Types of psychological readiness of children for school. Child's readiness for school

In the process of systematic education at school, increased demands are placed on the body of children of primary school age. It is known that seven-year-old (and especially six-year-old) children have a number of morphological, physiological and psychological characteristics that determine their high sensitivity and less resistance to adverse external influences, a lower level of performance and increased fatigue. In order for a child to successfully study and fulfill his school responsibilities, he must reach a certain level of physical and mental development (“school maturity”) by the time he enters school.

Special studies have shown that children with certain diseases or functional deviations in health, with a delay in biological age or insufficient development of certain psychophysiological functions that are most closely related to educational activities (the level of development of the psyche, speech and motor skills - coordination of movements) are “unprepared” for school. fingers). The insufficient level of children's readiness for school according to psychophysiological indicators is often combined with deviations in their health. On the other hand, excessive stress associated with fulfilling school requirements can lead to overwork and deterioration in children’s health due to functional disorders, exacerbation of existing or the emergence of new chronic diseases. All this dictates the need to determine the readiness of children to study at school.

Assessment of readiness for learning is carried out comprehensively and involves a thorough medical examination (in September-October of the year preceding entry into school) with a psychophysiological study to determine the functional readiness of children. All children should be examined by a pediatrician, neurologist, ophthalmologist, otolaryngologist, surgeon (orthopedist) and, if indicated, other specialists. The results of the medical examination are entered into form No. 026/у.

A medical examination allows us to identify a risk group of children who are not ready to go to school for health reasons. It includes children with delayed biological development, functional abnormalities (neurotic reactions, logoneurosis, hypertrophy of the palatine tonsils), who are often ill (more than 4 times a year), who are ill for a long time (25 days or more), and with chronic diseases. They are prescribed health-improving and therapeutic measures and are examined again (in February-March). A conclusion on the degree of readiness of a child for school is given based on a combination of data by a medical-pedagogical commission at a children's clinic, which includes a pediatrician, a school doctor, a teacher, and a speech therapist.

Children who turned 6 years old before September 1 of the current year can be admitted to the first grade, with the consent of the parents and in the presence of a conclusion from the medical-pedagogical commission on the child’s readiness for education (SanPiN 2/4/2/782-99).

There are the following medical criteria when examining a child:

level of biological development;

health status before entering school;

acute morbidity in the previous year.

There are two psychophysiological criteria when examining a child:

results of the Kern-Irasek test;

quality of sound pronunciation.

A psychophysiological examination of children is carried out in order to identify their lag in the development of school-necessary functions: motor skills, analytical and synthetic functions of the cerebral cortex (Kern-Irasek test) and speech (quality of sound pronunciation).

Children are considered not ready for education if they have health conditions indicated in the list of medical indications for delaying entry to school for children of six years of age, who are lagging behind in biological development, who perform the Kern-Irasek test with a score of 9 points or more, and also who have defects in sound pronunciation.

There are the following Medical indications for postponing school entry for six-year-old children:

1) diseases suffered during the last year:

infectious hepatitis;

pyelonephritis;

non-rheumatic myocarditis;

epidemic meningitis, meningoencephalitis;

tuberculosis;

active rheumatism;

blood diseases;

acute respiratory viral diseases 4 times or more;

2) chronic diseases in the stage of sub- and decompensation:

vegetative-vascular dystonia: hypotonic (blood pressure - 80 mm Hg) or hypertonic ( arterial pressure- 115 mm Hg. Art.) type;

rheumatic or congenital heart disease;

chronic bronchitis, bronchial asthma, chronic pneumonia (with exacerbation or absence of stable remission within a year);

peptic ulcer and duodenum, chronic gastritis, chronic gastroduodenitis (in the acute stage, with frequent relapses and incomplete remission);

anemia (with a hemoglobin content in the blood of 10.7-8.0 g%);

hypertrophy of the palatine tonsils III degree;

adenoid vegetations of the III degree, chronic adenoiditis;

chronic tonsillitis (toxic-allergic form);

endocrinopathy (goiter, diabetes, etc.);

neuroses (neurasthenia, hysteria, logoneurosis, etc.);

impaired mental function;

cerebral palsy;

skull injury suffered in the current year;

epilepsy, epileptiform syndrome;

eczema, neurodermatitis (with the spread of skin changes);

myopia with a tendency to progress (more than 2.0 diopters).

Guidelines for performing the Kern test-Iraseka. The Kern-Irasek test - an indicative test of “school maturity” - can be carried out individually or simultaneously in a group of 10-15 children. Each child is given a blank sheet of unlined paper. In the upper right corner, the researcher indicates the first name, last name, age of the child and the date of the study. A sheet of thick paper is placed under the worksheet. The pencil is placed so that it is equally comfortable for the child to take it with both the right and left hand.

Rice. 5.7. Kern-Irasek test results:

A- first task; b- second task; V- third task (scores are indicated in numbers)

The test consists of three tasks:

drawing of a person;

copying short phrase three words (“he ate soup”);

drawing a group of points.

The front side of the sheet is allocated for completing the first task. The following instructions are given for the first task: here (everyone is shown where) draw some man (uncle) as best you can. Further explanation, assistance or warning regarding errors and deficiencies in the drawings is prohibited. To any counter question from a child, you need to answer: “Draw as you know how.” It is allowed to encourage the child if he cannot start working, as follows: “You see how well you started, draw further.” When asked whether it is possible to draw “aunt”, it is necessary to explain that everyone draws “uncle”. If the child begins to draw a female figure, you can allow him to draw it, and then ask him to draw a male figure next to it. After the child completes the drawing, the worksheet is turned over. The reverse side is divided approximately in half by a horizontal line (this can be done in advance).

To complete the second task, you need to prepare cards measuring 7-8 cm by 13-14 cm, on which the handwritten phrase “He ate soup” is written. The vertical size of lowercase letters is 1 cm, capital letters are 1.5 cm. The card with the phrase is placed in front of the child just above the worksheet. The second task is formulated as follows: “Look, something is written here. You can't write yet, so try to redraw it. Take a good look at how it is written, and at the top of the sheet (show where) write the same.” If one of the children does not calculate the length of the line and the third word does not fit on the line, then you should prompt the child to write it higher or lower.

Cards of the size indicated above should also be prepared for the third task. After the child completes the second task, the first card is taken away from him and a second one is placed in its place, on which 10 dots are depicted, arranged in such a way that the acute angle of the pentagon formed by the dots is directed downward. The distance between the points vertically and horizontally is 1 cm, the diameter of the points is 2 mm.

The following instructions are given for the third task: “Dots are drawn here. Try to draw the same ones yourself (yourself) at the bottom of the sheet (show where).”

Each task is graded from 1 point (best grade) to 5 points (worst grade). Approximate criteria for assessing each task using a five-point system are shown in Fig. 5.7.

On the first task:

1 point - the drawn figure (man) must have a head, torso, and limbs. The head is connected to the body by the neck. It should be no larger than the torso. There should be hair on the head (possibly a cap or hat), ears, and on the face - eyes, nose, mouth. The upper limbs end in a hand with five fingers. There are signs of men's clothing;

2 points - all requirements are met, as with 1 point. Three parts may be missing: neck, hair, one finger. But no part of the face should be missing;

3 points - the figure in the drawing must have a head, torso, and limbs. Arms and legs are drawn with two lines. The neck, ears, hair, clothes, fingers, and feet are missing;

4 points - a primitive drawing of a head with limbs. Each limb (only one pair is enough) is depicted with one line;

5 points - there is no clear image of the torso and limbs. Scribble.

For the second task, we are guided by the following criteria:

1 point - the phrase copied by the child can be read. The letters are no more than twice the size of the sample. They form three words. The line deviates from a straight line by no more than 30°;

3 points - letters must be divided into at least two groups. You can read at least four letters;

4 points - at least two letters are similar to the sample. The entire group of letters still has the appearance of writing;

5 points - doodles.

When assessing the third task, the following criteria are applied:

1 point - exact reproduction of the sample. Dots are drawn, not circles. The symmetry of the figure is maintained horizontally and vertically. There can be any reduction in the figure. The increase is possible no more than twice;

2 points - a slight decrease in symmetry is possible: one point may extend beyond the boundaries of a column or row. It is acceptable to depict circles instead of dots;

3 points - a group of points is similar to the sample. The symmetry of the entire figure may be disrupted. The semblance of a pentagon is preserved, with its apex turned up or down. There may be fewer or more points (at least 7, but not more than 20);

4 points - the dots are arranged in a cluster, their group can resemble any geometric figure. The size and number of points is unimportant. Other images (such as lines) are not acceptable;

5 points - doodles.

The sum of points for completing three tasks represents the overall result of the research.

Study of the quality of sound pronunciation(presence or absence of sound pronunciation defects). The child is asked to use pictures to sequentially list out loud objects whose names contain the letters “P”, “L”, “S”, “3”, “C”, “F”, “H”, “Sch” at the beginning, middle and the end of a word, for example:

“crayfish, bucket, axe”;

“shovel, squirrel, chair”;

“hare, goat, cart”;

“heron, egg, cucumber”;

“beetle, skis, knife”;

“bump, cat, mouse”;

“tea, butterfly, key”;

"brush, lizard, cloak."

The presence of defects in the pronunciation of at least one of the sounds under study indicates failure to complete the task.

Federal Agency for Education of the Russian Federation

Stavropol State University

Psychology faculty

Department of Clinical Psychology

Course work

course "Psychodiagnostics"

Subject: " Comparative analysis level of readiness for schooling of children 6 and 7 years old.”

Completed by a student

Faculty of Psychology

3rd year group “A”

speciality

"Clinical psychology"

Zhebrikova Anna Andreevna

Scientific director

Candidate of Psychological Sciences, Associate Professor

Suvorov

Alla Valentinovna

Stavropol, 2009

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

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

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

II Composition of subjects and research methods.

2.1 Composition of subjects………………………………………………………31

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

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

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

Conclusion…………………………………………………………….53

References……………………………………………………..55

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

Introduction

The problem of a child's readiness for school has always been relevant. Currently, the relevance of the problem is determined by many factors. Modern research shows that 30–40% of children enter the first grade of a public school unprepared for learning, that is, they have insufficiently developed the following components of readiness:

Social,

Psychological,

Emotionally – strong-willed.

The successful solution of problems in the development of 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, 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 the mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of assimilation of the school program.

I. Shvantsara defines school maturity as the achievement of such a stage in development when the child becomes able to take part in school education. I. Shvantsara identifies mental, social and emotional components as components of school readiness.

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

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

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

When and under what condition of the child this process will not lead to disturbances in his development 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 younger schoolchildren. A differentiated approach will be carried out more effectively if the speech development of first-grade students is identified.

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 : the level of readiness of children for schooling at 6 and 7 years old is different.

In our work we set the following tasks :

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

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

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

4. Processing and interpretation of the results obtained.

5. Formulation of findings and conclusions.

6. Design of work.

Object The research was carried out by children of the preparatory group of the preschool educational institution "Romashka" kindergarten in the village of Staromaryevka.

Item research - the level of psychological readiness of preschoolers 6 and 7 for school education.

Research methods:

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

Quantitative: drawing up tables, diagrams, histograms, fashion.

Qualitative: analysis, synthesis and synthesis, classification.

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

I Psychological readiness for schooling

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

Psychological readiness for learning at school is considered at

at the current stage of development of psychology as a complex characteristic of a child, which 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 morpho-physiological characteristics of an older child preschool age, ensuring a successful transition to systematic, organized schooling.

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

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

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

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

In her research, T.A. Nezhnova points out that a 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.”

A.N. Leontyev considers the direct driving force of a child’s development to be his real activity with changes in his “internal position.”

In recent years, increasing attention to the problem of school readiness has been paid abroad. When solving this issue, as J. Jirasek notes, 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.

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 terms.

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

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

F.L.Ilg, L.B.Ames conducted a study to identify the parameters of readiness for schooling. As a result, a special system of tasks arose that made it possible to examine children from 5 to 10 years old. The tests developed in the study have practical significance and have predictive ability. In addition to test tasks, the authors suggest that if a child is unprepared for school, they should be taken from there and, through numerous training sessions, brought to the required level of readiness. However, this point of view is not the only one. Thus, D.P. Ozubel proposes, if the child is unprepared, to change the curriculum at school and thereby gradually equalize the development of all children.

It should be noted that, despite the diversity of positions, all of the listed authors have a lot in common. Many of them, when studying readiness for schooling, use the concept of “school maturity”, based on the false concept that the emergence of this maturity is mainly due to the individual characteristics of the process of spontaneous maturation of the child’s innate inclinations and which are essentially independent of the social conditions of life and upbringing. In the spirit of this concept, the main focus is on the development of tests that serve to diagnose the level of school maturity of children. Only a small number of foreign authors - Vronfenvrenner, Vruner - criticize the provisions of the concept of “school maturity” and emphasize the role of social factors, as well as the characteristics of public and family education in its emergence.

Making a comparative analysis of foreign and domestic studies, we can conclude that the main attention of foreign psychologists is aimed at 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 study of school maturity is the study of the problem of psychological readiness for learning at school. (L.A. Wenger, S.D. Tsukerman, R.I. Aizman, G.N. Zharova, L.K. Aizman, A.I. Savinkov, S.D. Zabramnaya).

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

Motivational (personal),

Intelligent,

Emotionally – strong-willed.

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

In terms of motivation, two groups of teaching motives were identified:

1. Broad social motives for learning or motives related to the child’s needs for communication with other people, their evaluation and approval, and the student’s desire to engage specific place in the system of social relations available to him.

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

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

Personal readiness also presupposes a certain level of development of the child’s emotional sphere. The child masters social norms for expressing feelings, the role of emotions in the child’s activities changes, emotional anticipation is formed, feelings become more conscious, generalized, reasonable, voluntary, non-situational, higher feelings are formed - moral, intellectual, aesthetic. Thus, 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 are possible.

Many authors who consider the personal component of psychological readiness for school pay attention to Special attention the problem of the development of voluntariness in a child. There is a point of view that poor development of voluntariness is the main reason for poor performance in first grade. But to what extent should voluntariness be developed before learning begins?
school - 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, weak
arbitrariness interferes with the start of schooling.

ON THE. Semago gives age-specific development standards for the first two levels of voluntary development. So, when diagnosing voluntary motor activity, one should focus on the following standards:

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

By the age of 6.5-7 years, the child performs voluntary facial movements according to the verbal instructions of an adult (with isolated errors);

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

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

By the age of 5.5-6 years, the child retains the instructions, sometimes helping himself with sentences, independently discovers mistakes, can correct them, basically retains the activity program, but at the same time may need the organizing help of an adult. It is possible to distribute attention according to no more than two criteria simultaneously:

By the age of 6.5 - 7 years, a child can retain instructions, but sometimes needs to be repeated when performing complex tasks. By this age, the child is able to maintain a program for performing verbal and non-verbal tasks. Due to fatigue, a little organizing help from an adult may be required. Copes freely with tasks that require the distribution of attention according to two criteria;

By the age of 7-7.5 years, the child fully retains instructions and tasks, is able to independently build a program of implementation, and independently corrects obvious mistakes. Distribution of attention according to three criteria simultaneously is available.

Intellectual readiness presupposes that a 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. 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.

V.V. Davydov believes that a 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. At the same time, it is important to have a positive attitude towards learning, the ability to self-regulate behavior and the manifestation of volitional efforts to complete assigned tasks.

In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes. That is, the child must be able to 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.

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

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

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

Ability to navigate a given system of requirements,

The ability to listen carefully to the speaker and accurately carry out tasks proposed orally,

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

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

D.B. Elkonin believed that voluntary behavior is born in play in a group of children, which allows the child to rise to a higher level.

Research by E.E. Kravtsova showed that in order to develop voluntariness in a child at work, 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 child,

Use games with rules.

Research by N.G. Salmina has shown that first-grade schoolchildren with a low level of voluntariness are characterized by a low level of gaming activity, and, therefore, are characterized by learning difficulties.

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 verbal readiness for teaching and learning is primarily manifested in their ability to use it for voluntary control of behavior and cognitive processes. No less important is the development of speech as a means of communication and a prerequisite for mastering writing.

Particular care should be taken about this function of speech during middle and senior preschool childhood, since the development of written speech significantly determines the progress of the child’s intellectual 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 word measurement, the formation of tenses, and 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 thinking, 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.

It is not possible to completely separate linguistic and psychological types of speech analysis, 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) principles.

In addition to development cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes formed 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.

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

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

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. Therefore, the problem of children’s psychological readiness to study at school receives special meaning, since the success of children’s subsequent education at school depends on its solution.

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

A child’s admission to school poses a number of challenges for psychologists and teachers when working with a future first-grader:

Identify the level of his readiness for schooling and individual characteristics his activities, communication, behavior, mental processes that will need to be taken into account during training;

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

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

Solving these problems requires a deep study of the psychological characteristics of modern first-graders, who come to school at 6 and 7 years old with different “baggage”, representing the totality of psychological new formations of the previous age stage - preschool childhood.

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

The sensory development of an older preschooler is characterized by the improvement of his orientation in the external properties and relationships of objects and phenomena, in space and time. The thresholds of all types of sensitivity are significantly reduced. Visual perception becomes the leading one when familiarizing yourself with the environment, focus, planning, controllability, and awareness of perception increase, relationships between perception and speech and thinking are established, and, as a result, perception is intellectualized. 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 properties and relationships. By the age of six, a normally developed child can already correctly examine objects and correlate their qualities with standard shapes, colors, sizes, etc. The assimilation of a system of socially developed sensory standards, mastery of some rational methods of examining the external properties of objects and the based on this possibility of differentiated perception of the surrounding world indicate that the child has reached the necessary level of sensory development for entering school.

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

The thinking of 6- and 7-year-old children is characterized by the following features, which can be used as diagnostic signs that a child has reached readiness for school, from the point of view of his intellectual development:

• the child solves mental problems by imagining their conditions, thinking becomes non-situational;
• mastering speech leads to the development of reasoning as a way of solving mental problems, an understanding of the causality of phenomena arises;
• children’s questions are an indicator of the development of curiosity and indicate the problematic nature of the child’s thinking;
• a new relationship between mental and practical activity appears, when practical actions arise on the basis of preliminary reasoning; systematic thinking increases;
• experimentation arises as a way to help understand hidden connections and relationships, apply existing knowledge, and try your hand;
• the prerequisites for such mental qualities as independence, flexibility, inquisitiveness are formed.

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

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

At the age of 6, a preschooler’s attention is still involuntary. The state of increased attention is associated with orientation in the external environment and emotional attitude towards it. With age (by the age of 7), concentration, volume and stability of attention increase significantly, elements of arbitrariness in the control of attention develop based on the development of the planning function of speech and cognitive processes; attention becomes indirect; elements of post-voluntary attention appear.

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

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

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

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

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

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

2. A change in the place of emotions in the time structure of activity as its initial components become more complex and distant from the final results (emotions begin to anticipate the progress of the task at hand). Such “emotional anticipation” by A.V. Zaporozhets and Ya.Z. Neverovich is also associated with the emerging activity of emotional imagination.

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

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

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

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

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

The development of the child’s will is closely related to the change in motives of behavior that occurs in preschool age, the formation of a subordination of motives that gives a general direction to the child’s behavior, which, in turn, is one of the main psychological neoplasms of preschool age. Acceptance of the most significant motive at the moment is the basis that allows the child to 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 significant adults.

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

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

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

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

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

Considering the emergence of personal consciousness, one cannot fail to mention the development of self-esteem in a child of senior preschool age.

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

Entering school marks a turning point in the social situation of a child’s development. Having become a schoolchild, a child receives new rights and responsibilities and for the first time begins to engage in socially significant activities, the level of implementation of which determines his place among others and his relationships with them.

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

Consequently, educational activities will be formed differently in children 6 and 7 years old. The entry into the conditions of school education and adaptation to it will be different. Thus, the difficulty of a six-year-old child is the lack of the necessary level of arbitrariness, which complicates the process of adopting new rules; the predominance of positional motivation leads to the difficulty of forming the lowest level of actual development for learning at school - the internal position of the student.

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

Adaptation to school is a restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematically organized schooling. “A favorable combination of social external conditions leads to adaptation, an unfavorable combination leads to disadaptation.”

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

Entering school requires a certain level of development of thinking, voluntary regulation of behavior, and communication skills. Assessment of the level of school adaptation consists of the following blocks:

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

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

3. An indicator of the development of communication skills (taking into account the psychological neoplasms of the 7-year crisis: self-esteem and level of aspirations).

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

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

1. High level of adaptation.

The first-grader has a positive attitude towards school and perceives the requirements adequately; learns educational material easily; deeply and completely masters the program material; solves complex problems, is diligent, listens carefully to the teacher’s instructions and explanations, carries out assignments without external control; shows great interest in independent educational work (always prepares for all lessons), carries out public assignments willingly and conscientiously; occupies a favorable status position in the class.

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

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

3. Low level of adaptation.

A first-grader has a negative or indifferent attitude towards school; complaints of ill health are common; depressed mood dominates; violations of discipline are observed; understands the material explained by the teacher in fragments; independent work with the textbook is difficult; shows no interest when completing independent learning tasks; prepares for lessons irregularly; constant monitoring, systematic reminders and encouragement from the teacher and parents are required; maintains efficiency and attention during extended pauses for rest; understanding new things and solving problems according to the model requires significant educational assistance from the teacher and parents; carries out public assignments under control, without much desire, is passive; has no close friends, knows only some of his classmates by first and last names.

In fact, this is already an indicator of “school maladaptation” [ 13].

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

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

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

Maladjustment and maladaptive styles

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

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

School maladjustment is the formation of inadequate mechanisms for a child’s adaptation to school in the form of learning disorders, behavior, conflict relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development.

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

The accommodative style reflects the child’s desire to completely subordinate his behavior to the requirements of the environment.

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

An increased degree of expression of each of these adjustment styles leads to school maladjustment.

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

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

Children with an assimilation type of adaptation, who ignore school rules that are new to them or follow them only in the presence of a teacher, usually turn out to be maladapted in terms of accepting educational activities and school requirements. Negative assessments of the teacher in the presence of classmates, typical in such cases, lead, as a rule, to an even greater decrease in their authority and status in the class, thereby complicating their social adaptation. However, it has been noted that children’s relatively weak orientation toward the teacher’s authority protects them from severely underestimating their self-esteem.

Children with an immature style are the most difficult to adapt when it is caused by insufficient development of will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life. The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, is associated with the nature of family upbringing. If a child comes to school from a family where he did not feel the experience of “we,” he finds it difficult to enter a new social community—school.

In addition to the concept of “school maladaptation,” the literature contains the terms “school phobia,” “school neurosis,” and “didactogenic neurosis.” As a rule, school neuroses manifest themselves in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, anticipation of a bad attitude towards oneself, negative evaluation from others. teachers, peers.

In cases of didactogenic neuroses, it is primarily the educational system itself that is traumatic. In a modern school, as a rule, the activities of the teacher have very little contact with the activities of the student, while the joint activity of the teacher and the student is the most effective way of transferring experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, remember, etc. The teacher remains in a position “above” the student, and, sometimes, without realizing it, suppresses the student’s initiative, his cognitive activity, which is so necessary for educational activities.

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

Another reason for maladaptive behavior may be excessive fatigue and overload. Just entering school is a turning point in a child’s life. The success of his education at school depends on the characteristics of his upbringing in the family, his level of preparedness for school.

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

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

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

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

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

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

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

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

II.Composition of subjects and research methods

2.1. Composition of subjects.

Children from the preparatory group of Municipal Educational Institution Secondary School No. 7s took part in the study. Staromaryevka, Grachevsky district, Stavropol Territory.

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

Some children willingly participated in the experiment, were focused and attentive, and some found it difficult to carry out.

2.2. Research methods

2.2.1. Empirical psychodiagnostic methods.

To study the level of readiness of children for schooling, we used the Kern-Jirasek School Maturity Test.

Orientation Kern-Jirasek School Maturation Test (Istratova O.N. reference book for elementary school psychologist. – Rostov n/d: Phoenix, 2008. -442 p.: ill.)

The orientation test of school maturity by J. Jirasek, which is a modification of the test by A. Kern, consists of five tasks.

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

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

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

Instructions for using the test

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

Instructions for task No. 1

“Here (show each child) draw a man. As much as you can." No further explanations, assistance or drawing attention to errors and shortcomings in the drawing is allowed. If the children do start asking how to draw, the experimenter should still limit himself to one phrase: “Draw as best you can.” If a child does not start drawing, then you should approach him and encourage him, for example, say: “Draw, you will succeed.” Sometimes guys ask the question, is it possible to draw a woman instead of a man, in this case you have to answer that everyone draws a man, and they also need to draw a man. If the child has already started drawing a woman, then you should be allowed to finish drawing her, and then ask him to draw a man next to him. It should be borne in mind that there are cases when a child categorically refuses to draw a man. Experience has shown that such a refusal may be associated with troubles in the child’s family, when the father is either not in the family at all, or he isbut some kind of threat emanates from him. After finishing drawing a human figure, children are told to turn the sheet of paper over to the other side.

Task No. 2.

“You will need to draw a curved line, as shown in the sample.”

Task No. 3. Instructions.

“Look carefully at this task; you need to draw the same house and fence. But be careful the fence is drawn differently.”

Task No. 4 explained as follows:

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

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

Before task No. 5, the experimenter says:

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

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

Evaluation of test results

Task No. 1 - drawing a male figure.

1 point is awarded when completed following conditions: the drawn figure must have a head, torso, limbs. The head and body are connected by the neck and should not be larger than the body. There is hair on the head (perhaps covered with a cap or hat) and ears, on the face there are eyes, a nose, a mouth, and the arms end in a five-fingered hand. The legs are bent at the bottom. The figure has male clothing and is drawn using the so-called synthetic method (contour), which consists in the fact that the entire figure (head, neck, torso, arms, legs) is drawn immediately as a single whole, and not composed of separate completed parts. With this method of drawing, the entire figure can be outlined with one outline without lifting the pencil from the paper. The figure shows that the arms and legs seem to “grow” from the body, and are not attached to it. Unlike the synthetic one, the more primitive analytical method of drawing involves depicting separately each of the component parts of the figure. So, for example, first the torso is drawn, and then the arms and legs are attached to it.

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

3 points. The figure must have a head, torso, and limbs. The arms and legs are drawn in two lines (volume). Absence of neck, hair, ears, clothing, fingers and feet is acceptable.

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

5 points. There is no clear image of the torso (“cephalopod” or predominance of the “cephalopod”) or both pairs of limbs. Scribble.

Task No. 2 – copying a curved line.

1 point – the curve is drawn accurately.

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

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

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

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

Task No. 3 – copying a house with a fence.

1 point. The house and fence are drawn accurately.

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

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

4 points. The drawing is not what is needed, with the presence of sample details.

5 points. The ladies with the fence are not drawn correctly. No image.

Task No. 4 - copying words written in written letters

1 point. The written sample was copied well and completely legibly.

The letters are no more than twice the size of the sample letters. The first letter is clearly the same height as a capital letter. The letters are clearly connected into three words. The copied phrase deviates from the horizontal line by no more than 30 degrees.

2 points. Still legibly copied sample. The size of letters and adherence to a horizontal line are not taken into account.

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

4 points. At least two letters match the pattern. The reproduced sample still produces the caption line.

5 points. Scribble.

Task No. 5 - drawing a group of points

1 point. Almost perfect copying of the sample. A slight deviation of one point from a row or column is allowed. Reducing the sample is acceptable, but increasing it should not be more than twice. The drawing should be parallel to the sample.

2 points. The number and location of points must correspond to the sample. You can ignore the deviation of no more than three points per half the width of the gap between the row and column.

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

The 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.

4 points. The outline of the drawing does not correspond to the sample, but still consists of dots. The dimensions of the sample and the number of points are not taken into account. Other shapes (for example, lines) are not allowed.

5 points. Scribble.

Overall assessment of test results

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

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

2.2.2. Methods for processing and interpreting data from experimental psychological research.

Quantitative processing – manipulations with the measurement characteristics of the object being studied and its manifestations in external form properties.

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

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

Mathematical processing has 2 phases: primary and secondary.

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

We used the following primary processing methods:

1. Compiling tables - all data is entered into a table, from which it is easy to determine who has what level of readiness for school.
2. Drawing up charts and graphs – graphical representation of the results obtained.
3. Calculate the mode value that occurs most frequently in a sample

Qualitative research methods used:

• Analysis is the division of a whole object into parts for the purpose of studying them independently.
• Synthesis is a real or mental combination of various parts, aspects of an object into a single whole.
• Classification is the distribution of many objects into groups, classes, depending on their common characteristics.
• Generalization is the process of establishing general properties and characteristics of the object.

III. Results of an experimental psychological study of the level of readiness of 6 and 7 year old children for school.

1. Results of a study of six-year-old children's readiness for school.

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

low result(12 points and above).

In a study we conducted to study the level of readiness of 6-year-old children for schooling, the following indicators were obtained (diagram 3.1.1.)

1. Results of a study of seven-year-old children's readiness for school.

In a study we conducted to study the level of readiness of 7-year-old children for schooling, the following indicators were obtained (diagram 3.1.2.)

3.3 . Comparative analysis of the readiness of 6- and 7-year-old children for school.

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

In general, an analysis of the readiness of 6- and 7-year-old children for school showed:

The mode for readiness for schooling of six-year-olds is 13, which corresponds to a low indicator, i.e. Most of the children we study have a low level of readiness for learning

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

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

Conclusion

Having carried out experimentally - psychological research level of readiness of 6 and 7 year old children for schooling, the following conclusions can be drawn:

Level of readiness for schooling of six-year-olds.

Low level of readiness (12 or more points)

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

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

The second subject scored 17 points – the man’s figure is drawn disproportionately – big head, small body, short legs and arms. The curved line is not drawn at all. House and fence – the house is drawn with minor flaws (a pipe is missing), the fence is drawn incorrectly. The dots are drawn correctly. The phrase is missing.

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

25% of children had difficulty completing 1, 3, 5 tasks. The figure of a man - the children did not respect the proportions, they lack arms and legs or they are very small and thin in relation to the very large body. House and fence – there is no fence in both works, in one of the works the house is drawn incorrectly, instead of one window the child drew 6 windows. Phrase - doodles.

For 25% of children who scored 12 points, difficulty was caused by completing tasks 2 and 5. One child simply continued the line of the pattern, and the other drew it with sharp corners. Phrase – both children have doodles.

12.5% ​​of children who scored 12 points failed only 1 task - the figure of a man is missing.

Average level of readiness (7-11 points).

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

71.4% of children had difficulty with the 5th task. The children either drew scribbles, or part of the phrase was written correctly, and part of it was scribbled. All other tasks were completed with minor flaws.

14.3% of children failed to complete tasks 1, 2 and 3. The man's figure is drawn disproportionately - he has very long legs and short arms. The curve is not drawn accurately, the line is crooked and broken. The house is very high.

14.3% of children coped with all the tasks, but with minor shortcomings. Human figure – proportions are not met. A house with a fence – no fence.

High level of readiness (3 – 6 points).

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

Level of readiness for schooling of seven-year-olds.

Low level of readiness (12 or more points).

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

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

Average level (11 – 7 points).

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

60% of the subjects had difficulty completing the 4th task. Some subjects did not comply with the number of rows and columns (there were two more rows and two more columns). Some have only two columns, and the number of rows is 2-3 more. Others have circles instead of dots; the number of rows in the middle column exceeds.

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

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

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

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

The children of this group coped with all the tasks well, but 33.3% of the children had deficiencies in the first task - the man in all children is disproportionate. For 11.1% of the children, the 2nd task caused difficulty - the curve is shown with big amount waves (based on 2 waves).

Comparative analysis of the readiness of 6- and 7-year-old children for school.

32 children took part in the study, including:

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

Conclusion

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

Modern research shows that 30–40% of children enter the first grade of a public school unprepared for learning, that is, they have insufficiently developed the following components of readiness:

Social,

Psychological,

Emotionally – strong-willed.

The successful solution of problems in the development of 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.

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

Find out at what age it is better to start training,

When and under what condition of the child this process will not lead to disturbances in his development 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 younger schoolchildren. A differentiated approach will be carried out more effectively if the speech development of first-grade students is identified.

This study to study the level of readiness of 6- and 7-year-old children for school learning included a methodology aimed at researching the level of readiness of children for school learning.

The research was carried out on the basis of Municipal Educational Institution Secondary School No. 7 village. Staromaryevka, Grachevsky district, Stavropol Territory. The study involved students aged 6 (16 people) to 7 (16 people) years (preparatory group).

The Kern–Jirásek school maturity test was chosen as the main method;

The results of our study confirm the hypothesis that the level of readiness of 6 and 7 year old children is different.

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

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

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Annex 1.

Table 1. Level of readiness of 6 and 7 year old children for school education.

Appendix No. 3.

An example of completing the task.

The time is approaching when your child will bear the proud title of a first-grader. And in this regard, parents have a lot of worries and worries: where and how to prepare their child for school, is it necessary, what does the child need to know and be able to do before school, send him to first grade at six or seven years old, and so on. There is no universal answer to these questions - every child is individual. Some children are completely ready for school at the age of six, but with other children at the age of seven there is a lot of trouble. But one thing is for sure - it is absolutely necessary to prepare children for school, because it will be an excellent help in the first grade, will help in learning, and will greatly facilitate the adaptation period.

Being ready for school does not mean being able to read, write and do math.

To be ready for school means to be ready to learn all this, said child psychologist L.A. Wenger.

What does preparing for school include?

Preparing a child for school is a whole complex of knowledge, abilities and skills that a preschooler must possess. And this includes not only the totality of necessary knowledge. So, what does quality preparation for school mean?

In the literature, there are many classifications of a child’s readiness for school, but they all boil down to one thing: readiness for school is divided into physiological, psychological and cognitive aspects, each of which includes a number of components. All types of readiness must be harmoniously combined in a child. If something is not developed or not fully developed, then this can cause problems in learning at school, communicating with peers, learning new knowledge, and so on.

Physiological readiness of the child for school

This aspect means that the child must be physically ready for school. That is, his state of health must allow him to successfully complete the educational program. If a child has serious deviations in mental and physical health, then he must study in a special correctional school that takes into account the characteristics of his health. In addition, physiological readiness implies the development of fine motor skills (fingers) and coordination of movement. The child must know in which hand and how to hold the pen. And also, when entering first grade, a child must know, observe and understand the importance of observing basic hygiene standards: correct posture at the table, posture, etc.

Psychological readiness of the child for school

The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.

Intellectual readiness for school means:

• By the first grade, the child must have a stock of certain knowledge
• he must navigate in space, that is, know how to get to school and back, to the store, and so on;
• the child must strive to acquire new knowledge, that is, he must be inquisitive;
• The development of memory, speech, and thinking must be age-appropriate.

Personal and social readiness implies the following::

• the child must be sociable, that is, be able to communicate with peers and adults; there should be no aggression in communication, and in case of a quarrel with another child, he should be able to evaluate and look for a way out of a problematic situation; the child must understand and recognize the authority of adults;
• tolerance; this means that the child must respond adequately to constructive comments from adults and peers;
• moral development, the child must understand what is good and what is bad;
• the child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completion he must adequately evaluate his work and admit his mistakes, if any.

A child’s emotional and volitional readiness for school presupposes:

• the child’s understanding of why he goes to school, the importance of learning;
• interest in learning and acquiring new knowledge;
• the child’s ability to complete a task that he does not quite like, but the curriculum requires it;
• perseverance - the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and activities.

Child’s cognitive readiness for school

This aspect means that the future first-grader must have a certain set of knowledge and skills that will be needed to successfully study at school. So, what should a child of six or seven years old know and be able to do?

Attention.

• Do something without distraction for twenty to thirty minutes.
• Find similarities and differences between objects and pictures.
• Be able to perform work according to a model, for example, accurately reproduce a pattern on your own sheet of paper, copy a person’s movements, and so on.
• It's easy to play games that require quick reactions. For example, call Living being, but before the game, discuss the rules: if the child hears a domestic animal, then he must clap his hands, if it is a wild animal, he must knock his feet, if a bird, he must wave his hands.

Mathematics.
Numbers from 1 to 10.

1. Count forward from 1 to 10 and count backward from 10 to 1.
2. Arithmetic signs ">", "
3. Dividing a circle, a square in half, four parts.
4. Orientation in space and a sheet of paper: right, left, above, below, above, below, behind, etc.

Memory .

• Memorizing 10-12 pictures.
• Reciting rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.
• Retelling a text of 4-5 sentences.

Thinking.

• Finish the sentence, for example, “The river is wide, and the stream...”, “The soup is hot, and the compote...”, etc.
• Find an extra word from a group of words, for example, “table, chair, bed, boots, chair”, “fox, bear, wolf, dog, hare”, etc.
• Determine the sequence of events, what happened first and what happened next.
• Find inconsistencies in drawings and fable poems.
• Put together puzzles without the help of an adult.
• Together with an adult, make a simple object out of paper: a boat, a boat.

Fine motor skills.

• Correctly hold a pen, pencil, brush in your hand and regulate the force of their pressure when writing and drawing.
• Color objects and shade them without going beyond the outline.
• Cut with scissors along the line drawn on the paper.
• Perform applications.

Speech.

• Compose sentences from several words, for example, cat, yard, go, sunbeam, play.
• Recognize and name a fairy tale, riddle, poem.
• Compose a coherent story based on a series of 4-5 plot pictures.
• Listen to a reading, a story from an adult, answer basic questions about the content of the text and illustrations.
• Distinguish sounds in words.

The world.

• Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
• Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions there are.

What do parents need to know when teaching their child at home?

Homework with your child is very useful and necessary for the future first-grader. They have a positive effect on the child’s development and help bring all family members closer together and establish trusting relationships. But such activities should not be forced on the child; he must first of all be interested, and for this it is best to offer interesting tasks and choose the most appropriate moment for classes. There is no need to tear your child away from games and sit him down at the table, but try to captivate him so that he himself accepts your offer to study. In addition, when working with a child at home, parents should know that at five or six years old children are not very persevering and cannot for a long time perform the same task. Studying at home should not last more than fifteen minutes. After this, you should take a break so that the child is distracted. A change of activity is very important. For example, first you did logic exercises for ten to fifteen minutes, then after a break you can start drawing, then play outdoor games, and then sculpt funny figures from plasticine, etc.

Parents should know one more very important psychological feature preschool children: their main activity is play, through which they develop and gain new knowledge. That is, all tasks should be presented to the child in a playful way, and homework should not turn into a learning process. But by working with your child at home, you don’t even have to set aside any specific time for this; you can constantly develop your baby. For example, when you are walking in the yard, draw your child’s attention to the weather, talk about the time of year, notice that the first snow has fallen or the leaves have begun to fall on the trees. While walking, you can count the number of benches in the yard, porches in the house, birds in the tree, and so on. While on vacation in the forest, introduce your child to the names of trees, flowers, and birds. That is, try to get the child to pay attention to what surrounds him, what is happening around him.

Various educational games can be of great help to parents, but it is very important that they correspond to the age of the child. Before showing the game to your child, get to know it yourself and decide how useful and valuable it can be for your child’s development. We can recommend children's lotto with images of animals, plants and birds. A preschooler should not buy encyclopedias; most likely he will not be interested in them or will lose interest in them very quickly. If your child has watched a cartoon, ask him to talk about its content - this will be good speech training. At the same time, ask questions so that the child sees that this is really interesting for you. Pay attention to whether the child pronounces words and sounds correctly when telling the story; if there are any mistakes, then delicately tell the child about them and correct them. Learn tongue twisters, rhymes, and proverbs with your child.

Training a child's hand

At home, it is very important to develop the child’s fine motor skills, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents commit big mistake, prohibiting the child from picking up scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to handle scissors correctly, what you can do and what you can’t do, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line. To do this, you can draw geometric shapes and ask your child to carefully cut them out, after which you can make an applique from them. Children really like this task, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Learn finger exercises with your child - in stores you can easily buy a book with finger exercises that are exciting and interesting for your child. In addition, you can train a preschooler’s hand by drawing, shading, tying shoelaces, and stringing beads.

When your child performs a written task, watch whether he is holding a pencil or pen correctly, so that his hand is not strained, the child’s posture and the location of the sheet of paper on the table. The duration of written tasks should not exceed five minutes, and it is not the speed of completing the task that is important, but its accuracy. You should start with simple tasks, for example, tracing an image, and gradually the task should become more difficult, but only after the child copes well with an easier task.

Some parents do not pay enough attention to the development of their child's fine motor skills. As a rule, due to ignorance of how important this is for the child’s successful education in first grade. It is known that our mind lies at our fingertips, that is, the better a child’s fine motor skills are developed, the higher his overall level of development. If a child has poorly developed fingers, if it is difficult for him to cut and hold scissors in his hands, then, as a rule, his speech is poorly developed and he lags behind his peers in development. That is why speech therapists recommend that parents whose children need speech therapy classes simultaneously engage in modeling, drawing and other activities to develop fine motor skills.

To ensure that your child happily goes to first grade and is prepared for school, so that his studies are successful and productive, listen to the following recommendations from psychologists and teachers.

1. Don't be too demanding of your child.
   2. A child has the right to make a mistake, because mistakes are common to all people, including adults.
   3. Make sure that the load is not excessive for the child.
   4. If you see that a child has problems, then do not be afraid to seek help from specialists: a speech therapist, a psychologist, etc.
   5. Study should be harmoniously combined with rest, so arrange small holidays and surprises for your child, for example, go to the circus, museum, park, etc. on weekends.
   6. Follow the daily routine so that the child wakes up and goes to bed at the same time, so that he spends enough time in the fresh air so that his sleep is calm and complete. Avoid outdoor games and other vigorous activities before bedtime. Reading a book with the whole family before bed can be a good and useful family tradition.
   7. Meals should be balanced; snacking is not recommended.
   8. Observe how the child reacts to various situations how he expresses his emotions, how he behaves in public places. A child of six or seven years old must control his desires and adequately express his emotions, understand that not everything will always happen the way he wants it. You should pay special attention to a child if, at preschool age, he can publicly make a scandal in a store, if you don’t buy him something, if he reacts aggressively to his loss in a game, etc.
   9. Provide your child with all the necessary materials for homework, so that at any time he can take plasticine and start sculpting, take an album and paints and draw, etc. Allocate a separate place for materials so that the child can manage them independently and keep them in order .
   10. If the child is tired of studying without completing the task, then do not insist, give him a few minutes to rest, and then return to completing the task. But still, gradually teach your child so that he can do one thing for fifteen to twenty minutes without being distracted.
   11. If the child refuses to complete the task, then try to find a way to interest him. To do this, use your imagination, don’t be afraid to come up with something interesting, but under no circumstances scare the child by depriving him of sweets, not letting him go for walks, etc. Be patient with the whims of your unwilling child.
   12. Provide your child with a developing space, that is, strive to ensure that your baby is surrounded by as few useless things, games, and objects as possible.
   13. Tell your child how you studied at school, how you went to first grade, look through your school photos together.
   14. Form a positive attitude towards school in your child, that he will have many friends there, it is very interesting there, the teachers are very good and kind. You can’t scare him with bad marks, punishment for bad behavior, etc.
   15. Pay attention to whether your child knows and uses “magic” words: hello, goodbye, sorry, thank you, etc. If not, then perhaps these words are not in your vocabulary. It is best not to give commands to your child: bring this, do that, put it away - but turn them into polite requests. It is known that children copy the behavior and manner of speaking of their parents.

Ten tips for parents of future first-graders

Tip 1. Remember that you are choosing a school not for yourself, but for your child, so try to take into account all the factors that may complicate his education.
Tip 2. Be sure to get to know the school, learning conditions, and teachers.
Tip 3. Find out what program your child will study in, what his workload will be (how many lessons per day, are there any mandatory additional classes).
Tip 4. Find out when classes start and calculate how much time it takes to get to school. Add another hour for morning routine and breakfast - won't you have to get up too early?
Tip 5. Try to meet and talk with your child's teacher. Think about whether she will be able to take into account his features (and whether she will want to).
Tip 6. Find out what time the child will return home to their school. This is necessary if you are planning any additional activities (music school, clubs, sections).
Tip 7. Prepare a place for your child to study at home.
Tip 8. Don’t set your child up only for success, but don’t intimidate him with failures either.
Tip 9. Remember that adaptation to school is not a simple process and does not happen quickly. The first months can be very difficult. It’s good if during this period of getting used to school one of the adults is with the child.
Tip 10. Do not treat your child’s first failures as the collapse of your hopes. Remember: he really needs your faith in him, smart help and support.

These are two different levels of its development, and one of them should flow smoothly from the other. Kindergarten, if the child attends it, or parents at home are constantly preparing their child for this important step - school. The future first grader will receive a large amount of information, to understand and consolidate which he will need all his acquired qualities up to this point. The concept of a child’s readiness for school implies a level of preparedness that makes it possible to fully and without unnecessary stress both learn and interact with a new society. Here it is necessary to focus on the most important details, such as speech, memory, thinking, attention, a certain amount of knowledge, desire to learn, the ability to obey established and generally accepted rules, etc. In order to most accurately understand how to determine a child’s readiness for school, we need to consider this problem in detail from all sides.

So, what is a child’s readiness for school?

At first he is considered a cheerful and funny toddler, then a smart and serious kid, and now school is coming... Is he ready, can he cope, how will he behave, how can he be helped? There should be as many answers as there are questions on this topic...

Types of child readiness for school

Traditionally, the following types of child readiness for school are distinguished: psychological, personal, motivational, intellectual, speech, physiological, physical and others. All these types in their totality must correspond to the proper level that parents must provide their children with in the best possible way for their ability to learn and easily adapt to new conditions and requirements of the school period.

Psychological readiness of the child for school

So, when talking with children, to the question: “Why do you want to go to school?”, many of them answered something like this: “I’m already big and that’s why I want to study.” At this age, they see that adults, when talking about studying, take it very seriously, they themselves begin to realize that they are entering a new period of life, which is important for their parents. Simply put, a child who is psychologically ready to learn at a new level is already on the first step towards becoming an adult.

Some parents manage to once and for all discourage their son or daughter from going to school by making threats, such as, for example: “If you don’t want to learn to count, well, that’s okay, you can’t go anywhere, you’ll study there like a darling...” or force their a child, with torment and tears, completes tasks from a first-grade textbook, believing that in this way they are preparing him for school times. None of this should be done under any circumstances.

The child does not yet know exactly what school is; he draws information from the words of adults. Parents must interest the child, show him that it is education that can show him what a big and interesting world it is, tell him how much new and unknown he can learn. A child’s psychological readiness for school includes a complex set of components that are the result of the child’s upbringing and development in the period up to 6 or 7 years.

Child’s personal readiness for school

Preschool age is precisely the period when a child begins to feel like an independent person. An internal change occurs, and the child begins to understand that one cycle in his life is irrevocably ending - kindergarten, “little childhood” and another - the “adult stage” is beginning. This is very important process awareness, without which adaptation to school can occur with certain complications. A child’s personal readiness for school is his acceptance of the new social position of a “student”, with its certain rights and responsibilities, understanding of his new status, desire to learn and gain knowledge, positive attitude, ability and willingness to actively participate in the life of a new team.

A big role here is played by the child’s motivational readiness for school, when he is guided by certain motives, explaining his desire to go to school. Such motives will be: educational (I will go because I like to study), cognitive (I will go because I want to gain new knowledge), positional (I want to do an important thing, I will do it as an adult). Motives that indicate inappropriate preparation will be: playful (I will go to school because there are a lot of kids there to play with), social (I need to go so that I can get a job and earn money) and external (I will have to study because my mother forces me to ).

What is a child’s mental readiness for school?

The readiness of a child’s psyche is determined by his inner world, which has been formed over a period of 3 to 6 or 7 years. It is during this time that children begin to receive the maximum of already well-understood information. Thus, the reality around them is no longer reduced only to home, parents, and friends from kindergarten. It begins to expand to the limits of the city and country, and also invites you to enter the space of adult relationships. It is at preschool age that children think in imaginative ideas, using a creative approach and elements of play in everything. Gradually, they begin to realize themselves as individuals and acquire the ability to internally and independently control their behavior. A so-called character appears, which is expressed in the individual relationship between the child and social reality. Ethical standards are adopted, a worldview is formed, and the baby is finally formed as a person, ready to communicate in society in compliance with the rules of this society.

Thus, a child’s mental readiness for school will be complete if he has successfully completed the indicated stages and is prepared to act, in this case, in a new team and according to new rules. In addition, thanks to the development of thinking and the emergence of needs for new knowledge, he feels a desire to learn and experience the world from new sides in order to quickly become an adult and independent.

There are many opinions on the topic of whether children are ready to study at 6 years old. The only correct solution here will be an individual approach. If their psyche is ready for this, then yes. According to research, a large percentage of six-year-olds are still trying to explore the world through play, so their favorite subjects are labor and drawing. And seven-year-olds are already choosing mathematics and writing as the most interesting subjects for them. Watch your child and don’t rush to make him a child prodigy ahead of time. His intelligence will not go anywhere, and he will delight you with excellent grades, but perhaps a year later.

Child's intellectual readiness for school

For successful learning without significant stress, children must intellectually correspond to the level of the first grade. Here we are talking, firstly, about their general knowledge related to the world around them, social life and certain counting skills, knowledge of letters, etc. Secondly, the ability to analyze, compare, generalize and draw independent conclusions is very important. The ability to find cause-and-effect and spatio-temporal relationships is required. Of course, at this age there is still no logical thinking, in the form in which it is present in adults, but this is already its prototype, although in essence it is the highest form of imaginative thinking.

Thus, it is not at all difficult to assess a child’s intellectual readiness for school through a normal conversation. The child should be able to talk freely about himself and his family, know his address and details of his closest relatives, not only give information about the world around him - both nature and society, but also know how to use it. Analyzing the information he has, draw a conclusion and explain in a conversation with an adult: “Why is it happening this way, and not like that,” and having received certain knowledge, be able to ask counter questions. Many adults believe that this process of cognition and development of a child proceeds by itself with the help of questions that he asks himself. This is wrong. Children receive answers, which then turn out to be not connected into one system in any way, and therefore a unified picture of the world does not arise. That is why parents must ensure the correct and complete presentation of information to their children, which they can analyze and perceive in its entirety and the interconnection of all its parts.

Speech readiness of the child for school

Many parents believe that if a child has some errors in speech, then this will go away somehow on its own over time, or that “we’re not the only one, the neighbor over there also couldn’t read syllables until the third grade, but he’s grown up.” This is a very common mistake. Even if we take not the learning process itself, but to begin with, just the team of the first grade to which the child will come, then in order to integrate into it in the best possible way, you need to have fairly fast, correctly formed speech. A child’s speech readiness for school is the most important intellectual indicator of development. All parents must remember this. Not possessing developed speech, schoolchildren, as a rule, do not cope properly with writing. This leads to the fact that, in principle, smart children begin to not keep up with the pace of the class, which results in poor grades.

If speech is not intelligible due to problems in sound pronunciation, then you should definitely contact a speech therapist so that a specialist can correct this problem. In addition, there are a lot of special exercises that can be done at home, without unnecessarily straining children, but doing it in the form of a game.

It also happens that lexicon, is not large enough, so the norm is that it should contain at least 1500-2000 words. Here it is necessary to clarify that a child enriches his speech by imitating the people around him. This means that if parents consciously talk or read a lot and correctly with their children, then this problem will not be observed.

Separately, it should be noted that by the age of 7, the correct grammatical structure of speech should be formed, including the correct inflection of words and the construction of sentences. Only in this case can speech be coherent and, accordingly, oral answers in class will be excellent.

Provided that parents can ensure that their child develops the above-mentioned qualities of communicative speech, he will be able to actively come into contact with his peers and teachers, establish communication and study successfully.

Physiological readiness of the child for school

A very important aspect is the so-called physiological readiness of the child for school; it is expressed in satisfactory health and normal functioning of all body systems. That is why, before entering first grade, all children must undergo a mandatory medical examination, which shows. Do biological and physical indicators correspond to formal age, are ahead or behind it, as well as the presence or absence of medical contraindications to study at school. It should be noted that according to the appropriate assessment, it is customary to divide children into five groups according to their level of readiness for school. Moreover, the percentage of absolutely prepared preschoolers is negligible. There are very few completely healthy children nowadays. But you shouldn’t be too upset, since at the ages of 7 and 8 years, the child’s body develops quite intensively and, by the end of the first grade, the children, as a rule, level out and catch up with each other in terms of the above indicators.

If, however, there is a doctor’s recommendation that you should wait a year for admission, then there is nothing wrong with that, you just need to listen and allow the child’s body to get stronger and properly prepare for the stress of school. Each person has his own individual body. This must be taken into account and not harm him, as some parents do, trying to prove that their child is no worse than the rest, and they send the fragile little one to study properly, but he cannot even lift and carry his backpack himself.

Much attention is paid to the development of fine motor skills of the hands. It is precisely because of its poor development, as well as because of insufficient experience in graphic writing, that writing assignments are quite difficult for first-graders. In such cases, experts advise more often using plasticine modeling classes and games with construction sets made from small parts, which allow you to improve fine motor skills.

Child’s physical readiness for school

According to statistics, when children enter first grade, they begin to get sick more often. This happens not only because they come into contact with a large number of other children, but also because it is during this period that the child’s body begins to rebuild in a new way. He begins to bear increased loads in relation to the previous ones, related directly to both the new daily routine (less games and rest and more training sessions) and with psycho-emotional fatigue, nervous and mental tension. It is here that it is necessary to note how important it is for a child to be sufficiently physically prepared for school.

What can good physical training give to children? This is, first of all, good health, a developed and resilient body that can successfully withstand new stress, an excellent level of physical development that will ensure an active state, thereby largely determining the success of studies and excellent academic performance. The connection between good physical fitness and high mental performance has been absolutely proven thanks to numerous observations and studies in this area. Mental performance in first-graders is expressed in the ability to concentrate on a specific activity for 25 minutes, in the ability to work independently, to assimilate the material being studied well, and in the absence of pronounced fatigue in the future.

In kindergarten, children spend a lot of time on physical training. These are outdoor games, special physical education and hardening activities. Thus, activities include running, jumping, swimming, outdoor sports games, etc. If a child does not attend kindergarten, then parents must independently provide him with appropriate physical exercise. A child should be active and mobile, this is the key to his health, both physical and mental.

Experts also pay great attention to the same problem of six- and seven-year-olds. Since seven-year-old first-graders are more physically prepared and have more life experience, they adapt to school more easily than their younger friends. The younger ones have to catch up with the older ones in order to at least catch up with them, and this is an even greater burden on both physical and mental health. Parents should not forget about this.

So, what is a child’s level of readiness for school?

There are various systems, diagnostic tasks and tests that help determine a child’s level of readiness for school. They basically include the same elements:

• assessment of cognitive development;
• level of basic experience (interests, hobbies, etc.);
• assessment of language development;
• level of emotional development and communication skills;
• Is your physical condition satisfactory?
• compliance with the standards of visual memory, perception and hearing ability;
• general psychological readiness.

So, accordingly, the determination of a child’s readiness for school will be made according to satisfactory assessments of these basic indicators.

The problem of child readiness for school

Some parents believe that kindergarten will prepare their child for all difficulties. In some ways this statement is true, but no preschool institutions can give love, understanding, show little man that he is a person. Who else but the parents can explain to the baby what is happening to him, why he is in a state of dissatisfaction and anxiety. He understands, perhaps not entirely consciously, that he needs to occupy his niche in society, show everyone and prove, first of all, to himself that he is growing up, knows how to take responsibility for his actions, is going to such hard way like a school and is not at all afraid of difficulties. If there are no understanding and helping parents nearby, the problem of the child’s readiness for school will arise.

It is better to prevent a problem from occurring than to spend a long time looking for ways to solve it, and sometimes without success. If at least one of the above types of readiness (psychological, motivational, mental, etc.) does not meet the required level, and parents are not able to cope with this task, it is necessary to immediately seek help from a child psychologist. He will be able, based on professional experience, to help the child overcome the necessary barriers and show parents how to avoid similar mistakes in the future.

The degree to which a child is prepared for going to first grade can be viewed from several angles at once. For an objective assessment it is necessary to take into account different areas activity: physical, social and psychological. For the assessing people, among whom, in addition to parents, there are also psychologists and teachers, the most diverse capabilities and abilities of the child, as well as his wellness. So, adults pay attention to performance, the ability to interact with people around them, the ability to adhere to established rules, thorough preparation in terms of knowledge, as well as the state of the mental system.

The child must be ready to interact with the team

Psychological readiness for school

What is psychological readiness for school? How to understand that a preschooler has achieved it? A child’s psychological readiness for school is determined by the following parameters:

1. Personal preparedness – the ability for self-discipline and self-organization, independence, desire to learn; is divided into social preparedness - the ability to establish relationships with peers and adults, the ability to communicate, and motivational - the presence of motivation to study.
2. Emotional preparedness: a positive attitude towards one’s personality and towards other people, the ability to adequately perceive the emotional characteristics of each person.
3. Volitional preparedness: the ability to show character and work hard, the ability to comply with the school regime.
4. Intellectual preparedness: the child must have a well-developed intellect, as well as the basic functions of the psyche.
5. Speech preparedness.

Readiness for school is characterized by age-appropriate speech development

Social readiness

Socio-psychological or communicative readiness for learning includes the presence of abilities and skills that will allow him to build and establish relationships within the school environment. The success of his interaction during collective work will depend on how prepared the child is in this regard. For an older preschooler, it becomes extremely important to understand the relationships between people and understand the norms of their regulation. We see that a child’s social readiness for school is of great importance for the future first-grader.

Psychological readiness for school is closely related to communicative readiness. It is important from the point of view of cooperation with adults and children within the framework of school activities. To do this, it is important to check how well the child has developed two main forms of communication:

1. Communication with adults that is non-situational and personal in nature. The child must develop the ability to listen and perceive the information presented, and understand the importance of the teacher-student distance.
2. Communication with peers. School activities are essentially collective, so it is extremely important to prepare the child for a tactful attitude, teach the ability to interact together, and be able to become part of public life. All these basics are laid by including a preschool child in working together with other children, which will ultimately create readiness for school.

In kindergarten, the child learns to find a common language with the children's team

Make a psychological and pedagogical determination of whether the older preschooler is ready to socially you can check:

• ease of including a child in a company of children engaged in some kind of game;
• the ability to listen to other people's opinions and not interrupt;
• does he know how to wait his turn if necessary;
• does he have the skill to talk with several people at the same time, does he know how to actively participate in the conversation.

Motivational readiness

Studying at school will be successful if adults take care of developing motivation for cognitive activity in the future student. Motivational readiness for school is present if the child:

• has a desire to go to classes;
• has a desire to learn new and interesting things;
• has a desire to acquire new knowledge.

The presence of corresponding desires and aspirations provides information about whether children are motivationally ready for school or not.

A positive response to all assessment parameters allows us to conclude that the child is ready to start school. The volitional and motivational components of preparation for the educational process are very important when deciding on the appropriateness of starting educational activities.

The desire to constantly learn something new is an important sign of readiness for school

Emotional-volitional readiness

This type of preparedness is considered achieved when an older preschooler is able to set goals, adhere to the planned plan, and look for solutions to eliminate obstacles in achieving them. Psychological processes enter the stage of randomness.

All emotions and experiences are of a conscious intellectual nature. The child knows how to navigate and understand his feelings, and has the ability to voice them. All emotions become controlled and predictable. A student can predict not only his own emotions from actions, but also the emotions and reactions of other people. Emotional stability is at a high level. Readiness for school in this case is obvious.

Intelligent Readiness

The ability to read and write is not everything (more details in the article:). Having these skills does not guarantee ease of mastering the school curriculum. A child’s intellectual readiness for school is what a preschooler must have in order to cope with all tasks.

You can understand whether a child has it based on several criteria: thinking, attention and memory:

Thinking. Even before going to first grade, a child must have certain knowledge about the world around him, including information about nature and its phenomena, about people and their relationships. The child must:

• Have important information about yourself (name, surname, place of residence).

For safety reasons, the child must know his personal data and address

• Have a concept and be able to distinguish geometric shapes (square, circle, triangle, square).
• Distinguish all colors.
• Understand the meaning of words: “more”, “narrow”, “right - left”, “next”, “below” and others.
• Have the ability to compare objects, finding similarities and differences in them, make generalizations, analysis, and be able to identify signs of things and phenomena.

Memory. Intellectual readiness for school will be incomplete if memory development is not considered. Learning will be much easier if the student has a good memory. To check this component of preparedness, you should read a short text to him, and after a couple of weeks ask him to retell it. Another option would be to show 10 pictures and ask him to list the ones that he was able to remember.

Attention. Effective learning will occur when the child’s attention is well developed, which means he can listen to the teacher without being distracted. You can test this ability in the following way: list several words in pairs, and then ask them to name the longest word in each pair. Repeated questions from the baby will mean that the child’s attention was scattered and during the lesson he was distracted by something else.

Children must have the skill of listening to the teacher

Speech readiness

A number of specialists pay great attention to speech readiness for learning. Psychologist from Ukraine Yu.Z. Gilbukh says that speech preparedness makes itself felt at those moments when voluntary control of the processes of cognition or behavior is necessary. A child’s speech readiness for school implies the fact that speech is essential for communication, and also as a prerequisite for writing. Specialist N.I. Gutkina is convinced that about the development and formation correct speech Children should be especially taken care of during middle and senior preschool age, because mastering in writing– a huge leap in the child’s intellectual development.

Speech readiness for school includes a number of points:

• the ability to use various methods of word formation (using diminutive forms, rearranging a word into the desired form, understanding the difference between words in sound and meaning, the ability to transform adjectives into nouns);
• knowledge of the grammatical basics of the language (the ability to construct detailed phrases, the ability to rebuild and correct an erroneous sentence, the ability to compose a story based on pictures and key words, the ability to make a retelling while preserving the content and meaning, the ability to compose descriptive story);

A child ready for school can talk about himself

• wide vocabulary;
• development of phonemic processes: the ability to hear and distinguish the sounds of a language;
• development of speech from the point of view of the sound shell: the ability to correctly and clearly pronounce all sounds;
• the ability to analyze and synthesize sounds within speech, the ability to find a vowel sound in a separate word or name the last consonant sound in a word, the ability to analyze a triad, for example, “iau”, the ability to analyze a reverse vowel-consonant syllable, for example, “ur”.

Physical readiness for school

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Children in a healthy state more easily go through the process of adaptation to the changed living conditions that always accompany first-graders. The child’s physical readiness for school will be expressed precisely in physical development.

What does physiological fitness mean? These are the norms of general physical development: weight, height, volume chest, proportionality of body parts, skin condition, muscle tone. All data must meet the standard criteria for boys and girls in the age category of 6-7 years. Detailed values can be found in thematic tables. The following physiological components are also important: vision, hearing and motor skills, especially fine ones. The nervous system is also checked: how excitable or balanced the child is. A final description of the general state of health is compiled.

Physiological readiness for school is determined by a pediatrician

Specialists conduct such an examination based on existing standard indicators. Such an assessment is necessary to make a conclusion about whether the child is able to withstand increased loads, including intellectual work and physical activity.

Functional readiness

This type, also called psychomotor readiness, implies the level of development of certain brain structures and psychoneurological functions in order to get an idea of ​​the maturity of the body at the beginning of training. Functional readiness includes the following components: a developed eye, the ability to navigate in space, the ability to imitate, and the ability to coordinate complex hand movements. Among the features of psychomotor development, one should mention an increase in performance, endurance and functional maturity. We list the main ones:

1. age-related maturity allows one to skillfully balance between the processes of inhibition and excitation, which contributes to long-term concentration on a particular activity, as well as the formation of behavior and cognitive processes at a voluntary level;
2. development of fine motor skills and improvement of hand-eye coordination, which contributes to faster mastery of writing techniques;
3. the functional asymmetry of the brain becomes more perfect in its action, which helps to activate the process of speech formation, which is a means of logical and verbal thinking and cognition.

Age-related maturity of the brain allows you to switch between the processes of inhibition and excitation

A child’s readiness for a new stage in his life can be determined by the following indicators:

• good hearing;
• excellent vision;
• the ability to sit quietly for a short period of time;
• development of motor skills related to coordination of movements (ball games, jumping, going down and going up steps);
• appearance (healthy, cheerful, rested).

Testing a preschooler

The child’s readiness for schooling is necessarily checked. All future first-graders undergo special testing, which is not intended to divide students into strong and weak. Parents will not be refused admission to a child if he/she does not will be interviewed. Such pedagogical principles are specified in the legislation of the Russian Federation.

Such tests are needed for pedagogical purposes in order to have an idea of ​​what the student’s strengths and weaknesses are, his level of development in intellectual, psychological, personal and social terms. You can check your intellectual preparedness for high school using the following tasks:

• count from 1 to 10;
• solve a simple arithmetic problem;

Before school, the child should already have basic knowledge of arithmetic

• decline nouns;
• write a short story based on the picture;
• use matches to lay out some shapes (see also:);
• put the pictures in order;
• read the text;
• make a classification of geometric shapes;
• draw any object.

Psychological aspects

Is the child psychologically ready? A psychological assessment of a child's readiness for school will be an indicator of overall development and ability to start new activities. The level of preparedness will be judged by the completion of tasks to assess the level of development of fine motor skills, the ability to work carefully without switching to extraneous things, and the ability to imitate a model. The degree of readiness of the child for school will be determined by testing, for which the following tasks can be used:

• draw a person;
• reproduce letters or a group of dots according to the model.

Schematic drawing of a person is a skill that needs to be mastered before school

This block may also include a series of questions to determine how well the child can navigate in reality. Social readiness will be tested by drawing a picture based on a mirror image, solving situational problems, painting figures according to given parameters, not forgetting to clarify that then his drawing will be continued by other children.

The level of personal preparedness is revealed through dialogue. Questions may concern life at school, possible situations and problems, as well as ways to solve them, desired desk neighbors, future friends. The teacher can also ask the child to tell a little about himself, listing his inherent qualities, or give the child a list to choose from.

Readiness for studying in secondary school is tested on various components. Thanks to such detailed diagnostics, the teacher receives the maximum possible information about the degree of development of each student, which ultimately simplifies the educational process. It is necessary that the child undergoes such tests.

What to do if the child is not ready?

Today, teachers very often receive complaints from mothers and fathers that their child is not ready for school. In their opinion, the child’s shortcomings do not allow him to go to first grade. Children are characterized by poor perseverance, absent-mindedness and inattention. This situation now happens to almost all children aged 6-7 years.

It may turn out that the child is not ready for school and is very tired from studying

There's no need to panic. At the age of 6-7 it is absolutely not necessary to send your child to school. You can wait a little and give it back at 8, then most of the problems that worried moms and dads before will go away. The readiness of older preschoolers to study at school can be assessed either independently or with the help of psychologists and teachers.