The problem of children's psychological readiness for school. The problem of psychological readiness for school
The problem of a child's readiness for school has always been relevant. Currently, this is due to many factors. Modern research shows that 30-40% of children enter the first grade of a public school not ready to learn, that is, their social, psychological, emotional-volitional components of readiness are not sufficiently formed.
The successful solution of the tasks of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of preparedness of preschoolers for schooling is taken into account. In modern psychology, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.
Today it is generally accepted that readiness for schooling is a multicomponent education that requires complex psychological research. The primary task facing both domestic and foreign scientists is the following: to identify at what age it is better to start learning; when and under what condition of the child this process will not lead to developmental disorders or negatively affect his health.
Scientists believe that a differentiated approach as a socio-educational environment is based on the level of speech readiness of primary schoolchildren. It will be carried out more effectively if the speech development of first-grade students is identified.
Psychological readiness to study at school is considered at the present stage of development of psychology as a complex characteristic of a child. It reveals the levels of development of psychological qualities, which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
In the psychological dictionary, the concept of “readiness for schooling” is considered as a set of morphophysiological characteristics of a child of senior preschool age, ensuring a successful transition to systematic, organized schooling.
In recent years, more and more attention has been paid to the problem of school readiness abroad. When solving this issue, theoretical constructs are combined, on the one hand, and practical experience, on the other. The peculiarity of the research is that the intellectual capabilities of children are at the center of this problem. This is reflected in tests showing the child’s development in the areas of thinking, memory, perception and other mental processes.
A preschooler entering school must have certain characteristics: be mature mentally, emotionally and socially. The mental area includes the child’s ability to differentiated perception, voluntary attention, analytical thinking, etc. Emotional maturity is understood as the child’s emotional stability and almost complete absence of impulsive reactions. Social maturity is associated with the child’s need to communicate with children, with the ability to obey the interests and accepted conventions of children’s groups, as well as with the ability to take on the social role of a schoolchild in the social situation of schooling.
Making a comparative analysis of foreign and domestic studies, we can conclude that the main focus of the former is on creating tests and is much less focused on the theory of the issue. The works of domestic psychologists contain a deep theoretical study of the problem of school readiness.
An important aspect in the issue of studying school maturity is the study of the problem of psychological readiness for learning at school. Its components are motivational (personal), intellectual and emotional-volitional.
Motivational readiness– the child has a desire to learn. In this regard, two groups of teaching motives were identified. The first group is broad social motives associated with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desire to take a certain place in the system of social relations available to him. The second group is motives directly related to educational activities, or the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge.
Personal readiness expressed in the child’s attitude towards school, teachers and educational activities. It also includes developing in children such qualities that would help them communicate with teachers and classmates.
Intelligent Readiness presupposes that the child has an outlook and a stock of specific knowledge. He must master systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. Intellectual readiness also presupposes the formation in preschoolers of initial skills in the field of educational activities, in particular the ability to identify an educational task and turn it into an independent goal of activity.
In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes.
Analyzing these prerequisites, it is necessary to highlight the following parameters.
Children's skill:
Consciously subordinate your actions to rules that generally determine the method of action;
Focus on a given system of requirements;
Listen carefully to the speaker and accurately carry out the tasks proposed orally, and independently complete them according to a visually perceived pattern.
These parameters of the development of voluntariness are part of psychological readiness for school. First grade instruction is based on them.
To develop voluntariness in a child when working, a number of conditions must be met:
It is necessary to combine individual and collective forms of activity;
Take into account the age characteristics of the preschooler;
Use games with rules.
In addition to the indicated components of psychological readiness for school, researchers highlight the level of speech development. By the age of 6-7 years, a more complex independent form of speech appears and develops - an extended monologue utterance. By this time, the child’s vocabulary consists of approximately 14 thousand words. He already knows the formation of tenses, the rules for composing sentences.
Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal-logical, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the resulting indicators cannot but reflect the level of development thinking.
In cognitive terms, by the time a child enters school, he or she has already reached a very high level of development, ensuring free assimilation of the school curriculum.
In addition to the development of cognitive processes of perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, preschoolers must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready for learning and assimilation of knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development.
Thus, the high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the psychological characteristics of the child. This is due to the fact that the problem of the psychological readiness of preschoolers to study at school is of particular importance, since the success of their subsequent education depends on its solution.
At primary school age, children have significant development reserves, but before using them, it is necessary to give a qualitative description of the mental processes of this age.
In preschoolers, perception and thinking are closely interconnected, which indicates visual-figurative thinking, which is most characteristic of this age.
A child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. A preschooler, while playing, experiments, tries to establish cause-and-effect relationships and dependencies.
Psychologists characterize the end of the preschool period by the predominance of visual-figurative thinking or visual-schematic thinking.
A reflection of a child’s achievement of this level of mental development is the schematism of a child’s drawing and the ability to use schematic images when solving problems.
Experts note that visual-figurative thinking is fundamental for the formation of logical thinking associated with the use and transformation of concepts.
Thus, by the age of 6-7 years, a child can approach solving a problem situation in three ways: using visual-effective, visual-figurative and logical thinking.
In preschool childhood, the process of mastering speech is largely completed.
By the age of seven, language becomes a means of communication and thinking for the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school.
The sound side of speech develops. Younger preschoolers begin to become aware of the peculiarities of their pronunciation, but they still retain their previous ways of perceiving sounds, thanks to which they recognize incorrectly pronounced children's words. By the end of preschool age, the process of phonemic development is completed.
The grammatical structure of speech develops. Children learn subtle patterns of morphological order and syntactic order. Mastering the grammatical forms of the language and acquiring a larger active vocabulary allows them to move on to concrete speech at the end of preschool age.
The use of new forms of speech and the transition to expanded statements are determined by the new communication tasks facing the child during this period.
By the senior preschool age, the accumulation of extensive experience in practical actions, a sufficient level of development of perception, memory, and thinking increases the child’s sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by the development of volitional regulation of behavior.
At this age, changes occur in the child’s motivational sphere: a system of subordinate motives is formed, giving a general direction to the child’s behavior.
Acceptance of the most significant motive at the moment is the main one, allowing the child to go towards the intended goal, ignoring situationally arising desires.
An important role belongs to role-playing play, which is a school of social norms, with the assimilation of which the child’s behavior is built on the basis of a certain emotional attitude towards others or depending on the nature of the expected reaction. The preschooler considers the adult to be the bearer of norms and rules, but under certain conditions he himself can act in this role. At the same time, his activity in relation to compliance with accepted standards increases.
Gradually, the older preschooler learns moral assessments and begins to take into account, from this point of view, the assessment from the adult.
Psycho-emotional stability is the most important condition for the normal educational activities of children.
Having summarized the developmental features of children 6-7 years old, we can conclude that at this age stage they differ:
A fairly high level of mental development, including dissected perception, generalized norms of thinking, semantic memorization;
The child develops a certain amount of knowledge and skills, an arbitrary form of memory and thinking intensively develops, based on which one can encourage him to listen, consider, remember, analyze;
His behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, and the ability to fairly adequately assess the results of his own activities and his capabilities;
Features of speech development.
Currently, education is considered by teachers as a universal human value. Its implementation leads to the functioning various types of education. The first is characterized by the presence of an adaptive practical orientation, that is, the desire to limit the content of general education training to a minimum of information relevant to ensuring human life. The second is based on a broad cultural-historical orientation. This type of education provides for obtaining information that obviously will not be in demand in direct practical activities.
Both types inadequately correlate the real capabilities and abilities of a person. To overcome these shortcomings, educational projects began to be created that solve the problem of training a competent person.
Modern pedagogical science does not focus on passive adaptation to the existing level of development of students, but on the formation of mental functions, creating conditions for their development in the learning process. Much attention is paid to the development of learning ability - a reliable way to increase the efficiency of the process of acquiring knowledge and learning in general. It plays its leading role in mental development primarily through the content of acquired knowledge.
In accordance with the theory of educational activity, students should develop not knowledge, but certain types of activities in which knowledge is included as a certain element.
Thus, the relevance of searching for an effective training system has not diminished to this day, since its further development serves as the basis for improving the learning process.
Not every educational activity provides optimal conditions for the education and development of the individual. To solve this problem, careful organization of the content of education, selection of appropriate forms and methods of teaching, and its technology are necessary.
General and equal education for all children, while ensuring the identification of students' inclinations and abilities, does not yet guarantee their sufficiently intensive development. This is explained by the large repetition of students, the difference in their inclinations and abilities. A system of certain measures is needed to ensure the development of students’ abilities in an optimal manner, taking into account the inclinations and abilities identified in them. In order to identify them, special tests have been developed. They are a series of different tasks that the child must complete in a certain period of time. Test tasks, as a rule, are such that their successful completion requires a good vocabulary, developed speech, and familiarity with the environment and its phenomena. In other words, good overall development of the child is required.
Thus, society’s interest in creating an optimal regime for identifying and developing the inclinations of all children leads to the need for differentiation of education. Consequently, one of its tasks in social terms comes down to identifying and maximizing the development of the inclinations and abilities of the younger generation. It is essential that the general level of education in secondary school should be the same.
Differentiation of learning means taking into account the individual characteristics of students in the form when they are grouped on the basis of certain characteristics.
The following are distinguished: differentiation goals.
Educational – to improve the knowledge, skills and abilities of students, to facilitate the implementation of educational programs by increasing the level of knowledge and skills of each student individually and thus reduce his absolute and relative backlog, to deepen and expand the knowledge of students, based on their interests and special abilities.
Developmental – the formation and development of logical thinking, creativity and academic skills based on the student’s zone of proximal development.
Educating – creating the prerequisites for the development of the child’s interests and special abilities, while taking into account existing cognitive interests and encouraging new ones, evoking positive emotions, and beneficially influencing educational motivation and attitude towards academic work.
The following are distinguished: frontal, group, pair work, individual independent work.
Modern adaptive school model suggested by E. A. Yamburg. According to it, he understands an educational institution with a mixed student population, where gifted and ordinary children study, as well as those in need of remedial and developmental education. Such a school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, and on the other, to respond as flexibly as possible to sociocultural changes in the environment. The main result of such bilateral activity is the adaptation of children to a rapidly changing life.
An adaptive school is a mass comprehensive school where there should be a place for every child, that is, educational programs should be developed according to their level of readiness for learning.
Over time, secondary schools will necessarily turn into adaptive ones, where the educational process will be organized taking into account the socio-cultural characteristics of the region, the social needs of the population and the state requirements for educational standards, as flexible as possible in relation to the psychophysiological characteristics, abilities and inclinations of children.
Differentiated approach- this is taking into account the individual characteristics of students in the form when they are grouped on the basis of any characteristics. When teaching primary schoolchildren, the implementation of a differentiated approach will have the following abilities:
Ensuring content and methodological continuity, choosing optimal learning conditions;
Ensuring an effective combination of two educational paradigms: affective-emotional-volitional and cognitive;
Mastering by primary school students the methods and skills of educational activities available to them;
Organization of dialogue between different pedagogical systems and technologies;
Creating favorable conditions for the maximum development of the inclinations and abilities of younger schoolchildren;
Eliminate overload in their training.
The successful solution of the problems of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. It is considered as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
Used Books:
Preschool pedagogy – V.A. Kulganov, May, 2015 – p.65.
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The problem of children's readiness for school
The problem of a child's readiness for school has always been relevant. Currently, this is due to many factors. Modern research shows that 30-40% of children enter the first grade of a public school not ready to learn, that is, their social, psychological, emotional-volitional components of readiness are not sufficiently formed.
The successful solution of the tasks of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of preparedness of preschoolers for schooling is taken into account. In modern psychology, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.
Today it is generally accepted that readiness for schooling is a multicomponent education that requires complex psychological research. The primary task facing both domestic and foreign scientists is the following: to identify at what age it is better to start learning; when and under what condition of the child this process will not lead to developmental disorders or negatively affect his health.
Scientists believe that a differentiated approach as a socio-educational environment is based on the level of speech readiness of primary schoolchildren. It will be carried out more effectively if the speech development of first-grade students is identified.
Psychological readinessto study at school is considered at the present stage of development of psychology as a complex characteristic of a child. It reveals the levels of development of psychological qualities, which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
In the psychological dictionary, the concept of “readiness for schooling” is considered as a set of morphophysiological characteristics of a child of senior preschool age, ensuring a successful transition to systematic, organized schooling.
In recent years, more and more attention has been paid to the problem of school readiness abroad. When solving this issue, theoretical constructs are combined, on the one hand, and practical experience, on the other. The peculiarity of the research is that the intellectual capabilities of children are at the center of this problem. This is reflected in tests showing the child’s development in the areas of thinking, memory, perception and other mental processes.
A preschooler entering school must have certain characteristics: be mature mentally, emotionally and socially. The mental area includes the child’s ability to differentiated perception, voluntary attention, analytical thinking, etc. Emotional maturity is understood as the child’s emotional stability and almost complete absence of impulsive reactions. Social maturity is associated with the child’s need to communicate with children, with the ability to obey the interests and accepted conventions of children’s groups, as well as with the ability to take on the social role of a schoolchild in the social situation of schooling.
Making a comparative analysis of foreign and domestic studies, we can conclude that the main focus of the former is on creating tests and is much less focused on the theory of the issue. The works of domestic psychologists contain a deep theoretical study of the problem of school readiness.
An important aspect in the issue of studying school maturity is the study of the problem of psychological readiness for learning at school. Its components are motivational (personal), intellectual and emotional-volitional.
Motivational readiness– the child has a desire to learn. In this regard, two groups of teaching motives were identified. The first group is broad social motives associated with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desire to take a certain place in the system of social relations available to him. The second group is motives directly related to educational activities, or the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge.
Personal readinessexpressed in the child’s attitude towards school, teachers and educational activities. It also includes developing in children such qualities that would help them communicate with teachers and classmates.
Intelligent Readinesspresupposes that the child has an outlook and a stock of specific knowledge. He must master systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. Intellectual readiness also presupposes the formation in preschoolers of initial skills in the field of educational activities, in particular the ability to identify an educational task and turn it into an independent goal of activity.
In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes.
Analyzing these prerequisites, it is necessary to highlight the following parameters.
Children's skill:
Consciously subordinate your actions to rules that generally determine the method of action;
Focus on a given system of requirements;
Listen carefully to the speaker and accurately carry out the tasks proposed orally, and independently complete them according to a visually perceived pattern.
These parameters of the development of voluntariness are part of psychological readiness for school. First grade instruction is based on them.
To develop voluntariness in a child when working, a number of conditions must be met:
It is necessary to combine individual and collective forms of activity;
Take into account the age characteristics of the preschooler;
Use games with rules.
In addition to the indicated components of psychological readiness for school, researchers highlight the level of speech development. By the age of 6-7 years, a more complex independent form of speech appears and develops - an extended monologue utterance. By this time, the child’s vocabulary consists of approximately 14 thousand words. He already knows the formation of tenses, the rules for composing sentences.
Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal-logical, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the resulting indicators cannot but reflect the level of development thinking.
In cognitive terms, by the time a child enters school, he or she has already reached a very high level of development, ensuring free assimilation of the school curriculum.
In addition to the development of cognitive processes of perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, preschoolers must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready for learning and assimilation of knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development.
Thus, the high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the psychological characteristics of the child. This is due to the fact that the problem of the psychological readiness of preschoolers to study at school is of particular importance, since the success of their subsequent education depends on its solution.
At primary school age, children have significant development reserves, but before using them, it is necessary to give a qualitative description of the mental processes of this age.
In preschoolers, perception and thinking are closely interconnected, which indicates visual-figurative thinking, which is most characteristic of this age.
A child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. A preschooler, while playing, experiments, tries to establish cause-and-effect relationships and dependencies.
Psychologists characterize the end of the preschool period by the predominance of visual-figurative thinking or visual-schematic thinking.
A reflection of a child’s achievement of this level of mental development is the schematism of a child’s drawing and the ability to use schematic images when solving problems.
Experts note that visual-figurative thinking is fundamental for the formation of logical thinking associated with the use and transformation of concepts.
Thus, by the age of 6-7 years, a child can approach solving a problem situation in three ways: using visual-effective, visual-figurative and logical thinking.
In preschool childhood, the process of mastering speech is largely completed.
By the age of seven, language becomes a means of communication and thinking for the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school.
The sound side of speech develops. Younger preschoolers begin to become aware of the peculiarities of their pronunciation, but they still retain their previous ways of perceiving sounds, thanks to which they recognize incorrectly pronounced children's words. By the end of preschool age, the process of phonemic development is completed.
The grammatical structure of speech develops. Children learn subtle patterns of morphological order and syntactic order. Mastering the grammatical forms of the language and acquiring a larger active vocabulary allows them to move on to concrete speech at the end of preschool age.
The use of new forms of speech and the transition to expanded statements are determined by the new communication tasks facing the child during this period.
By the senior preschool age, the accumulation of extensive experience in practical actions, a sufficient level of development of perception, memory, and thinking increases the child’s sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by the development of volitional regulation of behavior.
At this age, changes occur in the child’s motivational sphere: a system of subordinate motives is formed, giving a general direction to the child’s behavior.
Acceptance of the most significant motive at the moment is the main one, allowing the child to go towards the intended goal, ignoring situationally arising desires.
An important role belongs to role-playing play, which is a school of social norms, with the assimilation of which the child’s behavior is built on the basis of a certain emotional attitude towards others or depending on the nature of the expected reaction. The preschooler considers the adult to be the bearer of norms and rules, but under certain conditions he himself can act in this role. At the same time, his activity in relation to compliance with accepted standards increases.
Gradually, the older preschooler learns moral assessments and begins to take into account, from this point of view, the assessment from the adult.
Psycho-emotional stability is the most important condition for the normal educational activities of children.
Having summarized the developmental features of children 6-7 years old, we can conclude that at this age stage they differ:
A fairly high level of mental development, including dissected perception, generalized norms of thinking, semantic memorization;
The child develops a certain amount of knowledge and skills, an arbitrary form of memory and thinking intensively develops, based on which one can encourage him to listen, consider, remember, analyze;
His behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, and the ability to fairly adequately assess the results of his own activities and his capabilities;
Features of speech development.
Currently, education is considered by teachers as a universal human value. Its implementation leads to the functioningvarious types of education.The first is characterized by the presence of an adaptive practical orientation, that is, the desire to limit the content of general education training to a minimum of information relevant to ensuring human life. The second is based on a broad cultural-historical orientation. This type of education provides for obtaining information that obviously will not be in demand in direct practical activities.
Both types inadequately correlate the real capabilities and abilities of a person. To overcome these shortcomings, educational projects began to be created that solve the problem of training a competent person.
Modern pedagogical science does not focus on passive adaptation to the existing level of development of students, but on the formation of mental functions, creating conditions for their development in the learning process. Much attention is paid to the development of learning ability - a reliable way to increase the efficiency of the process of acquiring knowledge and learning in general. It plays its leading role in mental development primarily through the content of acquired knowledge.
In accordance with the theory of educational activity, students should develop not knowledge, but certain types of activities in which knowledge is included as a certain element.
Thus, the relevance of searching for an effective training system has not diminished to this day, since its further development serves as the basis for improving the learning process.
Not every educational activity provides optimal conditions for the education and development of the individual. To solve this problem, careful organization of the content of education, selection of appropriate forms and methods of teaching, and its technology are necessary.
General and equal education for all children, while ensuring the identification of students' inclinations and abilities, does not yet guarantee their sufficiently intensive development. This is explained by the large repetition of students, the difference in their inclinations and abilities. A system of certain measures is needed to ensure the development of students’ abilities in an optimal manner, taking into account the inclinations and abilities identified in them. In order to identify them, special tests have been developed. They are a series of different tasks that the child must complete in a certain period of time. Test tasks, as a rule, are such that their successful completion requires a good vocabulary, developed speech, and familiarity with the environment and its phenomena. In other words, good overall development of the child is required.
Thus, society’s interest in creating an optimal regime for identifying and developing the inclinations of all children leads to the need for differentiation of education. Consequently, one of its tasks in social terms comes down to identifying and maximizing the development of the inclinations and abilities of the younger generation. It is essential that the general level of education in secondary school should be the same.
Differentiation of learning means taking into account the individual characteristics of students in the form when they are grouped on the basis of certain characteristics.
The following are distinguished:differentiation goals.
Educational – to improve the knowledge, skills and abilities of students, to facilitate the implementation of educational programs by increasing the level of knowledge and skills of each student individually and thus reduce his absolute and relative backlog, to deepen and expand the knowledge of students, based on their interests and special abilities.
Developmental – the formation and development of logical thinking, creativity and academic skills based on the student’s zone of proximal development.
Educating – creating the prerequisites for the development of the child’s interests and special abilities, while taking into account existing cognitive interests and encouraging new ones, evoking positive emotions, and beneficially influencing educational motivation and attitude towards academic work.
The following are distinguished:forms and methods of differentiation:frontal, group, pair work, individual independent work.
Modern adaptive school modelsuggested by E. A. Yamburg. According to it, he understands an educational institution with a mixed student population, where gifted and ordinary children study, as well as those in need of remedial and developmental education. Such a school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, and on the other, to respond as flexibly as possible to sociocultural changes in the environment. The main result of such bilateral activity is the adaptation of children to a rapidly changing life.
An adaptive school is a mass comprehensive school where there should be a place for every child, that is, educational programs should be developed according to their level of readiness for learning.
Over time, secondary schools will necessarily turn into adaptive ones, where the educational process will be organized taking into account the socio-cultural characteristics of the region, the social needs of the population and the state requirements for educational standards, as flexible as possible in relation to the psychophysiological characteristics, abilities and inclinations of children.
Differentiated approach- this is taking into account the individual characteristics of students in the form when they are grouped on the basis of any characteristics. When teaching primary schoolchildren, the implementation of a differentiated approach will have the following abilities:
Ensuring content and methodological continuity, choosing optimal learning conditions;
Ensuring an effective combination of two educational paradigms: affective-emotional-volitional and cognitive;
Mastering by primary school students the methods and skills of educational activities available to them;
Organization of dialogue between different pedagogical systems and technologies;
Creating favorable conditions for the maximum development of the inclinations and abilities of younger schoolchildren;
Eliminate overload in their training.
The successful solution of the problems of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. It is considered as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
Used Books:
Preschool pedagogy – V.A. Kulganov, May, 2015 – p.65.
Seryozha will turn 7 years old in October, and his mother wants to send him to school. Seryozha himself wants this, especially since the kindergarten group he attends is preparatory, i.e. "graduation"
However, the school psychologist, after talking with the boy, advised his mother to delay enrolling in school, explaining that he was “still small.” Mom was offended and took Seryozha to a nearby school. But even there, the psychologist made the same strange, from the point of view of Serezha’s mother, conclusion: it is too early for the boy to study, let him go to kindergarten for one more year.
Mom is perplexed: “How small is he? Just a couple of months younger than many of his friends. And I went to preschool gymnasium all year, learned to read and count a little. What else do you need?
Senior preschool age immediately precedes the child’s transition to the next, very important stage of his life – entering school. Therefore, preparation for school begins to occupy a significant place in working with children of the 6th and 7th year of life. Here two aspects can be distinguished: firstly, the ongoing targeted development of the child’s personality and cognitive mental processes that underlie his successful mastery of the curriculum itself in the future, and secondly, teaching primary school skills (elements of writing, reading, counting ).
The problem of a child’s readiness for school education today is considered primarily as a psychological one: priority is given to the level of development of the motivational-need sphere, the arbitrariness of mental processes, operational skills, and the development of fine motor skills of the hand. It has been established that intellectual readiness for school alone does not ensure a child’s successful entry into educational activities. However, in practice, work with older preschoolers comes down to teaching reading, writing and arithmetic in order to provide them with a head start in the first stage of schooling. This is partly caused by the modern school curriculum itself: it is designed in such a way that little time is allocated for practicing the initial skills of writing, reading and counting. If a child comes to school illiterate, he lags behind his more advanced classmates simply because the elementary school curriculum is designed that way. The formation in a child of appropriate educational motivation, arbitrariness of attention, memory, verbal-logical thinking, orientation to the method of action, and operational skills appears only as a by-product of learning: all this should form by itself, as intellectual skills develop. However, this is far from the case. Special studies show that children who are well intellectually prepared for school often write poorly, do not follow the rules for keeping notebooks, working with didactic material, and experience a number of other academic difficulties.
Unfortunately, both teachers and parents have the belief that when a child reaches a certain age or enters school, it should automatically lead to the emergence and development of the above qualities. Having discovered that they are absent and this prevents a first-grader from studying well, adults begin to demand from him “to be conscientious and attentive,” forgetting that these qualities are formed throughout preschool childhood and their absence in a child of 6-7 years old indicates insufficient development working with him.
Research has shown that by the end of senior preschool age, not all children reach the level of psychological maturity that would allow them to successfully transition to systematic education. We can identify a number of indicators of the psychological immaturity of a child entering school.
1. Poor speech development of children. Two aspects are highlighted here: a) differences in the level of speech development of different children; b) formal, unconscious knowledge by children of the meaning of various words and concepts. The child uses them, but when asked directly what a given word means, he often gives an incorrect or approximate answer. This use of vocabulary is especially often observed when memorizing poems and retelling texts. This is due to excessive emphasis on the accelerated verbal (speech) development of the child, which for adults is an indicator of his intellectual development.
2. Underdevelopment of fine motor skills. To a certain extent, the underdevelopment of the hand is manifested when cutting out figures along the contour, in the disproportion of parts of the figure during sculpting, inaccurate gluing, etc.
3. Incorrect formation of methods of educational work. Many children have difficulty learning rules. Although children are able to apply a rule when completing a task, they have difficulty remembering its wording. Moreover, many guys first do the exercise, and then learn the rule that this exercise was aimed at fulfilling. Psychological analysis shows that the reason for this lies not so much in the unsatisfactory formulation of the rules, but in the lack of development in children of the necessary skills for working with the rules.
4. Children’s lack of orientation to the method of action, poor command of operational skills. Children who are good at counting by the time they enter school experience difficulties in solving problems when it is necessary to show the progress of the solution in a detailed form, step by step: the conditions for the solution and the method of solution begin to get confused, the child has difficulty finding an error in the solution.
This also determines the problem of understanding, accepting and retaining a learning task throughout the entire period of its implementation, especially if it requires a series of sequential actions. Often, especially in first grade, children understand the task assigned to them, accept it, but still do not perform it as the adult explained. With step-by-step supervision from an adult, children complete the task quite successfully.
5. Poor development of voluntary attention and memory. Children are disorganized, easily distracted, have difficulty following the progress of group work, the answers of other children, especially when reading or retelling in a chain, after each other.
6. Low level of development of self-control. Children experience difficulties in cases where an adult asks them to compare their performance with the assigned task and find their own mistakes. At the same time, children quite easily find mistakes in someone else’s work, i.e. The skills necessary for the checking action have been developed, but the child is not yet able to apply these skills to monitoring his own work.
These manifestations of psychological immaturity in children of senior preschool age are a consequence of adults’ weak attention to the development of cognitive mental processes and personal qualities of the child during preschool childhood. It is not easy to identify such characteristics of children.
A practical kindergarten psychologist can use a program for diagnosing the psychological maturity of children of senior preschool age, compiled taking into account the indicators highlighted above. The entire complex of methods is aimed at high-quality diagnostics of the development of those mental functions that occupy a central place in the overall picture of the child’s psychological maturity and his readiness for systematic learning. The completion of each task demonstrates that the child has developed not only the mental cognitive process at which it is primarily aimed at diagnosing, but also a number of other functions associated with it, the level of development of which largely determines the quality of the solution to the experimental task. Thus, all the results shown by the child complement each other, which makes it possible to obtain a more complete understanding of the degree of psychological maturity of a child of senior preschool age and, on this basis, to conduct correctional and developmental work with him.
“The problem of a child’s psychological readiness for school. (theoretical aspect) The problem of preparing children for school has been considered by many domestic and...”
The problem of the child’s psychological readiness
to schooling.
(theoretical aspect)
The problem of preparing children for school has been considered by many
domestic and foreign scientists: L.A. Venger, A.L. Venger, A.V.
Zaporozhets, L.I. Bozhovich, M.I. Lisina, G.I. Kapchelya, N.G. Salmina,
E.O.Smirnova, A.M.Leushina, L.E.Zhurova, N.S.Denisenkova, R.S.Bure,
K.A.Klimova, E.V.Shtimmer, A.V.Petrovsky, S.M.Grombakh, Ya.L.Kolominsky,
E.A. Panko, Ya.Ch. Shchepansky, A.A. Nalchadzhyan, D.V. Olshansky, E.E.
Kravtsova, D.M. Elkonin, etc.
One of the main problems of educational psychology is the problem of children’s psychological readiness for conscious upbringing and learning. When solving it, it is necessary not only to accurately determine what readiness for training and education actually means, but also to find out in what sense of the word this readiness should be understood: either in the sense of the child having inclinations or already developed abilities to learn, or in in the sense of the current level of development and the “zone of proximal development” of the child, or in the sense of achieving a certain stage of intellectual and personal maturity. It is quite difficult to find valid and sufficiently reliable methods of psychodiagnostics of readiness for school education and upbringing, on the basis of which one could assess the capabilities and predict the child’s success in psychological development.
We can talk about psychological readiness for schooling when a child enters school, when moving from primary school to the secondary level of a comprehensive school, when entering a vocational, specialized secondary, or higher educational institution.
The most studied issue is the psychological readiness for teaching and upbringing of children entering school.
Preparing children for school is a complex task, covering all areas of a child’s life. Psychological readiness for school is only one aspect of this task. But within this aspect there are different approaches.
Readiness for school in modern conditions is considered, first of all, as readiness for schooling or educational activities. This approach is justified by looking at the problem from the perspective of the periodization of the child’s mental development and the change of leading types of activity. According to E.E.
Kravtsova, the problem of psychological readiness for schooling is specified as a problem of changing the leading types of activity, i.e. This is a transition from role-playing games to educational activities.
L. I Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation, and the social position of the student. Similar views were developed by A.V. Zaporozhets, noting that readiness for school is a holistic system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms.
Today, it is almost universally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.
K.D. was one of the first to address this problem. Ushinsky. Studying the psychological and logical foundations of learning, he examined the processes of attention, memory, imagination, thinking and established that successful learning is achieved with certain indicators of the development of these mental functions. As a contraindication to starting training K.D.
Ushinsky called weakness of attention, abruptness and incoherence of speech, poor “pronunciation of words.”
Traditionally, three aspects of school maturity are distinguished:
intellectual, emotional and social. Intellectual maturity refers to differentiated perception (perceptual maturity), including the identification of a figure from the background; concentration;
analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures. Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time. Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation. Based on the selected parameters, tests for determining school maturity are created. If foreign studies of school maturity are mainly aimed at creating tests and are much less focused on the theory of the issue, then the works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school, rooted in the works of L.S. Vygotsky (see Bozhovich L.I., 1968; D.B. Elkonin, 1989; N.G.
Salmina, 1988; HER. Kravtsova, 1991, etc.). Is not it. Bozhovich (1968) identifies several parameters of a child’s psychological development that most significantly influence the success of schooling. Among them is a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and intellectuality of the sphere. She considered the motivational plan to be the most important in a child’s psychological readiness for school.
Two groups of teaching motives were identified:
1. Broad social motives for learning, or motives associated “with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desires to occupy a certain place in the system of social relations available to him”;
2. Motives related directly to educational activities, or “cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich, 1972
With. 23-24). A child who is ready for school wants to study because he wants to take a certain position in human society that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called L.I. Bozovic “the inner position of a schoolchild” (1968). This neoplasm L.I. Bozhovich attached great importance, believing that the “inner position of the schoolchild” and the broad social motives of teaching are purely historical phenomena.
The new formation “internal position of the schoolchild,” which arises at the turn of preschool and primary school age and represents a fusion of two needs - cognitive and the need to communicate with adults at a new level, allows the child to be involved in the educational process as a subject of activity, which is expressed in social formation and fulfillment of intentions and goals, or, in other words, voluntary behavior of the student. Almost all authors studying psychological readiness for school give voluntariness a special place in the problem being studied. There is a point of view that poor development of voluntariness is the main stumbling block to psychological readiness for school. But to what extent voluntariness should be developed by the beginning of schooling is a question that has been very poorly studied in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntariness interferes with the beginning of schooling. D.B. Elkonin (1978) believed that voluntary behavior is born in role-playing play in a group of children, which allows the child to rise to a higher level of development than he can do in a game alone because The team in this case corrects the violation in imitation of the expected image, while it is still very difficult for the child to independently exercise such control. In the works of E.E. Kravtsova (1991), when characterizing the psychological readiness of children for school, the main emphasis is on the role of communication in the development of the child. Three areas are distinguished: attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.
N.G. Salmina (1988) also highlighted the intellectual development of a child as indicators of psychological readiness. It must be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also an important factor, but on the level of development of intellectual processes. “... a child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, and draw conclusions” (L.I. Bozhovich, 1968, p. 210). For successful learning, a child must be able to identify the subject of his knowledge. In addition to the indicated components of psychological readiness for school, we additionally highlight one more - speech development. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must have developed phonemic hearing. Also relevant are psychological areas, the level of development of which is used to judge psychological readiness for school: affect-need, voluntary, intellectual and speech.
L.A. Wenger, A.L. Wenger, L.I. Bozhovich, M.I. Lisina, G.I. Kapchelya, E.O. Smirnova, A.M. Leushina, L.E. Zhurova, N. S. Denisenkova, R. S. Bure, K. A. Klimova, E. V. Shtimmer, etc.) paid close attention to the formation and development of knowledge, skills and abilities necessary for studying at school or provided for in the primary school curriculum. L.A. Venger, E.L Ageeva, V.V. Kholmovskaya studied the possibilities of purposeful management of the formation of cognitive abilities in preschool childhood. M.I. Lisina, E.E. Kravtsova, G.I. Kapchelya, E.O. Smirnova studied this problem in connection with the peculiarities of communication. The theme of the works of R.S. Bure and K.A. Klimova was the formation of “broad social” motives.
N.S. Denisenkova explored the cognitive orientation in the classroom.
The works of E.V. Shtimmer are devoted to studying the level of verbal and nonverbal activity and cognitive orientation in the classroom. An important place in the system of psychological training has been occupied by a system for assessing the results of this process - basically such an assessment is carried out according to indicators of psychological readiness. A.V. Petrovsky, S.M. Grombach, Ya.L. Kolominsky, E.A. Panko, Ya.Ch. Shchepansky, A.A. Nalchadzhyan, D.V. Olshansky, E.M. Aleksandrovskaya believe that students' adaptation to school is the main criterion for assessing the effectiveness of children's psychological readiness for school.
An absolutely necessary condition for school readiness is the development of voluntary behavior, which is usually considered as volitional readiness for school. School life requires the child to strictly follow certain rules of behavior and independently organize his activities. The ability to obey the rules and requirements of an adult is the central element of readiness for schooling.
In all studies, despite the difference in approaches, the fact is recognized that schooling will be effective only if the first-grader has the necessary and sufficient qualities for the initial stage of learning, which are then developed and improved in the educational process.
In addition to the development of cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, a child must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready to learn and acquire knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development.
Speech is the ability to connect, consistently describe objects, pictures, events; convey a train of thought, explain this or that phenomenon, rule. The development of speech is closely related to the development of intelligence and reflects both the general development of the child and the level of his logical thinking. In addition, the method of teaching reading used today is based on the sound analysis of words, which presupposes developed phonemic hearing.
In recent years, increasing attention to the problem of school readiness has been paid abroad. This problem was solved not only by teachers and psychologists, but also by doctors and anthropologists. Many foreign authors dealing with the problem of children’s maturity (A. Getzen, A.
Kern, S. Strebel), point to the absence of impulsive reactions as the most important criterion for children’s psychological preparedness for school.
The largest number of studies are devoted to establishing relationships between various mental and physical indicators, their influence and relationship with school performance (S. Strebel, J. Jirasek).
According to these authors, a child entering school must have certain characteristics of a schoolchild: be mature mentally, emotionally and socially. By mental maturity, the authors understand the child’s ability to differentiated perception, voluntary attention, and analytical thinking; under emotional maturity - emotional stability and almost complete absence of impulsive reactions of the child; social maturity is associated with the child’s need to communicate with children, with the ability to obey the interests and accepted conventions of children’s groups, as well as with the ability to take on the role of a schoolchild in the social situation of schooling.
Thus, the high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in accordance with the psychological characteristics of the child. Therefore, the problem of children’s psychological readiness to study at school is of particular importance, since the success of children’s subsequent education at school depends on its solution.
Our society at the present stage of its development is faced with the task of further improving educational work with preschool children, preparing them for school. Psychological readiness for school is a necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment. It is formed gradually and depends on the conditions in which the child develops.
List of used literature:
1. Bozhovich L.I., Personality and its formation in childhood. - M., 1968.
2. Wenger L.A. Is your child ready for school. -M., 1994- 192 p.
3. Wenger A.L., Tsukerman N.K. Scheme of individual examination of children of primary school age - Tomsk, 2000.
4. Wenger L.A., Pilyugina E.G., Wenger N.B. Nurturing a child’s sensory culture. - M., 1998. - 130 p.
5. Vygotsky L.S. Child psychology / Collected works. in 6 volumes. - M.: Education, 1984. - T
6. Vygotsky L.S. Thinking and speech // Collection. Op. T. 2. M., 1982.
7.Gutkina N.I. Psychological readiness for school. - M., 2003. - 216 p.
8. Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy / Edited by A.V. Zaporozhets, G.A. Markova M. 1980 -250 p.
9. Kravtsov G.G., Kravtsova E.E. Six year old child. Psychological readiness for school. - M., 1987. - p.80
10. Kravtsova E.E. Psychological problems of children's readiness to study at school. - M., 1991. - P. 56.
11. Lisina M.I. Problems of ontogenesis of communication. M., 1986.
12. Mukhina V.S. Six year old child at school. -M., 1986.
13. Mukhina V.S. What is readiness to learn? //Family and school. - 1987. - No. 4, p. 25-27
14. Nartova-Bochaver S.K., Mukhortova E.A. Back to school soon!, Globus LLP, 1995.
15. Features of the mental development of children 6-7 years of age / Ed.
D.B. Elkonina, L.A. Wenger. -M., 1988.
16. Salmina N.G. Sign and symbol in teaching. Moscow State University, 1988.
17. Smirnova E.O. On the communicative readiness of six-year-old children for schooling // Results of psychological research - into the practice of teaching and education. M., 1985.
18. Usova A.P. Education in kindergarten / Ed. A.V. Zaporozhets. M., 1981p.
INTRODUCTION
Our society at the present stage of its development is faced with the task of further improving educational work with preschool children, preparing them for school. To successfully solve this problem, a psychologist is required to be able to determine the level of mental development of a child, diagnose his deviations in a timely manner and, on this basis, outline ways of corrective work. Studying the level of mental development of children is the basis for both the organization of all subsequent educational and educational work, and for assessing the effectiveness of the content of the educational process in a kindergarten.
Most domestic and foreign scientists believe that the selection of children for school must be carried out six months to a year before school. This makes it possible to determine the readiness for systematic schooling of children and, if necessary, conduct a set of correctional classes.
According to L.A. Wenger, V.V. Kholmovskaya, L.L. Kolominsky, E.E. Kravtsova and others, it is customary to distinguish the following components in the structure of psychological readiness:
1. Personal readiness, which includes the formation in a child of readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. Personal readiness includes determining the level of development of the motivational sphere.
2. The child’s intellectual readiness for school. This component of readiness presupposes that the child has an outlook and the development of cognitive processes.
3. Social and psychological readiness for schooling. This component includes the formation of moral and communication abilities in children.
4. Emotional-volitional readiness is considered formed if the child knows how to set a goal, make decisions, outline a plan of action and make an effort to implement it. [25]
Practical psychologists face the problem of diagnosing children’s psychological readiness for school. The methods used for diagnosing psychological readiness should show the child’s development in all areas.
It should be remembered that when studying children in the transition period from preschool to primary school age, the diagnostic scheme should include the diagnosis of both neoplasms of preschool age and the initial forms of activity of the next period.
Readiness, as measured by testing, essentially boils down to mastering the knowledge, skills, abilities and motivation necessary to optimally master the school curriculum.
“Readiness to learn” is a complex indicator; each test gives an idea only of a certain aspect of a child’s readiness for school. Any testing technique gives a subjective assessment. The performance of each task depends largely on the state of the child at the moment, on the correctness of the instructions, and on the conditions of the test. The psychologist has to take all this into account when conducting the examination.
The test results can help in time to notice disturbances in the mental development of a preschooler and correctly draw up a correction program.
Thus, the main target Our work is to identify the level of readiness of a preschooler to study at school and carry out correctional and developmental activities to develop in the child the necessary skills and abilities for successful mastery of educational material.
In connection with this goal, we put forward hypothesis: identifying the level of readiness will make it possible to organize correctional work with children who have a low and medium level of readiness, which will allow the child to develop the necessary skills and abilities to successfully master educational material.
In our work we set the following tasks :
1. Study and analysis of psychological literature on the topic.
2. Selection of methods and development of a comprehensive psychological and pedagogical program for diagnosing preschool children for school.
3. Study of the basic characteristics of children to determine the level of readiness for schooling.
4. Development of programs and carrying out psycho-correctional work to develop the child’s skills necessary for successful mastery of educational material.
Object The study included children from the preparatory group of the preschool educational institution “Romashka”, kindergarten No. 4 in the village of Malye Yagury.
Item research - the level of psychological readiness of preschoolers for school education.
Methods research:
Review and analytical
Mathematical-statistical
Observation and conversation
Testing.
CHAPTER 1
THE PROBLEM OF A CHILD'S READINESS FOR SCHOOL
1.1. The concept of psychological readiness for schooling
Recently, the task of preparing children for school education has occupied one of the important places in the development of ideas in psychological science.
The successful solution of the problems of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. In modern psychology, unfortunately, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.
A. Anastasi interprets the concept of school maturity as “mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of mastering the school curriculum.”
I. Shvantsara more succinctly defines school maturity as the achievement of such a degree in development when the child becomes able to take part in school learning." I. Shvantsara identifies mental, social and emotional components as components of readiness to learn at school.
L.I. Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one’s cognitive activity and the social position of the student. Similar views were developed by A.I. Zaporozhets, who noted that readiness to study at school “represents an integral system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical-synthetic activity, the degree of formation of the mechanisms of volitional regulation of actions, etc. d."
Today, it is almost universally accepted that readiness for schooling is a multi-complex education that requires comprehensive psychological research. In the structure of psychological readiness, it is customary to distinguish the following components (according to L.A. Venger, A.L. Venger, V.V. Kholmovskaya, Ya.Ya. Kolominsky, E.A. Pashko, etc.)
1. Personal readiness . Includes the formation of a child’s readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere. A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - briefcase, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of cognitive interests. The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with the formation of a hierarchical system of motives. Thus, the child must have developed learning motivation. Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible.
2. Child's intellectual readiness for school . This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically, the child’s thinking remains figurative, based on real actions with objects and their substitutes. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. To summarize, we can say that the development of intellectual readiness for learning at school involves:
Differentiated perception;
Analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);
Rational approach to reality (weakening the role of fantasy);
Logical memorization;
Interest in knowledge and the process of obtaining it through additional efforts;
Mastery of spoken language by ear and the ability to understand and use symbols;
Development of fine hand movements and hand-eye coordination.
3. Social and psychological readiness for schooling . This component of readiness includes the formation in children of qualities through which they could communicate with other children and teachers. A child comes to school, a class where children are engaged in a common task, and he needs to have fairly flexible ways of establishing relationships with other people, the ability to enter the children's society, act together with others, the ability to give in and defend himself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.
In addition to the above mentioned components of psychological readiness for school, we will also highlight physical, speech and emotional-volitional readiness.
Under physical fitness This implies general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators corresponding to the norms of physical development of boys and girls of 6-7 years of age. Condition of vision, hearing, motor skills (especially small movements of the hands and fingers). The state of the child’s nervous system: the degree of its excitability and balance, strength and mobility. General health.
Under speech readiness the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness is understood.
Emotional-volitional readiness considered formed if
the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, he develops arbitrariness of psychological processes.
Sometimes various aspects relating to the development of mental processes, including motivational readiness, are combined with the term psychological readiness, as opposed to moral and physical readiness.
1.2. General psychological characteristics of children entering school
Senior preschool age is a stage of intensive mental development. It is at this age that progressive changes occur in all areas, from the improvement of psychophysiological functions to the emergence of complex personal new formations.
In the sphere of sensations, there is a significant decrease in the thresholds of all types of sensitivity. The differentiation of perception increases. A special role in the development of perception in older preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main types of each property. By the age of 6, a clear selectivity of perception in relation to social objects develops.
In preschool age, attention is involuntary. The state of increased attention is associated with orientation in the external environment, with an emotional attitude towards it. At the same time, the substantive features of external impressions, which ensure this increase, change with age. A significant increase in the stability of attention is noted in studies in which children are asked to look at pictures, describe their content, and listen to a story. The turning point in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention - are already quite large by the age of 6-7 years.
This is largely facilitated by the improvement of the planning function of speech, which is a “universal means of organizing attention.” Speech makes it possible to verbally highlight in advance objects that are significant for a specific task, and to organize attention, taking into account the nature of the upcoming activity. Despite significant changes in the development of attention, involuntary attention remains predominant throughout the preschool period. Even older preschoolers still find it difficult to concentrate on something monotonous. But during a game that is interesting to them, attention can be quite stable.
Similar age-related patterns are observed in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him and gives the best impressions. Thus, the volume of fixed material is largely determined by the emotional attitude towards a given object or phenomenon. Compared with primary and middle preschool age, the relative role of involuntary memorization in children 6-7 years of age decreases somewhat, but at the same time, the strength of memorization increases. “At older preschool age, the child is able to reproduce the impressions received after a sufficiently long period of time.”
One of the main achievements of an older preschooler is the development of voluntary memorization. Some forms of this memorization can be noted in children aged 4-5 years, but it reaches significant development by 6-7 years. This is largely facilitated by gaming activities, in which the ability to remember and reproduce the necessary information in a timely manner is one of the conditions for achieving success. An important feature of this age is the fact that a 6-7 year old child can be given a goal aimed at memorizing certain material. The presence of this possibility is due to the fact that the child begins to use various techniques specifically designed to increase the efficiency of memorization: repetition, semantic and associative linking of material.
Thus, by the age of 6-7 years, the structure of memory undergoes significant changes associated with the significant development of voluntary forms of memorization and recall. Involuntary memory, not associated with an active attitude to the current activity, turns out to be less productive, although in general it retains a dominant position.
A similar ratio of voluntary and involuntary forms of memory is noted in relation to such a mental function as imagination. A big leap in its development is provided by play, a necessary condition for which is the presence of substitute activities and substitute objects. In older preschool age, substitution becomes purely symbolic and the transition to actions with imaginary objects gradually begins. The formation of imagination is directly dependent on the development of a child’s speech. “Imagination at this age expands the child’s capabilities in interacting with the external environment, promotes its assimilation, and, together with thinking, serves as a means of understanding reality.”
The development of a child’s spatial concepts reaches a high level by the age of 6-7 years. Children of this age are characterized by attempts to analyze spatial situations. Although the results are not always good, analysis of children’s activities indicates a dismembered image of space, reflecting not only objects, but also their relative positions.
“The development of ideas largely characterizes the process of formation of thinking, the formation of which at this age is largely associated with the improvement of the ability to operate with ideas at an arbitrary level.” This ability increases significantly by the age of six, due to the assimilation of new methods of mental action. The formation of new methods of mental action is largely based on the basis of certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of imaginative thinking.
At the age of 4-6 years, intensive formation and development of skills and abilities occur that contribute to children’s study of the external environment, analysis of the properties of objects and influence on them with the aim of changing them. This level of mental development, i.e. visual-effective thinking is, as it were, preparatory. It contributes to the accumulation of facts, information about the world around us, and the creation of a basis for the formation of ideas and concepts. In the process of visual-effective thinking, the prerequisites for the formation of a more complex form of thinking - visual-figurative thinking - appear. It is characterized by the fact that the child resolves a problem situation in line with ideas, without the use of practical actions. By the end of the preschool period, the highest form of visual-figurative thinking predominates - visual-schematic thinking. A reflection of a child’s achievement of this level of mental development is the schematism of a child’s drawing, the ability to use schematic images when solving problems.
“Visual-schematic thinking creates great opportunities for mastering the external environment, being a means for the child to create a generalized model of various objects and phenomena. An acquired trait of the generalized, this form of thinking remains figurative, based on real actions with objects and their substitutes.” At the same time, this form of thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts. Thus, by the age of 6-7 years, a child can approach solving a problem situation in three ways: using visual-effective, visual-figurative and logical thinking. Senior preschool age should be considered only as a period when the intensive formation of logical thinking should begin, as if thereby determining the immediate prospects of mental development.
The accumulation of extensive experience in practical actions by the senior preschool age, a sufficient level of development of perception, memory, imagination and thinking increase the child’s sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by volitional regulation of behavior. A child of 6-7 years old can strive for a distant (including imaginary) goal, while withstanding strong volitional tension for quite a long time.
When performing volitional actions, imitation continues to occupy a significant place, although it becomes voluntarily controlled. At the same time, verbal instructions from an adult are becoming increasingly important, encouraging the child to take certain actions. “In an older preschooler, the stage of preliminary orientation is clearly visible.” The game requires you to develop a certain line of action in advance. Therefore, it greatly stimulates the improvement of the ability to volitionally regulate behavior.
At this age, changes occur in the child’s motivational sphere: a system of subordinate motives is formed, giving a general direction to the behavior of the older preschooler. Acceptance of the most significant motive at the moment is the basis that allows the child to move towards the intended goal, ignoring situationally arising desires. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of actions by adults.
It should be noted that by the time the child reaches preschool age, intensive development of cognitive motivation occurs: the child’s immediate impressionability decreases, at the same time he becomes more active in searching for new information. The motivation to establish a positive attitude from others also undergoes significant changes. Compliance with certain rules even at a younger age served as a means for the child to gain adult approval. However, in older preschool age this becomes conscious, and the motive that determines it becomes “inscribed” in the general hierarchy. An important role in this process belongs to collective role-play, which is a scale of social norms, with the assimilation of which the child’s behavior is built on the basis of a certain emotional attitude towards others or depending on the nature of the expected reaction. The child considers the adult to be the bearer of norms and rules, but under certain conditions he himself can act in this role. At the same time, his activity in relation to compliance with accepted standards increases.
Gradually, the older preschooler learns moral assessments, begins to take into account, from this point of view, the sequence of his actions, and anticipates the result and assessment from an adult. E.V. Subbotsky believes that due to the internalization of the rules of behavior, the child experiences violation of these rules even in the absence of an adult. Children aged 6 years begin to become aware of the peculiarities of their behavior, and as they master generally accepted norms and rules, use them as standards for assessing themselves and the people around them.
The basis of initial self-esteem is the ability to compare oneself with other children. 6-year-olds are characterized mainly by undifferentiated inflated self-esteem. By the age of 7, it differentiates and decreases somewhat. A previously absent assessment of comparing oneself with other peers appears. Undifferentiated self-esteem leads to the fact that a 6-7 year old child considers an adult’s assessment of the results of an individual action as an assessment of his personality as a whole, therefore the use of censure and comments when teaching children of this age should be limited. Otherwise, they develop low self-esteem, lack of confidence in their abilities, and a negative attitude towards learning.
Summarizing the most important achievements of the mental development of a 6-7 year old child, we can conclude that at this age children are distinguished by a fairly high level of mental development, including dissected perception, generalized norms of thinking, and semantic memorization. At this time, a certain amount of knowledge and skills is formed, an arbitrary form of memory, thinking, and imagination intensively develops, based on which one can encourage the child to listen, consider, remember, and analyze. An older preschooler is able to coordinate his actions with peers, participants in joint games or productive activities, regulating his actions with social norms of behavior. His own behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, and the ability to fairly adequately assess the results of his own activities and his capabilities.
1.3. Methods for diagnosing readiness for schooling
A child’s readiness for school is determined by a systematic examination of the state of the intellectual, speech, emotional-volitional and motivational spheres. Each of these areas is studied using a number of adequate techniques aimed at identifying:
1) level of mental development;
2) availability of necessary skills and abilities;
3) the state of motivational attitude towards schooling.
FEATURES OF INTELLECTUAL DEVELOPMENT
FEATURES OF THINKING DEVELOPMENT
the flow of the thought process, activity, consistency, evidence, criticality of judgments.
establishing cause-and-effect relationships and functional connections.
difficulties in the course of mental operations (analysis, synthesis, analogy, comparison, abstraction, generalization, classification).
difficulties in drawing conclusions, generalizations, conclusions.
Features of operating with knowledge: differentiation, substitution of features, highlighting the essential.
state of visual-effective, visual-figurative, conceptual thinking
individual qualities of thinking.
FEATURES OF MEMORY DEVELOPMENT
the course of memorization and reproduction
the importance of volitional attitude in remembering
development of visual and auditory memory
relationship between figurative and verbal memory
state of operational auditory memory.
FEATURES OF PHONEMIC HEARING DEVELOPMENT
understanding children's spoken speech. Speech communication.
state of analytical-synthetic phonemic activity.
speech disorder. General speech underdevelopment.
DEVELOPMENT OF MATHEMATICAL REPRESENTATIONS
the ability to correlate an object with a symbol (conventional sign, number).
performing basic operations with objects.
mastery of the concepts of equality, “more”, “less”.
FEATURES OF DEVELOPMENT OF THE EMOTIONAL-VOLITIONAL SPHERE
FEATURES OF EMOTIONS
emotional attitude to activity, emotional expression in behavior, action. Compliance, instability of emotional attitude.
individual emotional status.
FEATURES OF VOLITIONAL REGULATION
volitional regulation and self-regulation in a given activity. Perseverance, tendency to complete activities. Fluctuations in the volitional attitude. Efficiency, initiative.
FEATURES OF DEVELOPMENT OF THE MOTIVATIONAL SPHERE OF A CHILD'S PERSONALITY
FEATURES OF MOTIVATION ATTITUDE TO SCHOOL LEARNING
interest in school. Having your own desire. Personal expectations. Interpretation of one's own attitude towards school learning. Awareness of school learning motives.
Before starting a psychological diagnosis, the psychologist must carefully familiarize himself with the characteristics of the child from the preschool institution, the child’s drawings, and crafts. The study begins with an acquaintance with the child’s activities in natural conditions (during games, classes, while performing work assignments, etc.).
Before starting the examination, in order to establish emotional contact with the child and the correct attitude towards the psychologist, it is necessary to have a conversation. Its content should be aimed at identifying the characteristics of the child’s ideas about the world around him, revealing the child’s interests through his favorite games and activities. If you avoid questions or refuse to communicate, you can offer an interesting book or toy, gradually coming into contact with the child.
During the examination, a calm, friendly atmosphere, a friendly emotional tone, and a respectful attitude towards the child’s personality are necessary.
PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSIS PROGRAM
includes the following steps:
I. Study of general anamnestic information about the child.
II. Diagnosis of a child's readiness for school.
III. Drawing up a map of the child’s readiness for school.
IV. Conclusion about the individual characteristics of a child’s readiness for school.
I. STUDYING GENERAL HISTORICAL INFORMATION ABOUT THE CHILD
Last name, first name, patronymic of the child.
Place of birth, address.
Gender: M- 3.0 F- 3.1 (circle)
Age: 5-6 years - 4.0 6-7 years - 4.1 (circle)
Kindergarten: does not attend - 5.0 attends mass - 5.1
visits special - 5.2
6. Family composition: full family - 6.0 Mother divorced - 6.1
Single mother - 6.2
Mother and Stepfather - 6.3
Father and Stepmother - 6.4
Other relatives - 6.5
7. Number of children: one - 7.0 Two - 7.1
Four - 7.3
More than four - 7.4
8. Father: not working - 8.0 Working - 8.1
9. Mother: not working - 9.0 Working - 9.1
10. Economic situation of the family:
Lack of amenities - 10.0
Average, satisfactory conditions - 10.1
Prosperity and comfort - 10.2
Abundance, excellent conditions - 10.3
11. Health of parents (father, mother):
Paternal or maternal burden:
Both are healthy - 11.0 Syphilis - 11.5
Psychosis - 11.1 Endocrine or cardiac
Alcoholism - 11.2 vascular diseases - 11.6
Seizures - 11.4 Other diseases - 11.7
Oligophrenia - 11.4
12. Child's health:
Almost healthy - 12.0
Disturbances in physical development (height, weight) - 12.1
Movement disorders (stiffness, disinhibition, paralysis, paresis, stereotypical and obsessive movements) - 12.2
Severe fatigue – 12.3
To conduct a survey of a child’s readiness for school, a system of methods has been compiled, for each of which scale ratings have been developed in accordance with the age characteristics of children 6-7 years old.
Each technique is presented in accordance with a single algorithm:
3) purpose of the technique
4) equipment for research according to the methodology
5) instructions for the subject
6) examination procedure, its duration and form of conduct
7) processing of survey results
8) scale ratings of results
9) age norms
10) interpretation of results.
For each psychological position and for each method, a system has been developed for determining the level of development of the child. There are five levels based on the following significance:
Level 1 – very high
Level 2 – high
Level 3 – average (normal)
Level 4 – low
Level 5 – very low (level of pedagogical concern).
When using each specific technique, you should pay attention to a number of general points.
Child's understanding of instructions. Before presenting any task, it is important to establish how the child perceives the instructions, whether he understands them, and if not, then whether he makes attempts to understand them.
The nature of the activity when performing the task. It is important to establish whether the child performs the proposed task with interest or formally. Pay attention to the degree of stability of interest. Of particular importance are such indicators as the purposefulness of the activity, methods of solving the tasks proposed to the child, the child’s concentration and performance, and the ability, if necessary, to use the help offered to him.
The child’s reaction to the results, the general emotional reaction to the fact of the examination. Attitudes to work, reactions to praise or disapproval are recorded. These observations allow us to approach the results of the examination informally, making it possible to analyze the structure of the child’s activity and reveal its features.
Speech disorders are recorded during a psychological examination.
Children with speech disorders are recommended to consult a speech therapist. Children who have a low or very low level of mental development and who constitute a risk group and a group of pedagogical concern undergo a special additional in-depth psychoneurological examination. Its results are entered into the child’s individual examination card based on examination protocols.
Methodological techniques for conducting a diagnostic examination of a child should be as brief as possible - express methods, convenient for quickly studying one or another area of the child’s personality.
The diagnostic interview does not have to be long and boring. It is necessary to apply different modifications in accordance with the age of the children and diagnostic tasks. It is good to use toys, paper, pencils, felt-tip pens for this purpose, because... Children do not know how to describe their feelings; it is easier for them to express them in drawings.
After the initial acquaintance with the child, you can begin the actual psychodiagnostic examination.
We offer a system of methods for conducting a survey of a child’s readiness for school.
INTELLECTUAL SPHERE. THINKING.
METHOD 1.1
Practically - actionable thinking
TARGET: assessment of visual-motor coordination, level of practical thinking.
EQUIPMENT: test form, felt-tip pen, stopwatch.
INSTRUCTIONS: There is a sheet of paper in front of you. Imagine that the circles are bumps in a swamp, help the hare run over these bumps so as not to drown in the swamp. You need to put dots in the middle of the circles (the experimenter shows in his place that the dot can be placed with one touch of the felt-tip pen). The hare must run through the swamp in half a minute. When I say “stop”, you need to stop. How many times can you touch the circle? How should you put points? (That's right, get started).
PROCEDURE: The work can be organized either individually or in a group of 3-4 people. It lasts 30 seconds until the “stop” command!
TREATMENT: The total number of points placed in 30 seconds and the number of errors are taken into account. Errors are considered points outside the circles, points that fall on the circle. The success rate of completing the task is calculated:
p–p I, where n is the number of points in 30 seconds;
The coefficient determines the level of success in completing the task:
II – 0.99 – 0.76
III – 0.75 – 0.51
IV – 0.50 – 0.26
V – 0.25 – 0
EXAMINATION PROTOCOL
Age of task…………….
Children's institution
TEST FORM FOR METHOD I.I
METHOD 1.2
VISUAL-ACTIVE THINKING (4th extra)
TARGET: determining the level of development of the classification operation at the non-verbal level.
EQUIPMENT: 5 cards depicting a set of 4 items, one of which cannot be generalized with the others based on an essential characteristic common to it, that is, “superfluous”.
INSTRUCTIONS: look carefully at the picture. What item is missing here? What object ended up here by accident, by mistake, what are objects called in one word?
PROCEDURE: The subject is alternately offered 5 cards of various themes.
Card “Vegetables and fruits”: apple, pear, carrot, plum.
Card “Toys and educational things”: car, pyramid, doll, backpack.
Card “Clothes-shoes”: coat, sandals, shorts, T-shirt.
Map “Domestic - wild animals”: chicken, pig, cow, fox.
Card “Animals and technical means of transportation”: bus, motorcycle, car, horse.
TREATMENT: the correctness of the generalization and the presence or absence of classification is assessed - the name of the generalizing word.
Each correctly completed task is scored in points:
generalization based on essential characteristics – 2 points;
use of a generalizing word – 1 point.
The maximum number of points is 15.
Stands out 5 conditional levels generalization formation:
– 15 points
– 14-12 points
– 11-9 points
– 8-6 points
– 5 points or less
EXAMINATION PROTOCOL :
Last name, first name Execution level
Age of task…………….
Children's institution
Final score in points: _________________________________________________
Task completion level I ______ II ______ III ______ IV ______ V ____
(circle what you need)
METHOD 1.3
VERBAL (ABSTRACT) THINKING
(according to J. Erasek)
PURPOSE: determining the level of verbal thinking, the ability to think logically and answer questions.
EQUIPMENT: test form to determine the level of “Verbal Reasoning”.
INSTRUCTIONS TO THE SUBJECT: please answer me a few questions.
EXAMINATION PROCEDURE: The subject is asked questions, the answers to which are assessed on a scale.
SCALE RATINGS: Level I – 24 or more – very high
Level II – from 14 – 23 - high
III level – from 0 –13 - average
IV level – (- 1) – (-10) - low
Level V – (-11) and less – very low
TEST TO DETERMINE THE LEVEL OF VERBAL THINKING
You need to circle the number
Place points in the right column
| № | Questions | Correct answer | Incorrect answer | Other answers | Points |
| 1. | Which animal is bigger: a horse or a dog? | - 5 | |||
| 2. | In the morning we have breakfast, and in the afternoon? | - 3 | |||
| 3. | It's light during the day, but at night? | - 4 | |||
| 4. | The sky is blue, and the grass? | - 4 | |||
| 5. | Apples, pears, plums, peaches - what are they? | + 1 | - 1 | ||
| 6. | What is: Moscow, Kaluga, Bryansk, Tula, Stavropol? | Cities +1 | - 1 | Stations 0 | |
| 7. | Football, swimming, hockey, volleyball are... | Sports, physical education +3 | Games, exercise +2 | ||
| 8. | Is the little cow a calf? A small dog is...? Small horse? | Puppy, foal +4 | - 1 | Someone one puppy or foal 0 | |
| 9. | Why do all cars have brakes? | 2 reasons from the following: braking downhill, on a turn, stopping in case of danger of collision, after finishing driving +1 | - 1 | One reason given | |
| 10. | How are a hammer and an ax similar to each other? | 2 common features +3 | One sign +2 is named | ||
| 11. | What is the difference between a nail and a screw? | The screw has a +3 thread | The screw is screwed in and the nail is driven in; the screw has a nut +2 | ||
| 12. | Is a dog more like a cat or a chicken? How? What do they have the same? | For a cat (with similarity features highlighted) 0 | For chicken - 3 | Per cat (without highlighting similarity features) – 1 | |
| 13. | How are squirrels and cats similar to each other? | 2 signs +3 | 1 sign +2 | ||
| 14. | What vehicles do you know? | 3 means: land, water, air, etc. +4 | Nothing named or incorrect 0 | 3 ground assets +2 | |
| 15. | What is the difference between a young man and an old one? | 3 signs +4 | 1-2 signs +2 | ||
| TOTAL: |
PROTOCOL (TEST) OF EXAMINATION
Last name Execution level
Age of task…………….
Children's institution
METHOD 1.4
CAUSE-AND-EFFECT RELATIONSHIPS (NONCONDITIONS)
TARGET: determination of the level of development of criticality of cognitive activity.
EQUIPMENT: picture with ridiculous situations.
INSTRUCTIONS TO THE SUBJECT: Look carefully and tell me what is drawn incorrectly in the picture.
EXAMINATION PROCEDURE: The subject examines the picture for 30 seconds and names the absurd situations that he discovers (10 in total).
TREATMENT: For each identified absurdity, one point is awarded.
SCALE RATING: allows us to identify the following levels of critical thinking:
– 3 or less.
EXAMINATION PROTOCOL
Last name, first name Execution level
Age of task…………….
Children's institution
METHOD 1.5
RELATIONSHIP OF THINKING AND SPEECH DEVELOPMENT
TARGET: identifying the features of establishing cause-and-effect relationships between objects and events, studying the state of oral and coherent speech, as well as the relationship between the level of development of thinking and speech.
EQUIPMENT: 5 plot-related pictures.
INSTRUCTIONS AND PROCEDURE: Pictures are laid out in front of the child in order when the sequence of the storyline is broken: 2,3,1,5,6,4. It is proposed to arrange the pictures in accordance with the logic of the development of the storyline: “Put the pictures in order.” The subject performs the task, the experimenter records the features of his activity, according to which the child can be assigned to one of 5 levels.
LEVELS OF UNDERSTANDING OF CAUSE AND EFFECT AND RELATIONSHIPS
Level I - decomposed without errors, without additional or corrective actions.
Level II - made one amendment.
Level III - made 2 amendments.
Level IV - made one mistake.
Level V - arranged the pictures without establishing a logical sequence or refused to complete the task.
In case of refusal, a conversation is conducted based on pictures. The story or conversation is completely recorded and then analyzed, after which the child’s level of development of coherent speech is determined.
LEVELS OF DEVELOPMENT OF ORAL CONNECTED SPEECH IN A CHILD
Level I - a complete coherent description of the events in the story.
Level II - insufficiently complete, but coherent description in the story.
Level III - insufficiently complete, but coherent description in the story or incorrect answers to the experimenter's questions.
Level IV - listing objects, actions, qualities.
Level V - listing items.
FINAL PROCESSING: The levels of understanding the plot and the levels of description by means of speech are correlated:
a) match;
b) do not match.
If the levels do not match, their numbers are added up and divided in half, for example: the child’s activity in establishing cause-and-effect relationships (adding pictures in a logical sequence) is assessed as level I activity, and activity in describing events is level II, which means the child is at an intermediate level 1.5.
CONCLUSION: the development of thinking is ahead of the development of speech function (or coincides, or lags behind). Next, the presence or absence of a child’s speech impairment is outlined.
EXAMINATION PROTOCOL
Last name, first name Execution level
Children's institution
LEVEL OF RELATIONSHIP OF THINKING AND SPEECH
Conclusion about the state of speech
There are no problems with sound pronunciation
Rhinolalia yes no
Stuttering yes no
Impaired speech tempo and rhythm yes no
General speech underdevelopment yes no
speech therapist yes no
(Underline whatever applicable)
MEMORY
METHOD 2.1
INVOLUTIONARY VISUAL MEMORY
TARGET: determination of the volume of involuntary visual memorization.
EQUIPMENT: set of 10 pictures.
1. Fish 6. Sled
2. Bucket 7. Christmas tree
3. Doll 8. Cup
4. Hammer 9. Clock
5. Briefcase 10. TV
INSTRUCTIONS TO THE SUBJECT: Now I will show you pictures, and you tell me what is drawn on them.
EXAMINATION PROCEDURE: the pictures are presented one at a time and laid out in a row in front of the subject (approximately one picture per second). After the picture is posted, the experimenter waits another second and selects the stimulus material. The subject must name what was drawn in the picture. The order of playback does not matter. The protocol records the fact of correct reproduction of pictures.
TREATMENT: One point is awarded for each correctly reproduced name.
SCALE RATINGS:
Level I - 10 correct names (10 points)
Level II - 9-8
III level - 7-6
IV level - 5-4
Level V - 3 or less
PROTOCOL FOR EXAMINATION OF INVOLUTIONARY MEMORY
Last name, first name Execution level
Age of task......................
Children's institution
METHOD 2.2
ARBITRARY VISUAL MEMORY
TARGET: determination of the volume of voluntary visual memorization
EQUIPMENT: set of 10 cards
1. Ball 6. Hat
2. Apple 7. Matryoshka
3. Mushroom 8. Chicken
4. Carrot 9. Poppy
5. Butterfly 10. Truck
INSTRUCTIONS TO THE SUBJECT: Now I will show you pictures, you say what is drawn on them, and try to remember them.
EXAMINATION PROCEDURE: the pictures are presented one at a time and laid out in a row in front of the subject (approximately one picture per second). After the last picture is posted, the experimenter waits one more second and removes the stimulus material. The subject must reproduce the entire set of pictures at the verbal level, i.e. name the objects depicted.
The order of playback does not matter. Each correctly reproduced picture is recorded in the protocol.
TREATMENT: One point is awarded for each correctly reproduced name.
SCALE RATINGS:
Level I - 10 correct names (points)
Level II - 9.8
Level III - 7.6
Level IV - 5.4
Level V - 3 or less
PROTOCOL FOR EXAMINATION OF VARIOUS VISUAL MEMORY
Last name, first name Execution level
Age of task......................
Children's institution
Circle the correctly reproduced names.
METHOD 2.3
WORKING VERBAL MEMORY
TARGET: determining the volume of direct memorization of verbal material.
EQUIPMENT: set of 10 words
1. House 6. Milk
2. Sun 7. Table
3. Crow 8. Snow
4. Clock 9. Window
5. Pencil 10. Book
INSTRUCTIONS TO THE SUBJECT: Now I will read (tell) you a few words, and you try to remember them and then repeat them.
EXAMINATION PROCEDURE: words are called at a slow pace (approximately one word per second), a set of words is presented once and clearly. Then the words are immediately reproduced by the subject. The playback order does not matter. The protocol records correctly and accurately reproduced words.
TREATMENT: One point is awarded for each correctly reproduced word. Changing the word is considered a mistake (sun - sun, window - window).
SCALE RATINGS:
Level I - 10 points (10 correctly reproduced words).
Level II - 9-8
III level - 7-6
IV level - 5-4
Level V - 3 or less
EXAMINATION PROTOCOL
Last name, first name Execution level
Age of task......................
Children's institution
Circle the correctly reproduced words.
Sum of points
PHONEMATIC HEARING
METHOD 3.1
PHONEMATIC HEARING (according to N.V. Nechaeva)
TARGET: determining the level of development of phonemic analysis and the ability to recode a sound code into a sound system.
EQUIPMENT: sheet of paper, pen (pencil).
INSTRUCTIONS TO THE SUBJECT: Now we will try to write down a few words, but not in letters, but in circles. How many sounds are in a word, so many circles.
SAMPLE: the word soup. Draw circles. Let's check.
EXAMINATION PROCEDURE: the subject draws circles under the dictation of the experimenter on a sheet of paper.
A SET OF WORDS: ay, hand, juice, star, spring.
TREATMENT: If the task is completed correctly, the entry should be as follows:
SCALE RATINGS:
Level I - all schemes are completed correctly
Level II - 4 schemes completed correctly
Level III - 3 schemes completed correctly
Level IV - 2 schemes completed correctly
Level V - all schemes are executed incorrectly
EMOTIONAL STATUS OF PERSONALITY (ESL)
4.1 EMOTIONAL-VOLITIONAL SPHERE
(Modification of the Luscher-Dorofeeva color test)
TARGET: determine the emotional status of the child based on the functional state.
EQUIPMENT: 3 envelopes with three identical sets of squares measuring 3x3 cm in red, blue and green. A standard sheet of typewritten paper or white cardboard as a tablet.
INSTRUCTIONS AND PROCEDURE: The subject places colored squares on a white tablet in any order.
The task is performed 3 times in a row.
Testing is carried out 5 times in 3 days.
1. The experimenter takes any of the envelopes with squares.
Place the squares one after the other. First, place a square of the color you like best.
Then place a square of the color that you also like.
Now place the last square.
2. Take the next envelope.
Now arrange everything yourself the way you want.
Line 2 is filled in in the protocol. The squares are removed.
3. The last envelope is taken.
Now lay out these squares.
Line 3 is completed in the protocol.
The child’s actions are recorded in the protocol, for example:
Testing time is no more than 1 minute.
TREATMENT: The protocol shows 3 rows of numbers. Analysis and interpretation of the results are carried out according to the table according to the second number row (in our example this is: 3,2,1), since the choice of the first row may be associated with the child’s indicative reaction, and the third – with adaptation.
The repeatability of functional states may indicate their structure; they are differentiated by levels.
| Repeatability of states | Resilience level |
| 5 times | I |
| 4 times | II |
| 3 times | III |
| 2 times | IV |
| 1 time | V |
To interpret functional states, the following scheme is proposed:
SURVEY PROTOCOL USING THE “EMOTIONAL STATUS OF PERSONALITY (ESL)” METHOD
Execution level
tasks...................
Results of the first examination
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Results of the second examination
_________________________________________________________________
No. No. Red (K) Blue (C) Green (G)
______________________________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Functional state (according to row II): ________________________________________________________________________________
Results of the third examination
_________________________________________________________________
No. No. Red (K) Blue (C) Green (G)
______________________________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Color formula (according to row II): _________________________________________________________________
Functional state (according to row II): ________________________________________________________________________________
Results of the fourth examination
_________________________________________________________________
No. No. Red (K) Blue (C) Green (G)
______________________________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Color formula (according to row II): ________________________________________________________________
Functional state (according to row II): ________________________________________________________________
Results of the fifth examination
_________________________________________________________________
No. No. Red (K) Blue (C) Green (G)
______________________________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Color formula (according to row II): ________________________________________________________________
Functional state (according to row II): ________________________________________________________________________________
Conclusion
Circle the largest number.
VOLITIONAL REGULATION
METHOD 5.1
LEVEL OF VOLITIONAL REGULATION
TARGET: determination of the level of volitional regulation in the structure of monotonous activity.
EQUIPMENT: a test form on which the contours of 15 circles the size of a one-kopeck coin are drawn in one row, a felt-tip pen.
INSTRUCTIONS: fill in these circles carefully, without going beyond the outline.
PROCEDURE:-How should you work? - Carefully. - Start!
In an individual assessment, the work ends as soon as the child becomes negligent or refuses to work.
When organizing a group, you can ask to fill in all the circles, but when processing the results, take into account those that preceded the first, carelessly filled in.
TREATMENT: I neatly filled circle - 1 point. The maximum number of points is 15.
There are 5 levels of volitional regulation:
I - 15 points
II - 14-11 points
III - 10-7 points
IV - 6-4 points
V - 3 or less points
EXAMINATION PROTOCOL
Last name, first name Execution level
Children's institution
METHOD 5.2
PERFORMANCE STUDY
(Modification of Ozeretskov’s technique)
TARGET: study of fatigue, workability, concentration.
EQUIPMENT: two tables with test objects: geometric figures (signs), stopwatch.
INSTRUCTIONS TO THE SUBJECT: Cross out the circles in each line with one line from top to bottom. Work quickly and carefully, try not to miss anything. You do one line, move on to the second and so on. until you complete the entire task.
EXAMINATION PROCEDURE: On the first table, every two minutes the experimenter marks the number of characters viewed with a line on the sheet. The time required to complete the entire task is recorded as 8 minutes.
At the end of the experimental day, according to the second table, two minutes are given to complete a similar task to determine the degree of fatigue of the subject.
TREATMENT: the number of missing and incorrectly crossed out characters is recorded; time spent on completing a task for every 2 minutes and in total.
The work productivity coefficient is calculated using the formula:
where is the number of all characters viewed;
Number of correctly crossed out characters;
Number of missing or incorrectly crossed out characters.
Performance levels:
. STUDY OF THE DEVELOPMENT OF GENERAL CONCEPTS AND SKILLS
(according to Kern - J. Erasek)
GOALS: determining the formation of general ideas as the degree of preparedness for schooling and predicting school performance;
identifying the level of development of fine motor skills of the hands, hand-eye coordination, general intellectual development, perseverance.
EQUIPMENT: two test tasks, pen or pencil.
INSTRUCTIONS TO THE SUBJECT: Now you will perform several tasks, try to do everything carefully and carefully.
EXAMINATION PROCEDURE: the form gives the opportunity to draw independently and a sample of 2 tasks:
6.1. DRAWING A HUMAN FIGURE.
6.2. DRAWING TYPICAL LETTERS.
6.3. DRAWING A GROUP OF POINTS:
The result of each task is assessed according to a 5-level system.
6.1. DRAWING A HUMAN FIGURE
INSTRUCTIONS TO THE SUBJECT: draw a person. After the assignment instructions, no explanations, assistance, or drawing attention to shortcomings and errors are allowed.
GRADE child's drawing.
Level I - the drawn figure must have a head, torso, and limbs. The head connects to the neck and should not be larger than the body. The head has hair (it can be covered with a headdress) and ears. The face should have eyes, a mouth, and a nose. The arms should end in a five-fingered hand. The legs are bent at the bottom. The figure must have clothes. The figure should be drawn in a contour manner without separate parts.
Level II - fulfillment of all the requirements listed earlier, in the absence of a neck, hair, one finger, the presence of a synthetic method of drawing (all parts separately).
Level III - the figure has a head, torso, and limbs. Arms or legs, or both, are drawn with two lines. Absence of neck, hair, ears, clothes, fingers, feet is allowed.
Level IV - a primitive drawing with a head and torso. The limbs are drawn with only one line each.
Level V - there is no clear image of the body or only the head and legs are drawn. Scribble.
EXAMINATION PROTOCOL
Last name, first name Execution level
Age of knowledge......................
Children's institution
6.2. DRAWING CAPITAL LETTERS
INSTRUCTIONS TO THE SUBJECT: Look and write below what is written here. Try to write the same.
GRADE completing the task:
Level I - the sample is copied well and legibly. The size of the letters is no more than 2 times the size of the sample letters. The first letter is the same height as a capital letter. The letters are clearly connected into two words, the copied phrase deviates from the horizontal by no more than 30 degrees.
Level II - the sample is legibly copied, but the size of the letters and compliance with the horizontal line are not taken into account.
Level III - explicit breakdown into two parts; You can understand at least 4 letters of the sample.
Level IV - 2 letters match the pattern; the inscription line is observed.
Level V - doodles.
EXAMINATION PROTOCOL
Last name, first name Execution level
Age of knowledge......................
Children's institution
6.3. DRAWING A GROUP OF POINTS
INSTRUCTIONS TO THE SUBJECT: Dots are drawn here. Draw them the same way on the right.
GRADE task results:
Level I - points are copied correctly. A slight deviation of one point from a row or column is allowed; reducing the sample and enlarging it no more than twice. The drawing must be parallel to the sample.
Level II - the number and location of points corresponds to the sample. You can ignore the deviation of no more than three points per half of the gap between the lines.
Level III - the drawing generally corresponds to the sample, not exceeding its width and height by more than twice. The number of points may not correspond to the sample, but there should be no more than 20 and no less than 7. Any rotation is allowed, even 180 degrees.
Level IV - the outline of the drawing does not correspond to the sample, but consists of dots. The sample dimensions and number of points are not met.
Level V - doodles.
EXAMINATION PROTOCOL
Last name, first name Execution level
Age of knowledge......................
Children's institution
DETERMINING THE LEVEL OF FORMATION OF GENERAL CONCEPTS AND SKILLS
7.1. MOTIVATIONAL SPHERE OF A CHILD'S PERSONALITY
RESEARCH OF A CHILD'S MOTIVATIONAL READINESS FOR SCHOOL
(Diagnostic conversation)
EQUIPMENT: test protocol form
What is your name?
State your last name.
Oh, what a grown-up you are!
Are you going to school soon?!
1. Do you want to study?
2. Why (whether you want it or not)?
3. Where do you want to study?
4. When will you go to school?
5. How do you prepare for school? Tell.
6. Who will teach you?
7. What will the teacher teach you?
8. What will you do at home when you become a school student?
9. Who will help you study at home?
10. Who will you help at school?
11. Do you like to be praised?
12. Who will praise you when you become a schoolchild?
13. What will you need to do to be praised?
14. How do you want to study?
15. How will you behave at school? Tell.
The following table is provided to interpret the results:
4. INFORMATION ABOUT INDIVIDUAL CHARACTERISTICS OF A CHILD'S READINESS FOR SCHOOL
Based on the results of the survey, it is necessary to note:
Major disorders in the mental development of the child;
The main preserved core features of the child’s personality;
The originality of the mental development of the child’s personality and his individual capabilities;
Leading correctional and health conditions for the development of intact psycho-physiological functions;
Promising psychological and pedagogical possibilities for social correction and integration of the child’s personality.
Speech disorders are recorded during the examination of the child.
Based on the results of diagnosing readiness for learning at school, the following can be recommended:
a) enroll the child in first grade;
b) delay the start of training by one year;
c) transfer the child to a special kindergarten group or school leveling class;
d) send to the methodological and pedagogical commission;
e) carry out an individual approach to the child, taking into account certain identified features of his preparation.
CHAPTER 2
SCHOOL READINESS STUDY
2.1 Organizing and conducting a diagnostic examination for readiness for school
We conducted school readiness diagnostics at the Romashka kindergarten in the village of Malye Yagury in October 1998.
We examined 20 children of the preparatory group using the system of methods for conducting an examination of a child’s readiness for schooling, which we described above.
Before the start of psychological diagnostics, we carefully familiarized ourselves with the characteristics of each child and the products of the children’s activities.
As a result of the diagnosis, we received the following results: the overall level of readiness of the examined children was average - 55%, high level At the time of the examination, only one girl showed readiness for schooling - Pustovit Snezhana, this is due to the fact that she received attention at home, her grandmother and parents worked with her. The kindergarten was opened only in September after a long renovation. Snezhana has an average level of memory, phonemic hearing and emotions, a level of thinking, will, ideas and skills, as well as high motivational readiness. Very low level readiness for schooling in two children: Victor's Dubovik And Tkachenko Ivana. Both boys are five years old. The very low level of readiness is also due to the fact that at home these children belong to themselves; both of these boys are from dysfunctional families (their parents suffer from alcoholism) and they do not receive any attention from adults. U Tkachenko Vani all, without exception, indicators are very low. When the examination was carried out, he did not show any interest, it was very difficult to keep his attention, he was constantly distracted by the children playing. Low level 6 people showed readiness:
- Zhdanova Alina(low level of development of memory, phonemic hearing, emotional status, ideas and skills, as well as motivation);
- Zubchenko Vitaly(very low level of phonemic awareness);
- Lamonos Roman(low level of thinking, will, ideas, skills and motivational sphere);
- Nersisyan Naira(low level of thinking, memory, phonemic hearing, will, ideas and skills, motivation), this is due to her age, she is only 5 years old, and also to the fact that she has little contact with Russian children and now she has a difficult time, although the teachers help, she speaks Russian poorly;
- Petrenko Evgeniy he was left to his own devices, no one cared for him at home, his parents were busy “getting money”;
- Khloponya Alexey(low level of development of thinking, phonemic hearing, as well as motivational readiness).
The general level of thinking, memory, phonemic hearing, emotions - average ; will, ideas and skills, motivation - short. [see readiness map]
The level of readiness for schooling can be seen in the diagram.
2.2 Psychocorrectional measures for children with an average and low level of development
After conducting a diagnostic examination to determine readiness for school, we were guided by a set of corrective measures for children with average and low levels of development. We offer methodological recommendations to parents and teachers aimed at developing memory, thinking, speech, voluntary sphere and attention. These same tasks can also be used for primary diagnostics of the level of development of children.
Our task is not to remove or eliminate unwanted defects, but to identify and eliminate their cause. It is not the effect that needs to be corrected, but the cause - this is the main principle that should regulate practical work with the child.
MEMORY DEVELOPMENT.
Experts distinguish between short-term and long-term memory, as well as types of memory depending on the nature of memorizing the material: motor, visual, verbal and logical. However, isolating them in their pure form is quite difficult and is only possible under artificial conditions, because in real activities, including educational ones, they appear in unity or in certain combinations, for example: for the development visual-motor And visual memory it is necessary to organize the child’s work according to the model, which should be carried out in the following stages: first, the child works with constant visual support on the model, then the time for looking at the sample is gradually reduced by 15-20 seconds, depending on the complexity of the proposed work, but so that the child has time to look and capture the sample. . It is advisable to carry out these types of exercises in the following types of activities: drawing, modeling, copying from the board, working with a construction set, drawing patterns in cells. In addition, children always carry out tasks of the following type with pleasure: they are presented with some plot picture for a certain time, the content of which they must study in detail and then reproduce from memory. Then a similar picture is presented, in which some details are missing or, on the contrary, extra images appear. These differences are what children need to grasp.
To develop verbal-motor memory, it is advisable to use the exercises given above for visual-motor memory, using a verbal description or instructions of the proposed activity instead of a visual example. For example, you ask your child to complete the proposed task using a construction set without referring to a model, but from memory: to reproduce a drawing based on a verbal description, etc.
You read the child a set of words (10-15), which can be divided into groups according to various characteristics (dishes, clothes, animals, etc.), and then ask him to name the words that he remembers.
The nature of the reproduction will indicate how developed the child’s generalization mechanisms are, which are the basis for the development of logical memory.
To complicate the task, you can offer children a story with clearly defined semantic blocks to memorize.
As noted above, for children 6-7 years old it is more natural to memorize material that is included in play activities. Therefore, when working with the tasks proposed above, it is advisable to use gaming techniques, for example, including story games about scouts, astronauts, businessmen, etc.
DEVELOPMENT OF THINKING.
By the time a 6-7 year old child enters school, visual-effective thinking should already be formed, which is the necessary basic education for the development of visual-figurative thinking, which forms the basis for successful learning in primary school. In addition, children of this age should have elements of logical thinking. Thus, at this age stage, the child develops different types of thinking that contribute to the successful mastery of the curriculum.
For the development of visual and effective thinking, the most effective way is object-tool activity, which is most fully embodied in the activity of design.
The following types of tasks contribute to the development of visual-figurative thinking: the above-described work with constructors, but not according to a visual model, but according to verbal instructions, as well as according to the child’s own plan, when he must first come up with a design object, and then independently implement it.
The development of this same type of thinking is achieved by including children in a variety of role-playing and director's games, in which the child himself comes up with a plot and independently embodies it.
Invaluable assistance in development logical thinking The following exercises will help:
a) “The fourth odd one”: the task involves the exclusion of one object that does not have some characteristic common to the other three.
b) inventing the missing parts of the story when one of them is missing (the beginning of the event, the middle or the end). Along with the development of logical thinking, composing stories is extremely important for the development of a child’s speech, enriching his vocabulary, stimulating imagination and fantasy.
Exercises with matches or sticks (lay out a figure from a certain number of matches, move one of them to get another image: connect several points with one line without lifting your hand) also help develop spatial thinking.
DEVELOPMENT OF MOTOR SKILLS AND COORDINATION OF MOVEMENTS.
As practice shows, children 6-7 years old who come to school, unfortunately, have an extremely low level of development of motor skills, which is very clearly manifested in the inability to draw a straight line, write a printed letter according to a model, cut it out of paper and carefully paste it, or draw. It often turns out that children of this age have not developed coordination and precision of movements; many children do not control their bodies.
Numerous psychological studies show that there is a direct relationship between the development of these skills and the level of general mental and intellectual development of the child.
The following tasks can be suggested as exercises to develop motor skills:
a) draw a simple pattern (Figure 1)
b) play the game “difficult turns”. The game begins with you drawing paths of different shapes, at one end of which there is a car, and at the other, a house (Figure 2). Then tell the child: “You are the driver and you need to drive your car to the house. The road you will travel is not easy. Therefore, be attentive and careful." The child must use a pencil, without lifting his hand, to “drive” along the bends of the paths.
There are many different exercises and games to develop such motor skills. This primarily involves working with construction kits, drawing, modeling, laying out mosaics, applique, and cutting.
In order to develop general coordination and accuracy of movements, the following games and competitions can be offered to children:
a) the game “Edible-Inedible”, as well as any games and exercises with the ball;
b) game “Mirror”: the child is invited to be a mirror and repeat all the movements of the adult (both individual movements and their sequence); the role of the leader can be transferred to the child, who comes up with the movements himself;
c) playing “Shooting Range”: hitting the target with various objects (ball, arrows, rings, etc.). This exercise helps to develop not only the coordination of movements and their accuracy, but also the eye.
DEVELOPMENT OF PHONEMATIC HEARING.
Developed phonemic awareness is a necessary prerequisite for a child’s successful mastery of reading and writing and, in general, serves as an indispensable condition for learning to read and write. Therefore, early diagnosis of the development of phonemic hearing is necessary for the timely elimination of possible defects.
As a rule, this diagnostic function is performed by a speech therapist. Therefore, if any phonemic hearing disorders are detected in a child, all subsequent correctional work should be carried out in close cooperation with specialists in this profile.
DEVELOPMENT OF ARBITRANITY.
One of the main indicators of a child’s readiness for school is the development of his volition, which ensures the full functioning of all mental functions and behavior in general.
Children with insufficiently developed volitionality are less likely to be involved in the learning process, and even with a normal level of intellectual development, such schoolchildren may fall into the group of underachievers. Therefore, it is advisable to pay special attention to the development of voluntariness.
The development of voluntariness is a multicomponent process that requires the mandatory formation of an integral system of conscious self-regulation.
The most effective activity for the development of arbitrariness is productive activity, primarily design.
The first stage in the formation of arbitrariness is learning to work according to a model. When starting work, you must first ask the child to carefully examine and study the house, which he must assemble from cubes on his own. After this, the adult percentage of the child begins construction and observes the nature and sequence of this work.
If a child makes mistakes during assembly, then you need to analyze with him the reasons that led to design errors and then ask the child to make the necessary adjustments.
Design based on a visual model is the first stage in the formation of arbitrariness. Further improvement of voluntary self-regulation is carried out by purposefully complicating the conditions of activity. At the next stage, the child is offered a similar work, in which the model will not be a real building, but a drawing of a house. In this case, two image options are possible:
a) complete, when the schematic drawing shows all the parts that make up the building;
b) contour - without detail.
Subsequent complication involves designing according to a verbal description, and then according to one’s own design. In the latter case, the child must describe in detail the features of the planned building before starting work.
One of the most common exercises for the development of voluntariness, as close as possible to the conditions of educational activity, is the “Graphic Dictation”, which requires two conditions for completing the task:
1) the child is offered a sample of a geometric pattern made on checkered paper; the child is asked to reproduce the proposed pattern and independently continue the exact same pattern (Figure 3)
2) similar work is offered for performing by ear, when an adult dictates a sequence of actions indicating the number of cells and their direction (right to left, up - down)
With an insufficient supply of knowledge, it is very important to stimulate the child’s interest in the environment, to fix his attention on what he sees on a walk, during excursions. We must teach him to talk about his ideas; such stories must be listened to with interest, even if they are monosyllabic and confusing. It is useful to ask additional questions and try to get a more detailed and expanded story. We advise parents to read children's books to their children more often, take them to the cinema, and discuss with them what they have read and seen.
If a positive attitude towards school is not formed, it is necessary to give the child as much attention as possible. Communication with him should be built not in school, but in preschool form. It should be immediate and emotional. Such a student cannot be strictly required to comply with the rules of school life; he cannot be scolded or punished for violating them. This can lead to the manifestation of a persistent negative attitude towards school, teacher, and teaching. It is necessary to wait until the child himself, observing other children, comes to a correct understanding of his position and the resulting requirements for behavior.
To increase the level of development of thinking and speech, the child’s participation in collective games outside of school hours is very important. It is necessary to more often entrust him with roles that require making any decisions and active verbal communication with other children.
There is no need to try to “train” the child to understand tasks such as those given in the methods. This will only give the appearance of success, and when faced with any new task for him, he will turn out to be as useless as before.
With a “low” level of development of thinking and speech, additional individual tasks are necessary from the very beginning of training, aimed at a more complete assimilation of the curriculum. In the future, it will be more difficult to eliminate the resulting gaps. It is useful to increase the amount of propaedeutic knowledge (especially in mathematics). At the same time, there is no need to rush to develop skills: work on understanding the material, and not on the speed, accuracy and accuracy of answering questions or performing any actions.
An insufficient level of development of figurative ideas is one of the common causes of learning difficulties not only for 6-7 year old children, but also much later (up to high school). At the same time, the period of their most intensive formation occurs in preschool and early primary school age.
Therefore, if a child entering school has shortcomings in this area, then we should try to compensate for them as soon as possible.
For the development of figurative ideas, visual and constructive activities are extremely important. It is necessary to encourage outside school hours to engage in drawing, modeling, appliqué, and designing from building materials and various structures. It is useful to give similar homework assignments: draw a picture, assemble a simple model for a construction set, etc. In the selection of tasks, you can rely on the “Education Program in Kindergarten”.
It is very important to instill in a child faith in his own abilities and to prevent low self-esteem from occurring. To do this, you need to praise him more often, and in no case scold him for mistakes made, but only show him how to correct them in order to improve the result.
If the level of development of small movements is insufficient, the same types of activities are useful as for the development of figurative ideas (visual, constructive). You can string beads, fasten and unfasten buttons, buttons, hooks (these actions are readily performed by children while playing with the doll: undressing it before “putting it to bed”, dressing it for a “walk”, etc.)
To develop large movements, it is important to achieve increased motor activity. There is no need to involve your child in participating in sports competitions - failures can completely scare him away from physical education. In this case, activities that do not contain competitive elements are much more useful: physical exercises, comic games like “Loaf”, “Baba sowed peas”, etc. Parents should play ball with their child more often, go skiing together, etc. Swimming lessons are very useful.
2.3. Results of re-diagnosis
A repeat school readiness survey was conducted in April 1999. The following results were obtained:
very tall received the result of readiness for schooling Snezhana is empty. At initial diagnosis, she had an average level of development of memory, phonemic awareness and emotions; upon re-diagnosis, she revealed a very high level of memory, a high level of phonemic hearing, and a high level of emotions.
According to the diagram [see Appendix ] it is clear that half the children preparatory group has high level readiness for school.
35% children preparatory group have average level readiness for school.
And two people ( 10 % ) have low level readiness for schooling. But compared to the results of the initial diagnosis, their overall level has increased.
COMPARE:
Dubovik Victor showed a low level of thinking and other indicators were very low. After the correctional program, thanks to teachers and educators, his overall level of thinking, memory, and emotions is average.
U Tkachenko Ivana all indicators were very low, after correction - low.
We advised the parents of these two children to delay their entry into school for one year. During this year, the children will get stronger physically, and teachers and educators will work with them, the psychologist will take control of them.
As a result of the correctional work, we obtained the following results in the study group:
The formation of the motivational sphere has increased (compare: low - high). This suggests that children go to school not only with desire, but also with awareness.
The level of the intellectual sphere has increased (compare: average - high). Children's level of development of cognitive abilities has increased and the necessary skills for educational activities have been formed.
As a result of diagnostics carried out in October, a low level of development of speech, ideas and skills was discovered, and fine motor skills of the hands were poorly developed. Therefore, in the process of correctional work, special attention was paid to the development of speech and fine motor skills of the hands. The level of development upon re-diagnosis increased.
CONCLUSION
The problem of children's readiness to study at school is not only a scientific one, but first of all a real-practical, very vital and urgent task that has not yet received its final solution. And a lot depends on its decision, ultimately the fate of the children, their present and future.
The criteria for readiness or unpreparedness for schooling are related to the psychological age of the child, which is calculated not by a physical time clock, but by a scale of psychological development. You also need to be able to read this scale: understand the principles of its compilation, know the reference points and dimensions.
In our work, we set a goal to identify the level of readiness of preschoolers for learning and carry out correctional and developmental measures to increase the level of development.
A comprehensive program for diagnosing preschool children for school was used. Readiness was determined by the following parameters:
Motivational;
Intellectual;
Language;
Social.
Based on the results obtained, there was a need to create correctional and developmental activities to increase the level of readiness for schooling. The main goal was the targeted use of gaming activities, which form the necessary prerequisites for comprehensive preparation for children’s education at school.
As a result of the work done, we saw that by the end of the school year the overall level of readiness of the children in the experimental group had increased. We were able to obtain such results by working together with teachers, educators and parents.
Working on this program we came to the following conclusions:
Firstly, examination of children is necessary for the school and for the children, for their successful education;
Secondly, the examination of children must begin earlier, then this work will be more effective, because it is not enough to state that a child is not ready for school, it is also necessary to register and monitor and monitor his development throughout the year.
In our future work, we plan to deepen and expand correctional and developmental activities, using elements of psychodrama and conducting joint classes with parents.
LIST OF REFERENCES USED:
Current problems in the education and training of preschool children: Sat. scientific Proceedings/Editorial Board: N.N. Pedyakov and others - M: APN USSR, 1985.
Belova E. Reflections before school: (Advice to parents) // Preschool education, - 1994, - No. 8, pp. 80-83.
Wenger L. How does a preschooler become a schoolchild? // Preschool education, - 1995, - No. 8, pp. 66-74.
Govorova R., Dyachenko O, Tsekhanskaya L. Games and exercises for the development of mental abilities in children // Preschool education, 1988, No. 5, pp. 17-25.
Children's readiness for school. Diagnosis of mental development and correction of its unfavorable variants: Methodological developments for a school psychologist. / Ed. V.V. Slobodchikova, issue 2, Tomsk, 1992.
Gutsalyuk L.B. Classes to prepare children for school.//Elementary school, 1994, No. 4, pp. 11-13
Children's picture of the world: a program for teaching and raising children 6-7 years old // Preschool education, 1994, No. 6, pp. 27-31.
Dyachenko O, Varentsova N. Main directions of work on the “Development” program for children in the preparatory group for school (seventh year of life) // Preschool education, 1994, No. 10, pp. 38-46.
Kravtsova E.E. Psychological problems of children's readiness to study at school. M, Pedagogy, 1991.
Kravtsova E., Kravtsov G. Readiness for school // Preschool education, 1991, No. 7, pp. 81-84.
Kravtsov G.G., Kravtsova E.E. Six year old child. Psychological readiness for school. - M, Knowledge, 1987
Kuznetsova A., Alieva A., Zaushnitskaya A. Preparing children for school // Preschool education, 1989, No. 8, pp. 50-54.
Mukhina V. What is readiness to learn? // Family and school., 1987, No. 4, pp. 25-27.
Nemov R.S. Psychology. - M, Enlightenment, 1995, vol. 2.
Nemov R.S. Psychology. - M, Enlightenment, 1995, vol. 3.
Peculiarities of mental development of 6-7 year old children / Ed. D.B. Elkonin, A.L. Venger. - M, “Pedagogy”, 1988.
Rogov E.I. Handbook for a practical psychologist in education - M, “Vlados”, 1995.
Rybina E. Is the child ready for school? //Preschool education. 1995, No. 8, pp. 25-28.
Svezhentsova G.M. Preparing children for school // Primary school, 1994, No. 5, pp. 67-69.
Ulyenkova U. Formation of general learning ability in six-year-old children.// Preschool education, 1989, No. 3, pp. 53-57.
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Elkonin D.B. Child psychology (Child development from birth to 7 years) - M: Uchpedgiz, 1960.
Psychological readiness for learning at school is considered at
the current stage of development of psychology as a complex characteristic
child, which reveals the levels of development of psychological qualities,
which are the most important prerequisites for normal inclusion in the new
social environment and for the formation of educational activities.
In the psychological dictionary the concept of “readiness for schooling”
is considered as a set of morpho-physiological characteristics
child of senior preschool age, ensuring a successful transition to
systematic, organized schooling.
V.S. Mukhina argues that readiness for schooling is
desire and awareness of the need to learn, resulting from
social maturation of the child, the appearance of internal contradictions,
setting motivation for learning activities.
D.B. Elkonin believes that a child’s readiness for schooling
involves the “rotation” of a social rule, that is, a system of social
relationship between child and adult.
The concept of “readiness for school” is most fully given in the definition
L.A. Wenger, by which he understood a certain set of knowledge and skills, in
which all other elements must be present, although their level
development may be different. The components of this set are primarily
is motivation, personal readiness, which includes “internal
student’s position”, strong-willed and intellectual readiness. (10)
The child’s new attitude to the environment that arises when
entering school, L.I. Bozhovich called “the internal position of the student”,
considering this new formation a criterion of readiness for school.(8)
In her research, T.A. Nezhnova points out that the new social
position and the activity corresponding to it develop insofar as
they are accepted by the subject, that is, they become the subject of his own
needs and aspirations, the content of his “internal position”. (36)
A.N. Leontiev considers the direct driving force of child development
his real activity with changes in his “internal position.”(28)
In recent years, there has been increasing attention to the problem of school readiness
training is given abroad. In resolving this issue, as noted
J. Jirasek, theoretical constructions are combined, on the one hand,
practical experience, on the other. The peculiarity of the research is that in
At the center of this problem are the intellectual capabilities of children. It finds
reflected in tests showing the child’s development in the area of thinking,
memory, perception and other mental processes. (35)
According to S. Strebel, A. Kern, J. Jirasek, a child entering school
must have certain characteristics of a schoolchild: be mature in
mental, emotional and social relationships.(28)
differentiated perception, voluntary attention, analytical
By emotional maturity they understand emotional stability and
almost complete absence of impulsive reactions of the child.
They associate social maturity with the child’s need to communicate with
children, with the ability to obey interests and accepted conventions
children's groups, as well as with the ability to take on a social role
schoolchild in the social situation of schooling.
It should be noted that, despite the diversity of positions, everyone
readiness for schooling use the concept of “school maturity”,
based on the false concept that the emergence of this maturity
is mainly due to the individual characteristics of the process of spontaneous
maturation of the innate inclinations of the child and not significantly dependent on
social conditions of life and education. In the spirit of this concept, the main
attention is paid to the development of tests that serve as diagnostics at the school level
children's maturity. Only a small number of foreign authors - Vronfenwrenner,
Vruner - criticize the provisions of the concept of “school maturity” and emphasize
the role of social factors, as well as the characteristics of social and family
education in its occurrence.
Components of a child’s psychological readiness for school
are:
Motivational (personal),
Intelligent,
Emotionally – strong-willed.
Motivational readiness is the child’s desire to learn. IN
research by A.K. Markova, T.A. Matis, A.B. Orlova shows that
the emergence of a child’s conscious attitude towards school is determined by the way
providing information about it. It is important that information provided to children about school
were not only understood, but also felt by them. Emotional Experience
is ensured by the inclusion of children in activities that activate both
thinking and feeling.(31)
In terms of motivation, two groups of teaching motives were identified:
1. Broad social motives of teaching or motives related to needs
child in communication with other people, in their assessment and approval, with desire
student to take a certain place in the system of social
relationships.
2. Motives related directly to educational activities, or
cognitive interests of children, need for intellectual activity
and in mastering new skills, abilities and knowledge.
Personal readiness for school is expressed in the child’s attitude towards school,
teachers and educational activities, also includes the formation in children
qualities that would help them communicate with teachers and
classmates.
Intellectual readiness presupposes that the child has an outlook,
stock of specific knowledge. The child must master systematic and dissected
perception, elements of theoretical attitude to the material being studied,
generalized forms of thinking and basic logical operations, semantic
memorization. Intellectual readiness also involves the formation of
child's initial skills in the field of educational activities, in particular,
the ability to identify a learning task and turn it into an independent goal
activities.
V.V. Davydov believes that a child should have the ability to think
operations, be able to generalize and differentiate objects and phenomena
surrounding world, be able to plan their activities and carry out
self-control. At the same time, it is important to have a positive attitude towards learning, the ability
to self-regulation of behavior and the manifestation of volitional efforts to carry out
assigned tasks. (18)
In domestic psychology when studying the intellectual component
psychological readiness for school, the emphasis is not on the amount of learning
child's knowledge, but on the level of development of intellectual processes. That is
the child must be able to identify the essential in environmental phenomena
in reality, to be able to compare them, to see similarities and differences; He
must learn to reason, find the causes of phenomena, and draw conclusions.
Discussing the problem of school readiness, D.B. Elkonin comes first
set the formation of the necessary prerequisites for educational activities.
Analyzing these premises, he and his collaborators identified the following:
options:
The ability of children to consciously subordinate their actions to rules, generally
determining the method of action,
Ability to navigate a given system of requirements,
Ability to listen carefully to the speaker and accurately complete tasks,
offered orally,
Ability to independently perform the required task visually
perceived pattern.
These parameters of the development of voluntariness are part of the psychological
readiness for school; teaching in the first grade is based on them.
D.B. Elkonin believed that voluntary behavior is born in a game in
team of children, allowing the child to rise to a higher
step.(41)
Research by E.E. Kravtsova (25) showed that for development
When a child is at work, a number of conditions must be met:
It is necessary to combine individual and collective forms
activities,
Take into account the age characteristics of the child,
Use games with rules.
Research by N.G. Salmina showed that for first grade schoolchildren
with a low level of arbitrariness, a low level of play is characteristic
activities, and, therefore, are characterized by learning difficulties. (53)
In addition to the indicated components of psychological readiness for school,
researchers highlight the level of speech development.
R.S. Nemov argues that children’s speech readiness for learning and
learning is primarily manifested in their ability to use for arbitrary
control of behavior and cognitive processes. No less important
is the development of speech as a means of communication and a prerequisite for the acquisition of writing.
This function of speech should be taken special care during middle and
senior preschool childhood, since the development of written speech is essential
determines the progress of the child’s intellectual development. (35).
By the age of 6–7 years, a more complex independent
form of speech - an extended monologue utterance. By this time
A child's vocabulary consists of approximately 14 thousand words. He already owns
word measurement, formation of tenses, rules for composing sentences.
Speech develops in children of preschool and primary school age
in parallel with the improvement of thinking, especially verbal -
logical, therefore, when psychodiagnostics of the development of thinking is carried out,
it partially affects speech, and vice versa: when a child’s speech is studied, then
the resulting indicators cannot but reflect the level of development of thinking.
Completely separate linguistic and psychological types of analysis
speech is not possible, nor is it possible to conduct separate psychodiagnostics of thinking and speech.
The fact is that human speech in its practical form contains both
linguistic (linguistic) and human (personal)
psychological) beginning.
Summarizing what was said in the above paragraph, we see that in
cognitively, by the time a child enters school he has already reached a very
high level of development, ensuring free assimilation of school
curriculum.
In addition to the development of cognitive processes: perception, attention,
imagination, memory, thinking and speech, in psychological readiness for school
includes formed personal characteristics. To enter school
The child must develop self-control, work skills and abilities, the ability
communicate with people, role behavior. In order for the child to be ready for
learning and assimilation of knowledge, it is necessary that each of these
his characteristics were quite developed, including the level
speech development.
At preschool age, the process of mastering speech is basically completed:
* by the age of 7, language becomes the child’s means of communication and thinking,
also a subject of conscious study, since in preparation for
school begins teaching reading and writing;
* the sound side of speech develops. Younger preschoolers begin
become aware of the peculiarities of your pronunciation, the process is completed
phonemic development;
* the grammatical structure of speech develops. Children assimilate
patterns of morphological order and syntactic order. Assimilation
grammatical forms of the language and acquisition of a larger active vocabulary
allow them to move on to concreteness at the end of preschool age
Thus, the high demands of life on the organization of education and
training intensifies the search for new, more effective psychological -
pedagogical approaches aimed at bringing teaching methods into
compliance with the psychological characteristics of the child. Therefore the problem
children's psychological readiness to study at school receives special
significance, since the success of subsequent training depends on its solution