Is your child ready for school? Is your child ready for school Psychological readiness for school Wenger.

Ready for schooling- holistic education, which assumes a fairly high level of development of the motivational, intellectual and productivity spheres. A lag in the development of one of the components of psychological readiness entails a lag in the development of others, which determines the unique options for the transition from preschool to junior childhood. school age. Domestic and foreign psychologists have developed many methods for diagnosing different aspects of this problem.

Offered in the program methodological techniques identify the level of development in children entering first grade.

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Readiness for schooling is a holistic education that presupposes a fairly high level of development of the motivational, intellectual and productivity spheres. A lag in the development of one of the components of psychological readiness entails a lag in the development of others, which determines the unique options for the transition from preschool childhood to primary school age. Domestic and foreign psychologists have developed many methods for diagnosing different aspects of this problem.

PROGRAM

PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS

CHILDREN'S READINESS FOR SCHOOL

A. L. VENGER ET AL.

The methodological techniques proposed in the program reveal the level of development in children entering first grade:

1) orientation in the environment, stock of knowledge, attitude towards school;

2) mental and speech development;

3) development of small and large movements.

1) ORIENTATION IN THE ENVIRONMENT, STOCK OF KNOWLEDGE, ATTITUDE TO SCHOOLrevealed in a conversation with a child:

1. What is your name?

2. How old are you? When was it fulfilled?

3. What are your parents' names?

4. What is the name of the city (village, hamlet, town) in which you live?

5. What kind of domestic animals do you know? What wild animals?

6. At what time of year do leaves appear on trees?

7. What remains on the ground after rain?

8. What is the difference between day and night?

9. Do you want to go to school?

10. What do you think will be good and interesting at school?

11. In your opinion, is it better to study at home, with your mother or with a teacher?

Evaluation of results.

Based on the results of the conversation, a “+” or “–” sign is placed in the protocol after the number of each question.

The “+” sign is used for the following answers:

No. 1–4: correct answer (including if diminutive names are called).

No. 5: at least two domestic animals are named, wild animals are not named instead of domestic ones and vice versa.

No. 6: “in spring”, “when winter is over”, etc.

No. 7: “puddles”, “dirt”, “wet”, “water”, “slush”, etc.

No. 8: “it’s light during the day”, “the sun is during the day and the moon at night”, “they sleep at night”, etc.

The final level of orientation in the environment and stock of knowledge is determined based on counting the number of “pluses” for questions No. 1–8: “high” – 7–8 pluses; average - 5–6; “low” – 4 or less.

2) THE LEVEL OF MENTAL AND SPEECH DEVELOPMENT OF 6–7 YEAR OLD CHILDREN in the program of A. L. Wenger et al. is determined using the following procedures:

a) Understanding grammatical structure

The adult says the sentence: “Petya went to the cinema after he finished reading the book.” The sentence is pronounced twice, slowly and clearly. Then the psychologist asks the question: “What did Petya do before—watch a movie or read a book?

The “+” sign indicates the correct answer to the question, and the “–” sign indicates the incorrect answer.

b) Carrying out verbal instructions

Pencils lie in disarray on the table. The adult says to the child: “Collect the pencils, put them in a box and put the box on the shelf.” After completing the task, the examiner asks: “Where are the pencils now? Where did you get them from? If a child cannot complete a task correctly, it is simplified. The adult says: “Take the pencils and put them in the drawer.” Then the same questions are asked.

The “plus” sign indicates correct execution of the full instructions and the correct answer to both questions; the “minus” sign indicates failure to follow either the full or simplified instructions.

Intermediate results are marked with a plus or minus sign.

c) Changing nouns by number

The adult says to the child: “I will give you a word for one object, and you change this word so that you get many objects. For example, I'll say pencil, and you must answer " pencils". Next, the examiner names 11 singular nouns:book, pen, lamp, table, window, city, chair, ear, brother, flag, child. If, by changing the word “book” (the first one called), the child reveals an insufficiently clear understanding of the instructions (answers: “books”, “many books”, etc.), an example of the correct answer should be given again: “book-books”.

A plus sign is given when the child makes no more than two mistakes. Errors can be different: reversal of emphasis (table-tables), distortion of shape plural(city - cities; child - children; ear - ears), etc. If the majority of children examined, due to the peculiarities of local speech, are characterized by errors such as “brothers”, “windows”, etc., then they are not taken into account when assessing the results. A “minus” sign is placed when the child made 7 or more mistakes. Intermediate results (3–6 errors) are marked with a “plus-minus” sign.

d) Selection of antonyms

The adult invites the child to play the game “On the contrary”: “I will name the word, and you answer with the word opposite. For example, I'll say"clean", and you have to answer"filthy"; "fast – slowly"; "freezing- heat."

Antonyms are matched to words:high, close, bright, day, dry, cold, late, get up, childish, beginning.

The “plus” sign indicates results that correspond to or exceed the average for the study group. The plus or minus sign indicates the presence large number(exceeding the group average) replacement of parts of speech while maintaining correct meaning: “light - dark” (instead of “dark”), “cold - hot” (instead of “heat”), etc. The “minus” sign is placed if there are gross errors in the meaning of the type: “late - in the evening”, “cold - in winter” and etc.

e) Story based on pictures

Four pictures are placed in disarray in front of the child, which depict a certain sequence of events that is well known to him (for example, in one picture the boy wakes up, in another he washes himself, in the third he has breakfast, in the fourth he goes to school). The adult asks the child to put the pictures in the right order and explain why he put them this way and not otherwise.

The plus sign indicates the correct location of the pictures and the correct description of the events depicted. Changing the sequence of pictures is not considered an error if it is reasonably justified by the child (for example, instead of the sequence“wakes up – washes up – goes to school” the sequence “comes from school – washes up – has dinner – goes to bed”) is given. The “plus-minus” sign is placed in the case when the child logically builds a sequence of pictures, but cannot justify it; minus sign – when the sequence of pictures is random.

f) Collecting cut-out pictures.

The child is asked to put together a picture from parts lying as shown in Fig. 1.

The adult says: “You see, the picture is broken. Fix it." If the child cannot cope with the task, then he is offered a simplified version. In both cases, you should not name the objects depicted.

Collecting a cut picture is assessed with a “plus” sign in the case when the child correctly folded the first (complex) picture. If it is folded incorrectly, but the second, simpler one is folded correctly, then a plus or minus sign is placed. If both pictures are assembled incorrectly, a minus sign is placed.

g) Drawing of a person.

The child is asked to draw the best person (uncle) that he can draw. If a child says that he does not know how to draw, he needs to be encouraged and explained that at this age all children do not draw very well, but still each drawing is interesting in its own way. If there is a stubborn refusal, you can ask: “What does a person have?” - and after answering, for example, “head” - suggest: “So draw a head.” Then ask, “What else does the person have?” and offer to draw the next named part of the body, etc. At the end, be sure to ask: “Have you drawn everything you need?”

When assessing a person’s drawing, the following are taken into account: the presence of main parts (head, eyes, mouth, nose, torso, arms, legs, the presence of secondary details (fingers, neck, hair or hat, shoes, clothes); the way of depicting arms and legs: with one line ( low) or two lines, so that the thickness of the limbs is visible (high).

The drawing is assessed with a “plus” sign if all seven main parts and at least three minor parts are present; arms and legs are thick. A drawing is rated with a minus sign if five or fewer main parts are depicted (regardless of the presence of additional details and the method of depicting arms and legs). In intermediate cases, the drawing is evaluated with a plus or minus sign.

The results of the analysis of a person’s drawing are used as additional material.

h) Sample analysis.

On the table in front of the child, a human figure is laid out from matches so that the sample does not correspond to the children's standard version. (Fig. 3) First, the adult asks: “What is this?” If the child himself does not say that this is a person, then he is told this. Then the psychologist says: “I want you to do exactly the same for me. Look carefully. Remember? Now I’ll close it, and you make exactly the same little person next to this piece of paper.” The sample is covered with a sheet of paper, the child is given matches and indicated a place on the table next to the sheet where he must complete the task. During this procedure, the child’s attention should not be paid to any features of the original figure; they only say “look carefully.”

When the child has finished his work, the adult says: “Well done, good, but let’s see: yours is exactly the same as mine or not,” and opens the sample. The child can say that everything is exactly the same, or partially correct the design, for example, turn over the matches, but not move the legs, or vice versa. In these cases, the experimenter asks the child leading questions, organizing his actions to analyze the sample: “What does a person have?” - “Head.” - “Look, is it the same with you?” etc. That is, the examiner, without naming the parts of the sample, encourages the child to examine them sequentially. If the child does not notice any discrepancies in this case, then a direct hint is given: “What is on my little man’s legs?” - "Slippers". After this, the adult is silent, and the child, as a rule, corrects the figure.

Children who immediately build a figure that exactly matches the model can be additionally offered a more complex figure - a “crib”. A child usually fails to reproduce such a pattern immediately without errors, since it is asymmetrical, and this asymmetry has no functional explanation. However, the adult insists that everything be done exactly as he did. The further procedure of the experiment is the same as in the main task.

With a high level of sample analysis, the child is able to independently detect deviations and make adjustments. It is not necessary that the figure immediately correspond exactly to the sample: the frequently occurring deviations indicated above are quite acceptable.

An indicator of the average level of readiness in this task is the ability to correct one’s figure with the help of an adult, who fixes the child’s attention on certain parts or even features of the sample, for example, saying: “Look what’s on his legs.”

A child who is not ready for school, even with maximum help, will not correct errors in his design. For example, after answering the question “What does a person have on his legs?”, the child does not change anything in the arrangement of the matches, and when he is asked whether the figures stand the same, “Your little man’s legs are wide apart, but mine are shifted,” he answers that the same. Sometimes such children correct something that does not need to be corrected, for example, straightening a match that is not lying very neatly.

i) Simultaneous perception of quantity.

There are matches scattered on the table in front of the child. The adult tells him: “Take from here as many matches as I will take,” then he takes one match, shows it to the child in the palm of his hand and immediately clasps it in his fist (the presentation time should be short, since it is not the ability to count that is being tested, but the ability to instantly perceive quantities). Then the child is asked to take matches. The number of matches is recorded, after which both the adult and the child put their matches back into the pile. Next, the inspector takes and shows 3 matches, and the whole procedure is repeated. Then he shows 2, 4, and 5 matches.

A high level of instantaneous perception of quantity is recorded when the child is capable of simultaneous perception of 4–5 matches, medium – 3 matches, low – 1–2 matches.

Knowledge of letters and the ability to read are not criteria for selecting children for school. However, a preliminary test of reading skills will help the psychologist guide the teacher in correctly distributing attention between different children in the classroom and will help in individualizing the approach to each child.

An adult asks a child if he can read, if he knows the letters. Children who can read are offered a simple text (from the ABC book). With the help of this text, the reading technique (letter by letter, syllabic, whole words) and its awareness (whether the child understands the meaning of what he read) is determined. To test awareness, the child is asked a simple question about the content of the text. For children who cannot read, an adult shows printed letters and asks to name them.

3) DEVELOPMENT OF MOVEMENTS

a) Small movements

The child is given the task “Riding along the path.” The adult invites the child to “drive along the path” by connecting the images of the car and the house with a line (Fig. 4). (The child is explained that he needs to draw a line without lifting the pencil from the paper. The child’s instructions read like this: “You are the driver. You need to drive to this house. You will go like this (in the sample picture, the adult shows how to “drive along the path "). The pencil must move across the paper all the time, otherwise the car will take off like an airplane. Drive carefully so that the car does not leave the road."

The result of the task “Driving along the path” is assessed as “high” if there are no exits from the path, the pencil comes off the paper no more than three times, and there are no violations of the line described below. A score is rated "low" if there are three or more out-of-track exits; even in the absence of outputs, the result is assessed as low if pronounced line violations are observed: an uneven, “trembling” line, a very weak, almost invisible line; with very strong pressure, tearing the paper; repeated targeting to the same place.

b) Large movements.

With a low level of development of large movements (that is, movements of the arms, legs, and whole body), schoolchildren often have difficulties in physical education classes, as well as in communicating with peers (due to the inability to fully participate in outdoor games). Therefore, the development of large movements is one of the important indicators of readiness for school. His assessment is made on the basis of observations of the child’s gait (to observe it, you can ask him to bring some thing lying at the other end of the room), as well as how he throws a ball to an adult, how he catches a ball thrown to him by an adult.

REGISTRATION FORM

INDIVIDUAL PROTOCOL

PSYCHOLOGICAL AND PEDAGOGICAL

SURVEYS

Last name, first name of the child ______________________________________________________________

Date of Birth _________________________________

1. ORIENTATION IN THE ENVIRONMENT, STOCK OF KNOWLEDGE

1.___ 2.___ 3.___ 4.___ 5.___ 6.___ 7.___ 8. ___

ATTITUDE TO SCHOOL

9.___ 10.___ 11.___

Final level ______________________________

2. MENTAL AND SPEECH DEVELOPMENT

a B C D E) _____

f) _____ g) _____ h) _____ i) _____ j) _____

Final level ______________________________

3. DEVELOPMENT OF MOVEMENTS

Small movements

Major movements

Level ______________________________________

Notes ________________________________________________________________________________

Conclusion ______________________________________________________________________________

_________________________________________________________________________________________

Date of examination ___________________________________

Inspector _________________________________

Annotation: The article is devoted to the study of the formation of psychological readiness for schooling in children aged 6-7 years; a method for diagnosing this phenomenon is presented; a corresponding program was developed and the results of its testing were discussed.
Keywords: schooling, psychological readiness for schooling, methodology, diagnostics, program, correction.

Children aged 6-7 years are accepted into first grade. It is believed that by this age the child’s readiness for school, if not fully formed, is close to ideal. However, many children who have reached the required age and have the necessary skills for school actually experience difficulties during their studies. Their psychological readiness to learn for school is insufficient, so the reality in the form of “school everyday life” weighs heavily on such children.

Psychological readiness for schooling is understood as a necessary and sufficient level psychological development child to master the school curriculum under certain learning conditions.

A child’s psychological readiness for school is one of the most important results of psychological development during the preschool period.
childhood

The issues of psychological readiness for learning at school are considered by teachers: L.I. Bozhovich, L.A. Wenger, A.V. Zaporozhets, V.S. Mukhina, L.M. Fridman, M.M. Bezrukikh E.E. Kravtsova and many others.

L.M. Bezrukikh believes that a child’s readiness for intellectual learning at school is the level of morphological, functional and mental development child, in which the requirements of systematic education will not be excessive and will not lead to impairment of the child’s health.

L.A. Wenger interprets the concept of readiness for school as a certain level of: social skills, including the ability to communicate with peers and adults, assess the situation and regulate one’s behavior, the development of those functions without which learning is impossible or difficult (this is the organization of activities, the development of speech, motor skills, coordination, and personal development characterizing self-awareness, self-esteem, motivation).

Social and psychological readiness for school is a set of mental qualities that a child needs to successfully start school.

Psychologists who interviewed children preschool age, note the difference in the perception of the fact of upcoming schooling among children who are psychologically ready and not ready for school.

Those children who had already completed the formation of psychological readiness for school, for the most part, argued that they were attracted by the very fact of studying. To a lesser extent, they were attracted by the prospect of changing their position in society, owning the special attributes of a schoolchild (briefcase, notebooks, pencil case), and finding new friends.

But the children, who were not psychologically ready, painted rosy pictures of the future for themselves. They were attracted, first of all, by the opportunity to somehow change their lives in better side. They expected that they would certainly have excellent grades, a full class of friends, a young and beautiful teacher. Of course, such expectations were doomed to fail in the first few weeks of school. As a result, school everyday life turned into a routine for such children and a constant expectation of the weekend.

Let us list the criteria for psychological readiness for school. These include readiness: motivational; mental (cognitive); strong-willed; communicative.

Firstly, the child must have such motives for going to school as the desire to learn and the desire to become a schoolchild, that is, to take up a new job social status. The attitude towards school should be positive but realistic.

Secondly, the child must have sufficiently developed thinking, memory and other cognitive processes. Parents should work with their child to give him the knowledge and skills necessary for school (at least counting to ten, reading syllables).

Thirdly, the child must be able to use willpower and consciously control his behavior in order to achieve the goals set at school. After all, at school he will have to listen to the teacher in class, do homework, work according to the rule and model, and also maintain discipline.

Fourthly, the child must be able to establish relationships with peers, work together on group assignments, and recognize the authority of the teacher.

This is the general structure of psychological readiness for school. Timely determination of a child’s psychological readiness for school is the immediate task of the parents of a preschooler. If the time to go to first grade is approaching, and your son or daughter, in your opinion, is not quite ready for this psychologically, you can try to help the child yourself or seek help from an educational psychologist.

We conducted a study of the formation of psychological readiness for schooling in children aged 6-7 years on the basis of the Chelyabinsk Regional Children's Educational Institution No. 478 in a preparatory group, with the participation of 20 preschoolers.

We tested children using the following methods: N.I. Gutkina “House”, “Primary performance test to determine a child’s readiness for school” by A. Kern, “Graphic dictation” technique by D.B. Elkonina.

The results of the formation of the components of children’s readiness to learn (the “House” test) are presented in Fig. 1

Figure 1 - Level of formation of components of children’s readiness to learn (test “House”)

8 children (40%) have a low level of development of the components of readiness to learn at school; the size of the drawing for these children is not preserved. Some children have an incorrect image in space. There are deviations of straight lines of more than 30 degrees from the given direction. There are gaps between the lines.

In 6 children (30%), the results of the formation of components of readiness for learning are assessed at average level. Almost all the details of the drawing are present. There are no separately enlarged parts more than 2 times. Some elements of the drawing are depicted correctly and their distribution in space is arbitrary. There are no deviations more than 30 degrees from the specified space. Lines without breaks. There are no lines one on top of another.

In 6 children (30%), the results of the formation of components of readiness for learning are assessed at a high level. All elements of the drawing were depicted correctly, there are no gaps between the lines and the lines overlap one another. There is no increase in the details of the picture by more than 2 times, while the size of the entire picture remains relatively unchanged. There are no line deviations of more than 30 degrees.

It should be said that not all children are good at following models, and not all children have developed the ability to copy. We can talk about insufficient development voluntary attention, sensorimotor coordination.

Let's consider the second indicative test of school maturity carried out by us Kern - Jirasek

As a result of the diagnosis, we obtained the following results: in 25% of children, the level of readiness for school can be considered average. A high level of readiness for schooling at the time of the survey was shown by 0%, a low level of readiness - by 75%. The low level of readiness is also due to the fact that these children belong to themselves at home. Some of the children with low level from dysfunctional families (parents suffer from alcoholism) they do not receive any attention from adults. One boy, without exception, has very low indicators. 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.

Figure 2 - Distribution of children's readiness indicators preparatory group to school learning (Kern-Jirasek Test)

When studying the formation of the prerequisites for mastering educational activities (the “Graphic Dictation” method), the following results were obtained (Appendix - table). In a group of children with high level There is no readiness of children, 4 (20% of people) have a level of readiness above average, 11 people (55%) have an average level of readiness and 5 people (25%) have a level of readiness below average.

Analyzing the results of seven-year-old children using the “Graphic Dictation” method, we can say that the success of completing the dictation and independent work not tall. Children are restless, inattentive, and have difficulty remembering the instructions of an adult. They have a poorly developed ability to consciously subordinate their actions to rules.

Figure 3 - Results of a study of six-year-old children

According to the results of a study among seven-year-old children using the method of D.B. Elkonin “Graphic dictation” we can say that there are no children who received a low score, which means that all children are ready for school. Among them there are no children with a high level of development, 4 children with an above average level of development, 11 children with an average level of development, 5 children with a below average level of development.

Data from the ascertaining stage of the study allow us to conclude that it is necessary to develop and implement a program for developing psychological readiness for schooling in children aged 6-7 years.

Under the guidance of a teacher-psychologist from the Medical Educational Institution of Educational Institution of Children's Educational Institution DS No. 478 in Chelyabinsk, a program was drawn up for the correction of psychological readiness for schooling in children 6-7 years old.

The relevance of creating a program for the psychological readiness of children for school is associated with what happened during Lately serious changes: new programs have been introduced, the very structure of teaching has changed, and ever higher demands are being placed on children entering first grade. Preparing children for school is a multifaceted task, covering all areas of a child’s life. Psychological and social readiness for school is one of the important and significant aspects of this task.

Purpose of the program:

Create conditions for the organization and unity of children's teams, for the development of communication skills and methods of communication, for the development adequate self-esteem and the ability to obey rules. Provide children with the opportunity to engage in intra-group interaction, to experience a situation of cooperation and mutual assistance.

Time: classes are held at the beginning school year

Time for game and discussion: 40 - 50 minutes.

Participants:

Age of participants: 6-7 years;

Number of participants: 15-20 people;

The presenter is a psychologist;

The program consists of 10 lessons:

Lesson 1. Goal: creating conditions for building subjective relationships between children, children and adults, for the implementation of methods of communication.

Lesson 2. Goal: optimization of intragroup relationships; developing a sense of belonging to a group.

Lesson 3. Purpose of the lesson: to promote the formation of open relationships between group members.

Lesson 4. Goal: to promote group cohesion.

Lesson 5. Goal: to create stable ideas for children about each other, about how they look in the eyes of others and in their own.

Lesson 6. Goal: to develop communication skills and group cohesion.

Lesson 7. Goal: to stimulate children’s willingness to listen to each other and to promote the development of trust in the group.

Lesson 8. Goal: to develop a sense of belonging to a group.

Lesson 9. Goal: to help increase children's self-esteem.

Lesson 10. Goals: developing motivation for success and an adequate attitude towards failure; learning to collaborate; development of volitional regulation.

Upon implementation of the program, we expect the following results:

• creating a favorable psychological climate;
• gaining experience of interaction between children in a group;
• creating positive relationships between peers and adults in the process of communication;
• promotion cognitive activity and the interest of the participants.

Thus, the high demands of life for the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school acquires special significance. Its solution is associated with the determination of the goals and principles of organizing training and education in preschool institutions and in the family. At the same time, the success of children’s subsequent education at school depends on its solution.

1. Petrochenko G.G. Development of children 6-7 years of age and preparing them for school. - M.: Infra-M, 2014. - 291 p.
2. Dolgova V.I. Some biosocial characteristics of the physical and mental health of preschool children // In the collection: BIOSOCIAL CHARACTERISTICS OF THE MODERN HUMAN PSYCHOLOGY / SOCIAL AND POLITICAL ASPECTS OF THE POST-INDUSTRIAL LIFE ACTIVITY OF STATES Materials digest of the LIX International Research and Practice Conference and II stage of the Championship in psychological sciences (London, August 08-August 14, 2013) / Materials digest of the LX International Research and Practice Conference and II stage of the Championship in military, sociological and political sciences (London, August 08-August 14, 2013). Chief editor - Pavlov V. V.. London, 2013. - pp. 33-34.
3. Dolgova V.I. Formation of imagination in preschool children: program, results, recommendations // Scientific Notes of the University. P.F. Lesgafta. - 2014. - No. 11 (117). - pp. 191-196.
4. Bezrukikh M. M. A child goes to school: Textbook. - M.: 2010. - 247 p.
5. Wenger L.A. Psychological issues of preparing children for school. - M.: Education, 2012. - 289 p.
6. Children's readiness for school. Diagnosis of mental development and correction of its unfavorable variants: Methodological developments for a school psychologist / Ed. Slobodchikova V.V. - Tomsk: Ob, 2014. - 240 p.
7. Dolgova V.I., Golyeva G.Yu., Kryzhanovskaya N.V. Innovative psychological and pedagogical technologies in preschool education/monograph. - M.: Pero Publishing House, 2015. -192 p.
8. Dolgova V.I., Popova E.V. Innovative psychological and pedagogical technologies in working with preschool children /monograph. - M.: Pero Publishing House, 2015. - 208 p.
9. Rybin E. Is the child ready for school? // Preschool education. - 2011. - No. 8. - P.25-28.

Wenger, L.A. Is your child ready for school / L.A. Wenger, T.D. Martsinkovskaya, A.L. Wenger. - M.: Knowledge, 1994. - 192 p.
Your child reads and counts. But for some reason psychologists say that it is too early to send him to school. What should a child be able to do to be considered prepared for school? And can parents prepare it themselves? You will find answers to these and many other questions related to the child’s psychological readiness for school in this book.

Location of the book: Central City Library

Gatanova, N. Developing attention: A manual for preparing children for school / N. Gatanova, E. Tunina. - St. Petersburg: Peter, 2000. - 144 p. - (Series “My first textbook”).
Attention is the golden key to your child’s success, with which he will open the door to the world of knowledge and good grades. This book offers parents and educators an exciting technique with which it is possible to prepare the child’s attention for the school load in a short time. By helping fairy-tale characters find their way home, making their way through intricate labyrinths, solving puzzles, the future first grader will learn to be attentive and observant.

Book location: Family Reading Library

Children, get ready for school: A manual for teachers and parents / O.M. Dyachenko, N.F. Astaskova, A.I. Bulycheva. - M.: Mosaic-synthesis, 2008. - 192 p.
This book is for those who are interested in the development of a preschool child, trying to help him realize his potential, who are serious about such an important problem as preparing for school.

Kamarovskaya, E.V. How to help a student? We develop memory, perseverance and attention. - St. Petersburg: Peter, 2010. - 208 p.: ill.- (Series “You and your child”).
How can parents help schoolchildren today when school program Is it getting more complicated and the demands on children are getting higher? About 40% of children have difficulty concentrating, many have trouble remembering large quantity information. But perseverance and good memory are not necessarily talents given to a person from birth; they can be developed through training.

Location of the book: City Children and Youth Library

Methods of preparing children for school: psychological tests, basic requirements, exercises / N.G. Kuvashova, E.V. Nesterova. - Volgograd: Teacher, 2001. - 44 p.: ill.

Location of the book: City Children and Youth Library

Nekrasova, N.N. You study, and we will help! Preschool child - junior high school student. For parents and children from 5 to 10 years old / N.N. Nekrasova, Z.V. Nekrasova - St. Petersburg: Peter, 2010. - 352 p.
The book talks about preparing for school and the first school years. How to help a child adapt, rebuild his “kindergarten” consciousness in a new way, and concentrate on classes. An extensive workshop for parents is given.
The content of the book is impressive with the titles of chapters and sections. “Pre-school crisis: features. What changes in children and in us”, “Let’s sort out the “want” and “need”. Let’s translate one thing into another,” “A digression on the dangers of overpraising, or another look at the essence of praise.” Workshops: “A Piggy Bank of Success”, “A Leaf of Independence”, “Onion Stories”, “Components of Preparation or How to Build a House for a Schoolchild”, “Be able to Observe, Notice and Compare, or How to Master Basic Mental Actions”. And so on. There are various tests for readiness, speech development, development of strong-willed qualities, creative thinking, and observation of nature.

Location of the book: City Children and Youth Library

Nefedova, E.A. Getting ready for school: Practical guide for training children / E.A. Nefedova, O.V. Uzorova. - K.: GIPPV, 1998. - 400 pp.: ill.
This book will help prepare children for school. It contains rich material on the development of speech, intellectual and creative thinking, memory, attention, motor skills.

Location of the book: City Children and Youth Library

Pedagogical diagnostics of children’s development before entering school / T.S. Komarova, O.A. Solomennikova. - Yaroslavl: Academy of Development, 2006.- 144 p.: ill.
The book presents methods for determining the level of development of a child upon entering school, his psychological and physical readiness for learning, the level of knowledge in mathematics, ecology, social reality, the level of speech training and aesthetic development.

Location of the book: City Children and Youth Library

Tests for children. is your child ready for school? / M.N. Ilyina, L.G. Paramonova, N.Ya. Golovneva. - St. Petersburg: Delta, 1998.- 348 p.
The book contains a set of tests to determine a child's readiness for school. Public tests are offered to identify the level of development of the child’s cognitive sphere, speech, basic mathematical skills, fine motor skills, as well as developmental and corrective exercises and games.

Location of the book: City Children and Youth Library

Khomenko, I.A. Stop teaching me! - St. Petersburg: Publishing group "ABC-Classics", 2009. - 224 pp. - (Program for mom).
A new book teacher Irina Khomenko will help parents solve problems related to their child’s education and, especially, his studies at school. What to do if a child does not want to study? What are the pros and cons of homeschooling? How to check if your parenting strategy is correct?

Location of the book: City Children and Youth Library

Articles

Matsko E. Skills and exercises // Books, sheet music and toys for Katyushka and Andryushka. - 2010. - No. 1. - P. 3-5.

Advice from the teacher on what to do to make the adaptation period at school bring joy to the child.

Sabodakh R. The problem of children’s adaptation to learning at school // Primary school + Before and after. - 2008. - No. 2. - P.66-68.

Kharkevich O. Features of adaptation of schoolchildren in the learning process // Primary school. - 2006. - No. 8. - P. 8-14.

The author of the article talks about what teachers and parents should pay attention to during transition periods in a student’s life (entry to 1st grade, transition from primary school to middle, transition from high school to the older one).

Shaehova R. Formation of children’s psychological readiness for learning at school // Game and Children. - 2009. - No. 3. - pp. 12-14.

What is a child's readiness for school? How to build educational process so that it meets the requirements of the school, the attitudes of parents and value orientations modern society?

Magazines from the collection of the City Children's and Youth Library (pedagogical communication hall)

Compiled by: N.N. Malykhina, E.V. Gilmutdinova

Today, it is almost universally accepted that readiness for schooling is a multi-complex education that requires comprehensive psychological research. It is customary to distinguish the following forms of psychological readiness for school (according to L.A. Venger, A.L. Venger, V.V. Kholmovskaya, Ya.Ya. Kolominsky, E.A. Pashko, etc.)

: personal, intellectual, socio-psychological, physical, speech and emotional-volitional readiness.

Personal readiness 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. This personal readiness is expressed in the child’s attitude towards school, towards educational activities, teachers, yourself. Personal readiness also includes a certain level of development of the motivational sphere. A child who is not attracted to school externally (attributes) is ready for schooling. school life- briefcase, textbooks, notebooks), but the opportunity to gain 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 emotional sphere child. 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.

The 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 theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, 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;
• · rational approach to reality (weakening the role of fantasy);
• · logical memorization;
• · interest in knowledge and the process of obtaining it through additional efforts;
• · listening skills colloquial speech and the ability to understand and apply symbols;
• · development of fine hand movements and hand-eye coordination.

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 busy common cause, and he needs to have fairly flexible ways of establishing relationships with other people, he needs the ability to enter the children's society, act together with others, the ability to give in and defend himself. Thus, this component involves 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 schoolchild 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.

Physical readiness means general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators that meet the norms physical development boys and girls aged 6-7 years. Condition of vision, hearing, motor skills (especially small movements of the hands and fingers). State nervous system child: the degree of her excitability and balance, strength and mobility. General health.

Speech readiness means the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness.

Emotional-volitional readiness is 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; the arbitrariness of psychological processes is formed in him.

Summarizing the above, we can say that the psychophysiological readiness of a child for school is understood as his maturity in physiological and social terms; he must achieve a certain level of mental and emotional-volitional development. The child must master mental operations - be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. It is important to develop school motivation, the ability to self-regulate behavior and demonstrate volitional efforts to complete assigned tasks. Thus, “a child’s readiness for school” is a complex and multifaceted concept.

I. Shvantsara identifies mental, social and emotional components as components of readiness to learn at school. Researcher from the GDR G. Witzlack believes that for full-fledged education in the first grade of school, a certain level of mental development, ability to concentrate, endurance, certain levels of desire for achievement, development of interests, development of learning abilities (learnability), as well as social behavior are required.

A.I. Zaporozhets 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.” . Similar views were developed by L.I. Bozhovich. Back in the 60s, she pointed out that readiness for schooling consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation of one’s cognitive activity and to the social position of the student. Similar views were developed Distinctive feature The approach of Soviet psychologists to the problem of readiness to study at school is, in our opinion, to highlight the motivational and social spheres of the individual as leading ones, which are of particular importance.

“Social maturity, not technical skills (reading, arithmetic) creates readiness for school.” This is also emphasized by many other researchers (L. I. Bozhovich, A. V. Zaporozhets, L. A. Wenger, etc.).

Of great importance for work on the problem of children’s readiness to study at school is the theoretical position most intensively developed by L. A. Wenger and his colleagues, associated with the application of the fundamental position of Soviet psychology that all psychological properties of a person are formed in his activity. The works of L. A. Wegner emphasize that a child of preschool age cannot have “school” qualities in their pure form, since they, like any mental processes, develop in the course of the activity for which they are necessary, and, therefore, cannot be formed without violating the specific conditions of life and activity characteristic of preschool age. Based on this, L.A. Wenger believes that psychological readiness for school does not consist in the fact that the child’s “school” qualities themselves are formed, but in the fact that he masters the prerequisites for their subsequent assimilation.

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.)

This subsection examines the views of scientists on the problem of a child’s psychological readiness for school. The greatest attention, according to most scientists, should be paid to the child’s social readiness for learning.

1.3 Components of psychological readiness:

a) physical readiness

The concepts of “physical development” and “physical preparedness” are often confused, so it should be noted that physical fitness is the result of physical training achieved when performing motor actions necessary for a person to master or perform a certain activity. Optimal physical fitness is called physical fitness.

Parents are certainly interested in their child's school success. These successes largely depend on the body’s readiness for systematic learning, the readiness of mental processes and the readiness of the individual. The readiness of the body is determined by morphological and functional development. If a child is physically weakened, it will be difficult for him to maintain his posture while sitting at his desk, and it will be difficult for him to work in class due to rapid fatigue. To master writing, the development of small muscle groups is important. In addition, the child must also develop large muscle groups, basic motor skills in running, jumping, climbing, throwing, etc. This will help him control his body, participating in games, competitions, and interactions with friends.

One of the components of psychological readiness for school is physical readiness.

Physical readiness means 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.

At school, a child experiences enormous physical stress: a heavy school backpack, prolonged sitting at a desk, as well as various infections that a child’s body encounters in a large group. The latter is especially true for children who did not attend kindergarten. An unprepared body can react with frequent respiratory diseases, which will inevitably lead to problems in learning.

The child must be carefully prepared for such serious changes, pay enough attention to sports, conditioning, establish the correct daily routine, a balanced diet, provide the child with a balanced diet, adequate sleep and a sufficient amount of time in the fresh air.

By the age of seven, the structure and functions of the brain are sufficiently formed, close in a number of indicators to the brain of an adult. Thus, the weight of the brain of children during this period is 90 percent of the weight of the adult brain. This maturation of the brain provides the opportunity to assimilate complex relationships in the world around us and contributes to solving more difficult intellectual problems.

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

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

By the beginning of school, the child has sufficiently developed inhibitory reactions that help him manage his behavior. The adult's word and his own efforts can ensure the desired behavior. Nervous processes become more balanced and mobile.

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

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

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

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

b) motivational readiness

Motivational readiness presupposes an attitude towards educational activities as a socially significant matter and the desire to acquire knowledge. The prerequisite for the emergence of these motives is the general desire of children to go to school and the development of curiosity.

In order for a child to study successfully, he must first of all strive for a new school life, for “serious” studies, “responsible” assignments. The emergence of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the play of a preschooler. The attitude of other children, the very opportunity to rise to a new age level in the eyes of the younger ones and become equal in position with the older ones, also influences. The child’s desire to occupy a new social position leads to the formation of his internal position. L.I. Bozhovich characterizes this as a central personal new formation that characterizes the child’s personality as a whole. It is this that determines the child’s behavior and activity and the entire system of his relationships to reality, to himself and the people around him. The way of life of a schoolchild as a person engaged in a socially significant and socially valued activity in a public place is recognized by the child as an adequate path to adulthood for him - it corresponds to the motive formed in the game “to become an adult and actually carry out his functions”

The general emotional attitude towards school was specially studied by M.R. Ginzburg using the original methodology he developed. He selected 11 pairs of adjectives that positively and negatively characterize a person (“good-bad”, “clean-dirty”, “fast-slow”, etc.), each of which was printed on a separate card. Two boxes with pictures pasted on them were placed in front of the child: on one - children in school uniform with briefcases, on the other - guys sitting in a toy car. Then came the verbal instructions:

“These are schoolchildren, they are going to school; and these are preschoolers, they are playing. Now I will give you different words, and you think about who they are more suitable for: a schoolchild or a preschooler. Whoever suits you best will put it in that box.”

Using this method, 62 children aged 6 years were examined - pupils of the preparatory group kindergarten(24 people) and two zero grades of the school (38 people). The experiment was carried out at the end of the school year. Analysis of the results showed that 6-year-old children, both attending kindergarten and studying at school, have a positive attitude towards school. Both of them characterized schoolchildren with positive adjectives, and preschoolers with negative adjectives. The exception was only three children (one from kindergarten, two from school).

From the moment that in the child’s mind the idea of ​​school acquired the features of the desired way of life, we can say that his internal position received new content - it became the internal position of the schoolchild. And this means that the child has psychologically moved into a new age period of his development - junior school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with school, i.e. such an attitude towards school when involvement in it is experienced by the child as his own need (“I want to go to school!”). The presence of an internal position of a schoolchild is revealed in the fact that the child resolutely rejects the preschool playful, individually direct way of existence and shows a clearly positive attitude towards school and educational activities in general and especially towards those aspects of it that are directly related to learning.

Such a positive focus of the child on school as an educational institution itself is the most important prerequisite for his successful entry into school and educational reality, i.e. acceptance of relevant school requirements and full inclusion in the educational process.