completed.
The task allows us to identify the child’s ability to focus his work on a model, the ability to accurately copy it, reveals the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand. The methods are designed for children aged 5.5 – 10 years.
Methods that determine the formation of psychological prerequisites for learning are based mainly on the provisions of D.B. Elkonin on the tasks of diagnosing the mental development of a child during transition periods.
Among them are the “Pattern” techniques of L.I. Tsehanskaya, “Graphic dictation” by D.B. Elkonina, "Drawing by points" A.L. Wenger, the “Sample and Rule” technique (developed by A.L. Wenger) and some others.
The listed methods most clearly reflect the essence of the methods that determine the formation of the psychological prerequisites for mastering educational activities.
Methodology L.I. Tsehanskaya is aimed at studying the development of children’s ability to consciously subordinate their actions to a rule that generally determines the method of action, and, in addition, the ability to listen carefully to the speaker.
The material used for the technique is geometric figures arranged in three rows. The top row consists of triangles, the bottom row consists of squares, and the middle row consists of circles. The squares are located exactly under the triangles, the circles are in the space between them. There are 17 triangles and squares in a row, 16 circles. All three rows of geometric shapes are henceforth called a “stripe”.
The child is given the task of drawing a pattern, following the rule: connecting triangles and squares through a circle (method of action). At the same time, he must follow the dictation given by the experimenter and which indicates which figures should be connected and in what order (a triangle - a square, a square - a triangle, two squares, etc.).
First, the child is offered a sample of the pattern and given instructions. This is followed by the stage of teaching the method of action, after which the children move on to completing the main task.
The experiment consists of three series, differing from each other in pattern configuration.
The material of the technique ("strips" of geometric shapes) is located on four pages. On the first page, in the center of the top, there is a sample pattern that the children will have to draw after explaining the task. At the bottom of the same page there is a “strip” of geometric shapes, on which children learn to draw a pattern under dictation. On the next three pages, one “strip” of figures is given on each, respectively, for series I, II and III of the experiment.
The “Graphic Dictation” technique by D.B. Elkonin is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of lines on a sheet of paper, and act independently according to the instructions of an adult.
The technique is carried out as follows. Each child is given a notebook sheet in a square, in the upper right corner of which the surname and first name of the subject, as well as the date of the examination, are written down. On the left side of each sheet, at a distance of 4 cells from the left edge, three dots are placed one below the other (the vertical distance between them is 7 cells).
First instruction: “Now you and I will learn to draw different patterns. We must try to make them beautiful and neat. To do this, you must listen to me carefully - I will tell you in which direction and how many cells to draw the line.
Draw only those lines that I will dictate. When you draw a line, wait until I tell you where to point the next one. Start each new line where the previous one ended, without lifting the pencil from the paper. Does everyone remember where the right hand is? This is the hand in which you hold the pencil. Pull it to the side. You see, she points to the door (a real landmark available in the classroom is given). So, when I say that you need to draw a line to the right, you will draw it like this - to the door (on a board previously drawn into cells, a line is drawn from left to right, one cell long). This is a line drawn one cell to the right. And now, without lifting my hand, I draw a line two cells up, and now three cells to the right." (The words are accompanied by drawing lines on the board.)
After this, they move on to drawing a training pattern.
The experimenter continues: “We begin to draw the first pattern. Place 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."
While working on this pattern, the experimenter walks along the rows and corrects the mistakes made by the children. When drawing subsequent patterns, such control is removed and care is taken only to ensure that children do not turn over their leaves and start a new pattern on the right side. When dictating, long enough pauses should be observed so that the subjects have time to finish the previous line. 1.5-2 minutes are given to independently continue the pattern. Guys should be warned that it is not necessary to take up the entire width of the page.
The next instruction reads like this: “Now place your pencil on the next point. Are you ready? Attention! One cell up. One cell right. One cell up. One cell right. One cell down. One cell right. One cell down. One cell right. One cell down. One cell to the right. Now continue drawing this pattern yourself."
Instructions for the final pattern: "That's it. There is no need to draw this pattern further. We will do the last pattern. Place the pencil on the next point. I begin to dictate. 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 cells up. Now continue to draw this pattern yourself."
When analyzing the results of completing a task, it is necessary to separately evaluate actions taken under dictation and the correctness of independent continuation of the pattern. The first indicator indicates the ability to listen carefully and clearly follow the instructions of an adult, without being distracted by extraneous stimuli, the second - the degree of independence of the child in educational work.
The “Pattern and Rule” technique (developed by A.L. Wenger) is aimed at identifying the ability to be guided by the system of the task conditions, overcoming the distracting influence of extraneous factors. The results of its implementation also reflect the level of development of visual-figurative thinking.
The technique consists of 6 tasks, each of which is placed on a separate sheet of a special booklet given to the test subject. On each sheet of the booklet, a sample is drawn on the left, and “dots” are written on the right, which are crosses, circles and triangles. Following the given rule (not to draw a line between two identical “dots”), the child must, connecting these “dots” with a pencil, reproduce the sample figure depicted on the same sheet to the left of the “dots”. The tasks differ from one another in the shape of the sample and the location of the “dots”.
The samples in problems No. 1 and No. 5 are irregular triangles, in problem No. 2 - an irregular trapezoid, in problem No. 3 - a rhombus, in problem No. 4 - a square and in problem No. 6 - a four-rayed star. In order to correctly complete the task, the child must simultaneously focus on two systems of relationships between “points”: on the one hand, on spatial relationships (determined by the model), on the other hand, on relationships determined by the rule for connecting “dots”.
There are also some relationships between the “points” that are inadequate to the task at hand, but correspond to stable perceptual gestalts: individual groups of “points” form simple geometric figures, often symmetrical.
To study speech development, the “Sequence of Events” technique is used.
The technique was proposed by A.N. Bernstein.
The technique is intended to study the development of logical thinking, speech and the ability to generalize.
Three plot pictures are used as experimental material, presented to the subject in the wrong sequence. The child must understand the plot, build the correct sequence of events and compose a story from the pictures, which is impossible without sufficient development of logical thinking and the ability to generalize. An oral history shows the level of speech development of a future first-grader: how he constructs phrases, whether he speaks the language fluently, what his vocabulary is, etc.
The task consists of two parts:
· laying out a sequence of pictures;
· oral history on them.
There are cases when, with an incorrectly found sequence of drawings, the subject nevertheless composes a logical version of the story. This performance of the task is considered good.
If the subject correctly found the sequence, but could not compose a good story, then it is advisable to ask him several questions to clarify the cause of the difficulty. Thus, a child can intuitively understand the meaning of what is drawn in the pictures, but he lacks specific knowledge to explain what he sees (for example, in the case of the “Flood” plot). It happens that a future first-grader does not have enough vocabulary to explain what is happening in the pictures. Precise questions from the experimenter allow us to understand the reason for the bad story. Compiling a story using leading questions is regarded as completing the task at an average level. If the subject correctly found the sequence, but could not compose a story even with the help of leading questions, then such performance of the task is considered as unsatisfactory. (Particular consideration should be given to cases where the child’s silence is due to personal reasons: fear of communicating with strangers, fear of making a mistake, pronounced lack of self-confidence, etc.)
Modern methods of teaching reading are based on the sound analysis of a word, so the ability to distinguish different sounds in a word by ear becomes fundamentally important for a future first-grader. In this regard, the study of the development of the child’s speech sphere is complemented by another technique, “Sound Hide and Seek”.
This technique is designed to test phonemic hearing.
The experimenter tells the child that all words are made up of sounds that we pronounce, and that is why people can hear and pronounce words. For example, an adult pronounces several vowels and consonants. Then the child is asked to play “hide and seek” with sounds. The conditions of the game are as follows: each time they agree on what sound to look for, after which the experimenter calls various words to the subject, and he must say whether or not the sound being sought is in the word (N.I. Gutkina, 1990, 1993, 1996).
It is suggested to look for the sounds one by one: “o”, “a”, “sh”, “s”.
All words must be pronounced very clearly, highlighting each sound, and vowel sounds must even be drawn out (the vowel sound being searched must be under stress). It is necessary to invite the subject to pronounce the word after the experimenter and listen to it. You can repeat the word several times.
Correct and incorrect answers are recorded on the form, and then the method of completing the task is analyzed. So, for example, there are children who answer all words in a row that they contain the sound they are looking for. In this case, the correct answers should be considered random. The same is true if the child believes that the sound he is looking for is nowhere to be found.
If the subject did not make a single mistake, then the task is considered to have been completed well.
If one mistake is made, then the task is considered to be completed averagely.
If more than one mistake is made, then the task is completed poorly.
The procedure for determining psychological readiness for school may vary depending on the conditions in which you have to work. The most favorable conditions are examination of children in kindergarten, since in this case the child is in a familiar environment, and the examination itself is similar to an individual lesson for him. The examination can be carried out in one sitting or, if the baby works very slowly and gets tired quickly, in two sittings. It must be remembered that during the examination, children must be at least 5 years 6 months old - the age before which the proposed examination program cannot be carried out. At the same time, diagnostics of psychological readiness for school is carried out with the aim of creating development groups that make it possible to prepare children for school.
Conclusion
The psychological readiness of older preschoolers to study at school is a holistic education that presupposes a high level of development of both the motivational and intellectual spheres. A lag in the development of any component of psychological readiness may entail a lag in the development of a number of others, which, in turn, determines unique options for the transition from senior preschool age to primary school age.
Senior preschool age (6–7 years) is traditionally identified in psychology as a transitional, critical period of childhood, called the “seven-year crisis.” The formulation and development of the problem of critical ages in Russian psychology was first carried out by L. S. Vygotsky. Based on a logical and methodological analysis of the category of development, consideration of the concepts of mental development that existed at that time and generalization of materials obtained in his own psychological research, L. S. Vygotsky developed a periodization of the child’s mental development, which was based on the concept of central psychological neoplasms.
In children who have gone through the seven-year crisis, generalization of the experience is expressed in a loss of spontaneity of behavior. The child develops not only individual affective reactions to individual phenomena, but generalized, non-objectified affective tendencies.
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