Socially personal readiness for school. Social and personal readiness of children for school as the basis for successful learning
Social personal readiness children to school as the basis for successful learning
Lavrentiev
Svetlana Evgenievna,
primary school teacher,
MBOU
"Melekhovskaya secondary school No. 1"
Kovrovsky district
Vladimir region
Material archive
Explanatory note.
The legal documents that outline new goals and objectives in preschool and primary general education emphasize the special role of the social and personal development of children as the main condition for the formation of a social position, the experience of social and social relations. Solving problems that ensure the development of social and personal qualities in children at the stages of preschool and primary education is productive, provided that this process is continuous and continuum.
In FGT, one of the main directions is socialization, which ensures the achievement of the goals of mastering the initial ideas social character and inclusion of children in the system of social relations.
GEF emphasizes that elementary school is a special stage in the life of a child, associated with the development of a new social position, expanding the scope of the child's interaction with the outside world, developing the needs for communication, cognition, social recognition and self-expression.
Social and personal readiness for school includes the formation of a child's readiness to accept a new social position of a student who has a range of important duties and rights, who occupies a different position in society compared to preschoolers. This readiness is expressed in relation to the child's school, teachers and learning activities. This readiness also includes the formation in children of such qualities that would help them communicate with teachers and classmates. It is important for a child to be able to children's society to work together with other children. These qualities provide adaptation to new social conditions. school life.
A holistic approach to solving the problems of social and personal development is important in the context of continuity between preschool and primary education. Currently, the following features of the social situation of development of modern Russian older preschoolers are distinguished: the time used for traditional games is reduced (role-playing, with rules, developing); traditional games are being replaced by computer games and watching TV, parents tend to start systematic education of the child as early as possible; there is a similarity between the teaching of preschoolers and the teaching of younger schoolchildren. According to N. I. Gutkina, these features of living in preschool childhood lead to a change in the general level of psychological readiness for school in children entering the first grade, despite the ability to read, write and count, most children are not personally ready for school. The above data can be rightly attributed to the situation that has developed in the educational institutions of our region.
The entry of a child to school sums up his preschool childhood, changes the social situation of his development. To start schooling became the starting point of a new stage of development, the child must be ready for new forms of cooperation. How to make a first-grader feel comfortable at school, so that his first failures do not overshadow the rest of his school life?
There was a need to draw up a program of pre-school preparation, which is based on the active interaction of the teacher, educator kindergarten, parents. This program should contribute to the prevention of maladaptation of the child during the period of entry into school life through timely diagnosis and objective evaluation positive and negative factors of influence on the child, taking into account the psychological readiness of the child for school, the level of formation of the motivational and communicative sphere, the state of health at the time of entering the school.
This is an attempt, on the one hand, to help preschoolers (and teachers!) to overcome the barrier that still exists in many cases between the two levels of education, and on the other hand, to organize constructive interaction with the families of pupils during preschool education.
The pre-school preparation program consists of 3 blocks, which are implemented in parallel within one school year. Events are held on the basis educational institution MBOU "Melekhovskaya secondary school No. 1, MBDOU kindergarten No. 2 "Rosinka", MBDOU kindergarten No. 15 "Teremok" in the village of Melehovo, Kovrovsky district.
Purpose: creation of pedagogical and social psychological conditions for the formation of social and personal readiness for learning at school, during pre-school education.
1. Analyze the level of social and personal readiness of children to study at school and the level of adaptation.
2. Determine the factors that contribute to the formation of the social and personal readiness of preschoolers to study at school and, on their basis, develop the structure of the program for preschool education.
3. Develop the content of all blocks of the program, based on the constructive interaction of all participants educational process(teachers of preschool educational institutions and schools, children, parents).
4. Develop a monitoring system to evaluate the effectiveness of the program implementation.
Technology.
At the initial stage of work on the problem of experience, a diagnosis was made of the initial level of development of social and personal readiness for school, first-graders. The "Diagnostic program for determining the psychological readiness of children aged 6-7 years for schooling" developed by N.I. Gutkina. This technique made it possible to reveal the level of development of the motivational, arbitrary, intellectual and speech spheres of first-graders. From the results obtained it can be seen that the level of training of children is at the same level for four years from 2008-20011. Insufficiently formed internal motivation for learning, arbitrary command of speech, the ability to compose a story based on plot pictures, awareness. (Appendix 1.1)
The level of parents' interest in pre-school preparation was revealed. The need to increase the level of social and personal readiness for school is clearly visible.
Admission to school - crucial moment in the lives of parents and children. The game as the main occupation is being replaced by the desire to stock up on knowledge. Many mothers of future first graders learn with trepidation that the psychological readiness of the child for school is the inability to read and write decently. Moreover, some primary school programs may benefit children who cannot read. For example, many programs of the RO series are developmental education. How do you know if the kid is ready for the vicissitudes of school life?
The fact is that psychological readiness is a broad concept that includes many aspects. And for the classification of the required skills and abilities, specialists have identified special points of readiness:
- intellectual readiness;
- social and personal readiness;
- emotional-volitional readiness;
- motivational readiness.
Intellectual readiness of the child for school
- Vocabulary is no longer the main indicator intellectual development child. Now this myth has been debunked and three main points are checked during admission to school: thinking, memory, attention. These are the three pillars on which the basis for determining intellectual readiness is built.
- When assessing thinking, questions are usually asked on general erudition. At a minimum, the child should be able to tell basic information about himself ( full name, residential address, mother's name, etc.). The ability to generalize - to combine objects according to a certain attribute, and to classify - to separate objects according to a common attribute is also checked. Figurative and verbal-logical thinking is traditionally tested on the task of "make a whole story from separate pictures."
- Memory. There is long-term and short-term memory. Psychologists insist that short-term memory has an average of seven units, plus or minus three. That is, if you say ten words and ask the child to reproduce as many of them as possible, then seven words is the norm. Ten words is the ideal number. Four - at the extreme limit of the norm.
- The ability to focus on the words of the teacher, without being distracted by extraneous things - this is almost the main task good student. Experts call this voluntary attention. It is checked in this way. They name pairs of words and ask them to name the one that was longer. If the child copes well with the task, then he has developed at a sufficient level voluntary attention. If he constantly asks again, then this ability needs to be adjusted.
Also, the psychological readiness of the child for school depends on the quality of perception, the development of imagination and speech.
Perception includes hearing and sight. usually subject to only indirect verification. For example, in such a popular test as drawing a non-existent animal. Speech, its richness is also evaluated indirectly, during communication.
Social and personal readiness of the child for school
The social and personal component includes a volitional component.
The will of the child is an important aspect school communication. He must work to achieve the goal set by the teacher. To do this, he will need to control his behavior, to slow down some spontaneous reactions with an effort of will. At school, you can’t answer the question immediately, you have to raise your hand and wait until you are asked. From the perspective of an adult, this is a trifle, but for elementary school student it becomes a real challenge.
Volitional processes help to bring the matter to the end, not to give up halfway through.
When entering school, it is not necessary to have fully formed volitional processes. At first, the teacher will help the child control his behavior with speech. Then the speech will be the link. The child will manage his own volitional processes through speech. A little later speech will become internal.
To check how developed volitional qualities your child, it is enough to observe him. Does he finish what he started? Does he know how to organize the space for work? Does he quit the game if he is defeated? Perhaps at first he will need help, but over time it is necessary to allocate more space for the independent actions of the child. need to pay special attention.
In general, social and personal readiness is determined by:
- positive attitude of the child to himself;
- friendly attitude towards people around;
- attitude to study the world around;
- communicative competence;
- social competence of children.
The main indicator by which one should be guided in this aspect is the readiness of the child himself to take a new position in society. The position of the student is expressed by a certain attitude of the child to learning, to other children, teachers, parents, to himself. If your child began to play school with cognitive motives (to find out what is inside, how it works, why he moves), then he is ready for school in terms of the social and personal component. Also, one of the indicators will be the entry of the child into the crisis stage of seven years.
Features of the child's motivational readiness for school
The motivation for going to school among first-graders is very different. If a child wants to go to school because there is no need to sleep there during the day or because they bought him a beautiful briefcase, then these are wrong attitudes. Ultimately, such a student will be disappointed in what was offered to him and his studies will sharply decline. And all due to the fact that no one asked in time what exactly was attractive for the kid at school. Usually, by the age of seven, a steady interest in learning about the world around is formed. The acquisition of new knowledge is the motivational basis that will be the key to a successful school life. At least in elementary school.
In general, there are no unbearable requirements for children entering the first grade. Everything is doable. If the child has not been pedagogically neglected, has good health and a favorable family atmosphere, then with a high degree of probability it can be argued that by the age of seven or eight he is quite ready for schooling. Another issue is that the parents of a preschooler sometimes care too much about his fate and try in every possible way to soften the life path of the child. Letting go of a child can be difficult, but it is necessary for the well-being of the whole family.
Getting into first grade is a huge stress. Confusion, anxiety and restlessness are normal feelings. By supporting each other and remembering to ask for help from specialists, the family is quite capable of stepping over this new frontier on the way to adult life your baby.
Video story for parents about the psychological readiness of the child for school:
Social, or personal, readiness to study at school is the child's readiness for new forms of communication, a new attitude towards the world around him and himself, due to the situation of schooling.
In order to understand the mechanisms of formation of social readiness for learning at school, it is necessary to consider the senior school age through the prism of the crisis of seven years.
AT domestic psychology for the first time, the question of the existence of critical and stable periods was raised by P.P. Blonsky in the 20s. Later, the works of well-known Russian psychologists were devoted to the study of development crises: L.S. Vygotsky, A.N. Leontiev, D.B. Elkonina, L.I. Bozovic and others.
As a result of research and observation of the development of children, it was found that age-related changes psyches can pass sharply, critically, or gradually, lytically. In general, mental development is a regular alternation of stable and critical periods.
In psychology, crises mean transitional periods from one stage child development to another. Crises arise at the junction of two ages and are the end of the previous stage of development and the beginning of the next.
During the transitional periods of child development, the child becomes relatively difficult to educate because the system applied to him pedagogical requirements does not correspond to the new level of its development and its new needs. In other words, changes pedagogical system do not keep up with the rapid changes in the personality of the child. The larger this gap, the more acute the crisis.
Crises, in their negative sense, are not obligatory companions of mental development. It is not crises as such that are inevitable, but fractures, qualitative shifts in development. There may not be crises at all if the mental development of the child does not develop spontaneously, but is a reasonably controlled process - controlled upbringing.
The psychological meaning of critical (transitional) ages and their significance for the mental development of the child lies in the fact that during these periods the most significant, global changes in the entire psyche of the child occur: the attitude towards oneself and others changes, new needs and interests arise, cognitive processes, the child's activity acquires a new content. Not only individual mental functions and processes change, but the functional system of the child's consciousness as a whole is also rebuilt. The appearance of crisis symptoms in the child's behavior indicates that he has moved to a higher age level.
Consequently, crises should be considered as a natural phenomenon of the child's mental development. The negative symptoms of transitional periods are the reverse side of important changes in the child's personality, which form the basis further development. Crises pass, but these changes (age-related neoplasms) remain.
The crisis of seven years was described in the literature before the rest and was always associated with the beginning of schooling. Senior school age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolboy. It has long been noticed that during the transition from preschool to school age, the child changes dramatically and becomes more difficult to educational attitude. These changes are deeper and more complex than in the crisis of three years.
Negative symptoms of the crisis, common to all transition periods, is fully manifested at this age (negativism, stubbornness, obstinacy, etc.). Along with this, features specific to a given age are manifested: deliberateness, absurdity, artificiality of behavior: clowning, fidgeting, clowning. The child walks with a fidgety gait, speaks in a squeaky voice, makes faces, makes a fool out of himself. Of course, children of any age tend to say stupid things, joke, mimic, imitate animals and people - this does not surprise others and seems ridiculous. On the contrary, the child's behavior during the crisis of seven years has a deliberate, buffoonish character, causing not a smile, but condemnation.
According to L.S. Vygotsky, such features of the behavior of seven-year-olds testify to the "loss of childish spontaneity." Older preschoolers cease to be naive and direct, as before, become less understandable to others. The reason for such changes is the differentiation (separation) in the mind of the child of his inner and outer life.
Until the age of seven, the baby acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of those desires in behavior (i.e. internal and external) are an indivisible whole. The behavior of a child at these ages can be conditionally described by the scheme: "want - done." Naivety and spontaneity indicate that outwardly the child is the same as "inside", his behavior is understandable and easily "read" by others.
The loss of spontaneity and naivety in the behavior of an older preschooler means the inclusion in his actions of some intellectual moment, which, as it were, wedged between the experience and can be described by another scheme: "I wanted - I realized - I did." Awareness is included in all spheres of life of an older preschooler: he begins to realize the attitude of others around him and his attitude towards them and to himself, his individual experience, the results of his own activities, etc.
It should be noted that the possibilities of awareness in a child of seven years of age are still limited. This is only the beginning of the formation of the ability to analyze their experiences and relationships, in this the older preschooler differs from an adult. The presence of an elementary awareness of one's external and inner life distinguishes children of the seventh year from younger children.
At the older preschool age, the child for the first time becomes aware of the discrepancy between what position he occupies among other people and what his real possibilities and desires are. There is a clearly expressed desire to take a new, more "adult" position in life and perform a new activity that is important not only for himself, but also for other people. The child, as it were, "falls out" of his usual life and the pedagogical system applied to him, loses interest in preschool activities. In the conditions of universal schooling, this is primarily manifested in the desire of children to achieve the social status of a schoolchild and to study as a new socially significant activity ("In school - big ones, and in kindergarten - only kids"), as well as in the desire to fulfill certain assignments adults, take on some of their responsibilities, become an assistant in the family.
AT last years there is a shift in the boundaries of the crisis of seven years to the age of six. In some children, negative symptoms appear as early as 5.5 years old, so now they are talking about a crisis of 6-7 years. There are several reasons for the earlier onset of the crisis.
First, changes in the socio-economic and cultural conditions of society in recent years have led to a change in the normative generalized image of a six-year-old child, and, consequently, the system of requirements for children of this age has changed. If until recently a six-year-old was treated like a preschooler, now they look at him as a future schoolchild. A six-year-old child is required to be able to organize his activities, to comply with the rules and norms that are more acceptable at school than in preschool. He is actively taught the knowledge and skills of a school nature, the classes themselves in kindergarten often take the form of a lesson. By the time they enter school, most first grade students already know how to read, count, and have extensive knowledge in various areas of life.
Secondly, numerous experimental studies show that the cognitive capabilities of today's six-year-old children are superior to those of their peers in the 60s and 70s. The acceleration of the pace of mental development is one of the factors in shifting the boundaries of the seven-year crisis to earlier periods.
Thirdly, senior preschool age is characterized by significant changes in the work physiological systems organism. It is no coincidence that it is called the age of change of milk teeth, the age of "stretching in length". In recent years, there has been an earlier maturation of the main physiological systems of the child's body. This also affects the early manifestation of the symptoms of the crisis of seven years.
As a result of the change in the objective position of six-year-old children in the system of social relations and the acceleration of the pace of psychophysical development, the lower boundary of the crisis has shifted to an earlier age. Consequently, the need for a new social position and new activities now begins to form in children much earlier.
The symptoms of the crisis speak of changes in the child's self-awareness, the formation of an internal social position. The main thing in this case is not negative symptoms, but the desire of the child for a new social role and socially significant activities. If there are no regular changes in the development of self-consciousness, this may indicate a lag in social (personal) development. Children of 6-7 years of age with a lag in personal development are characterized by uncritical assessment of themselves and their actions. They consider themselves the best (beautiful, smart), tend to blame others or external circumstances for their failures and are not aware of their experiences and motivations.
In the process of development, the child develops not only an idea of his inherent qualities and capabilities (the image of the real "I" - "what I am"), but also an idea of how he should be, how others want to see him (the image of the ideal " I" - "what I would like to be"). The coincidence of the real "I" with the ideal is considered an important indicator of emotional well-being.
The evaluative component of self-awareness reflects a person's attitude to himself and his qualities, his self-esteem.
Positive self-esteem is based on self-esteem, a sense of self-worth and positive attitude to everything that is included in the concept of oneself. Negative self-esteem expresses rejection of oneself, self-negation, a negative attitude towards one's personality.
In the seventh year of life, the beginnings of reflection appear - the ability to analyze one's activities and correlate one's opinions, experiences and actions with the opinions and assessments of others, therefore, self-esteem of children of 6-7 years of age becomes more realistic, in familiar situations and habitual activities approaches adequate . In an unfamiliar situation and unusual activities, their self-esteem is inflated.
Low self-esteem in children before school age considered as a deviation in the development of personality.
What influences the formation of self-esteem and ideas of the child about himself?
There are four conditions that determine the development of self-awareness in childhood:
1. the child's experience of communicating with adults;
2. experience of communication with peers;
3. individual experience of the child;
4. him mental development.
The experience of a child's communication with adults is the objective condition outside of which the process of forming a child's self-awareness is impossible or very difficult. Under the influence of an adult, a child accumulates knowledge and ideas about himself, develops one or another type of self-esteem. The role of an adult in the development of children's self-awareness is as follows:
- communication to the child of information about his qualities and capabilities;
- evaluation of his activities and behavior;
- the formation of personal values, standards, with the help of which the child will subsequently evaluate himself;
- encouraging the child to analyze their actions and deeds and compare them with the actions and deeds of other people.
The experience of communicating with peers also influences the formation of children's self-awareness. In communication, joint activities with other children, the child learns such individual characteristics who do not manifest themselves in communication with adults (the ability to establish contacts with peers, come up with an interesting game, perform certain roles, etc.), begins to realize the attitude of other children towards themselves. It is in joint play at preschool age that the child singles out the "position of the other", as different from his own, children's egocentrism decreases.
While the adult throughout childhood remains an unattainable standard, an ideal to which one can only aspire, peers act as "comparative material" for the child. The behavior and actions of other children (in the mind of the child "the same as him") are, as it were, taken out for him outside and therefore are more easily recognized and analyzed than his own. In order to learn how to properly evaluate himself, the child must first learn to evaluate other people, whom he can look at as if from the side. Therefore, it is no coincidence that children are more critical in evaluating the actions of their peers than in evaluating themselves.
One of the most important conditions for the development of self-awareness in preschool age is the expansion and enrichment of the child's individual experience. Speaking of individual experience, in this case they mean the cumulative result of those mental and practical actions that the child himself undertakes in the surrounding objective world.
The difference between individual experience and communication experience lies in the fact that the former is accumulated in the "child - the physical world of objects and phenomena" system, when the child acts independently outside of communication with anyone, while the latter is formed due to contacts with the social environment in the "child" system. - other people". At the same time, the experience of communication is also individual in the sense that it is the life experience of the individual.
Individual experience gained in a particular activity is a real basis for determining the child's presence or absence of certain qualities, skills and abilities. He can hear every day from others that he has certain abilities, or that he does not have them, but this is not the basis for the formation of a correct idea of \u200b\u200bhis capabilities. The criterion for the presence or absence of any abilities is ultimately success or failure in the relevant activity. Through a direct test of his abilities in real life conditions, the child gradually comes to understand the limits of his capabilities.
At the initial stages of development, individual experience appears in an unconscious form and accumulates as a result of Everyday life as a by-product of children's activity. Even among older preschoolers, their experience can only be partially realized and regulates behavior at an involuntary level. The knowledge acquired by a child through individual experience is more specific and less emotionally colored than the knowledge acquired in the process of communicating with other people. Individual experience is the main source of specific knowledge about oneself, which forms the basis of the content component of self-consciousness.
The role of an adult in shaping the individual experience of the child is to draw the attention of the preschooler to the results of his actions; help analyze errors and identify the cause of failures; create the conditions for success in its activities. Under the influence of an adult, the accumulation of individual experience acquires a more organized, systematic character. It is the elders who set before the child the tasks of understanding and verbalizing their experience.
Thus, the influence of adults on the formation of children's self-consciousness is carried out in two ways: directly, through the organization of the child's individual experience, and indirectly, through verbal designations of his individual qualities, a verbal assessment of his behavior and activities.
An important condition for the formation of self-awareness is the mental development of the child. This is, first of all, the ability to realize the facts of one's inner and outer life, to generalize one's experiences.
At the age of 6-7, a meaningful orientation in one's own experiences arises, when the child begins to realize his experiences and understand what it means "I am happy", "I am upset", "I am angry", "I am ashamed", etc. More In addition, the older preschooler is not only aware of his emotional states in a specific situation (this may be available to children 4-5 years old), there is a generalization of experiences, or an affective generalization. This means that if several times in a row he experiences failure in some situation (for example, he answered incorrectly in class, was not accepted into the game, etc.), then he has a negative assessment of his capabilities in this type of activity (" I don’t know how”, “I won’t succeed”, “No one wants to play with me”). At the senior preschool age, the prerequisites for reflection are formed - the ability to analyze oneself and one's activities.
A new level of self-awareness, emerging at the turn of preschool and primary school age, is the basis for the formation of an "internal social position" (LI Bozhovich). In a broad sense, the internal position of a person can be defined as a relatively stable conscious attitude towards oneself in the system of human relations.
Awareness of one's social "I" and the formation of an internal position is a turning point in mental development preschooler. At the age of 6-7, the child for the first time begins to realize the discrepancy between his objective social position and his inner position. This is expressed in the desire for a new, more adult position in life and new socially significant activities, in particular, in the desire for the social role of the student and teaching at school. The appearance in the child's awareness of the desire to be a schoolboy and study at school is an indicator that his internal position has received new content - it has become the internal position of a schoolchild. This means that the child is social development moved into a new age period - primary school age.
The inner position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations associated with the school, i.e. such an attitude towards the school, when the child experiences participation in it as his own need: "I want to go to school!" The presence of the internal position of the student is revealed in the fact that the child loses interest in the preschool way of life and preschool activities and activities and shows an active interest in school and educational reality in general and, especially, in those aspects of it that are directly related to learning. This is a new (school) content of classes, a new (school) type of relationship with an adult as a teacher and peers as classmates. Such a positive orientation of the child to school as a special educational institution- the most important prerequisite for a successful entry into the school-educational reality, acceptance of school requirements, full inclusion in studying proccess.
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There is very little time left before the start of the school year. If you are a mother of a future first grader, you just need to know if your child is ready for school. The answer to this question is complicated by a complete misunderstanding of the essence of a child's readiness for school, which occurs all the time. To the question: “Is your child ready for school?” many mothers answer with dignity: “Of course! He perfectly counts up to 100, knows how to write and reads large texts! Meanwhile, the psychological readiness of a child for school is a much more multifaceted concept than just the ability to read, write and count. We'll talk today about what a child's psychological readiness for school is!
What is the psychological readiness of a child for school?
The psychological readiness of a child for school is a combination of personal qualities, skills and abilities, as well as a certain level of development of mental functions. Thus, the psychological readiness of a child for school involves several components: intellectual readiness, social and personal readiness, emotional and volitional readiness, motivational readiness.
Different psychologists call these components differently and allocate different amounts of them. Nevertheless, without the presence of certain signs that make up the essence of the psychological readiness of the child for school, his normal education is impossible.
Intellectual readiness of the child for school
Intellectual readiness is understood as a certain level of development of mental functions that facilitate the learning process. These are memory, thinking, imagination, logic, the ability to generalize, analyze, and some others.
Lacking sufficient understanding of the essence intellectual readiness of the child for school, you might think that this is the very ability to read, count and write, as well as some ideas about the world around. Of course, all this will become a good basis for teaching a child at school, but all these skills and knowledge are not enough. In fact, we need to look more broadly - the child's intellectual readiness for school implies not only and not so much certain skills and abilities, but his readiness for intellectual work in general.
By the time of entering school, the child must have accumulated a certain amount of knowledge gained by experience. To do this, the baby must not just ask endless “why?” mom and dad, and independently find answers to all their questions, comprehending cause-and-effect relationships.
The ability to establish cause-and-effect relationships is evidenced by the use by the child in speech of such turns as: “... if, then ...”, “because”, “therefore”, etc.
As for analytical thinking, which is also extremely important for the formation of a child's psychological readiness for school, it begins to develop already in infancy. When the baby rattles rattles, observes the behavior of the ball, checks what will happen if the toy hits the soft carpet - he develops his analytical thinking.
To check the level of memory development of your preschooler, it is enough to find out if he is able to remember 3-5 words out of 10 that are not related thematically on the first try.
To understand how developed a child’s imagination is, give him an impromptu map depicting a “treasure” - for example, a map of an apartment. Let him find the treasure indicated on the map.
Logical thinking determines the child's ability to classify objects and phenomena based on certain features. The child should be able to list domestic animals, vegetables, fruits, berries, trees, etc.
It should also be manifested in how quickly he understands the essence of the tasks assigned to him, how accurately he follows the algorithms provided, and how well he plans his activities.
The personal and social readiness of a child for school is understood as his readiness for a new role for himself - give birth to a schoolchild - and, of course, the responsibility that falls on him along with a new role. The student must be ready to interact with peers, with adults, and also be able to control himself and set some kind of restrictions.
Unfortunately, many children are not ready for school according to this criterion. They cannot rationally build a dialogue with the teacher, with their peers, they are not able to diligently complete their lessons if their friends are playing outside the window at that time.
Often the absence of this component of the child's psychological readiness for school is expressed in his inability to homework paired with. This is usually pronounced in children who did not go to kindergarten and do not have sufficient experience in communicating with peers, including the experience of settling conflict situations and making joint decisions.
For the child to feel personal and social readiness for school, parents at some stage need to "separate" from him and give him the opportunity to communicate with different people. Let the child establish contacts on his own, do not push him or partially take over his functions, “helping” him to get acquainted.
If your child is at home, try to get out to crowded places more often in order to accustom him to the team.
It is very important for the formation of the personal and social readiness of the child for his school. adequate self-esteem. The child should not underestimate his abilities, nor put himself above others - both of which will create problems for him in school.
Motivational readiness of the child for school
Motivational readiness is understood as correctly formed motivation for learning. When future first-graders are asked why they want to go to school, many give as arguments anything but the desire to study: a beautiful portfolio, a friend will study in a parallel class, the desire to be like an older brother ...
In this case, parents should explain why the children go to school and form in the child a desire to learn, a responsible attitude to learning and, of course, positive motivation:
For school,
To the teacher
to learning activities,
To myself.
To form motivational readiness of the child for school, give him more independence in action. If earlier you praised him for every step, now praise only for the finished result. Without scaring the child, explain that at school he will not be praised for every little thing, he will have tasks that will need to be completed. At the same time, set him up for success and let him know that you believe in him.
Emotional-volitional readiness is a readiness for difficulties and the search for ways to resolve them. You can recognize the child’s lack of emotional and volitional readiness for school by his words: “I won’t do it because it’s not interesting”, “I don’t want to go to school because they don’t allow running during lessons”, etc.
It often happens that a child who has successfully studied with a teacher before school preparatory classes, refuses to go to school and teach lessons too. What's the matter? It's all about different forms activities at school and at home. If preschool is held in game form, then the system of education at school may at first glance seem boring and uninteresting.
Of course, much in this case depends on the teacher, but parents do not have to sit idly by, expecting that emotional and volitional readiness of the child for school will come by herself. And a game by the rules can help in this - one where you have to wait for your turn, follow all the rules and solve problems that arise. These can be games with a cube and chips, dominoes, etc. Such games will not only teach a child endurance, but also help him learn how to lose with dignity.
Prepare your child in advance for a change of activity. Let him either sit at the table or play outdoor games. Even psychologically, it will be easier for the child to sit through the lesson if he knows that he can run around during the break.
You need to prepare for school in advance - and it is better to do it gradually throughout the entire preschool period. Only then will the child's psychological readiness for school be formed - and he will pass the first grade without any problems!
On the present stage development of domestic science and practice, the problem of children's readiness for schooling is of particular importance.
High requirements for the modern education system, the definition of the physical, social-personal, cognitive-speech and artistic-aesthetic development of a preschooler as the dominant goal educational activities in kindergarten, the scientific and methodological breadth of interpretation of the concepts of “readiness for school”, “school maturity” makes the problem of studying the issues of preparing for school and diagnosing the development of children of older preschool age urgent.
Social and personal readiness for school is one of the most important components of general readiness for schooling.
The relevance of studying the social and personal readiness of children to study at school is associated with the recent times serious transformations: new requirements for educational programs are introduced; ever higher demands are placed on the level of development of children going to the first grade; the very structure of educational activity at school is changing.
The problem of school readiness was considered by many foreign and Russian scientists, methodologists, research teachers (L.I. Bozhovich, I.A. Burlakova, L.A. Venger, A.N. Veraksa, G. Witzlak, V.T. Goretsky, N. I. Gutkina, V. V. Davydov, I. V. Dubrovina, A. Kern, N. I. Nepomnyashchaya, N. V. Nizhegorodtseva, N. Semago, M. Semago, V. D. Shadrikov, D.B. Elkonin and others).
In modern psychological and pedagogical literature there is a wide variety of approaches to the consideration of the essence, structure, content, conditions for the formation of readiness for learning at school. The content of social and personal readiness for learning at school is reflected in the sections:
- general readiness for schooling;
- psychological;
- personal;
– social (personal);
- socio-psychological;
– social;
- motivational readiness.
Preparing children for school is a multifaceted task, covering all spheres of a child's life. The success of the subsequent education of children at school, adaptation to new social situations of development throughout the whole period depends on its solution. life path, personal development of a person.
At present, there is a certain contradiction between the requirements of the school and the readiness of children to meet these requirements. Today, a significant number of children, despite the appropriate age and the skills and abilities they have, experience great difficulties in adapting to schooling, the main reason for which is that they are psychologically unprepared for the school type of education. In addition, due to changing social conditions, children have different levels of readiness for school, depending on whether they attended kindergarten or were brought up at home.
The problem of studying the features of the social and personal development of children of senior preschool age, social and personal readiness for school is due to the demands of practice. In order for the child to be involved in the educational process in the future, a certain level of mental and physical development must be achieved at preschool age, a number of learning skills have been developed, and a fairly wide range of ideas about the world around has been acquired.
However, it is not enough just to accumulate the necessary stock of knowledge, to acquire special skills and abilities, since learning is an activity that places special demands on the individual. Ultimately, the child must realize himself as a subject of educational activity and build his behavior accordingly.
The social and personal readiness of the child to study at school, and, consequently, the success of his further education is due to the entire course of his previous development (A.G. Asmolov, I.A. Burlakova).
The most important aspect of the social and personal development of a person is the accumulation of social experience, which ensures the socialization of the individual.
In domestic psychology and pedagogy, socialization is considered as an integral unity of two aspects:
- primary and secondary socialization;
- individualization (A.G. Asmolov, N.F. Golovanova, A.G. Maklakov, A.A. Rean, etc.).
In this regard, special attention deserves a special study inner world the child, his self-awareness, which is reflected in the acts of self-evaluation and self-regulation of the individual's ideas about himself, about his place in a complex system of social relations.
Two approaches to personality development should be distinguished.
The first, actually psychological, is what a developing personality already has and what can be formed in it in a given specific social situation of development. Within the framework of this approach, it is clear that within the same age, different types of activity are not initially given to individuals in a given period, but are actively chosen by them in groups that differ in their level of development.
The second one actually pedagogical approach- what and how should be formed in the personality so that it meets social requirements. Within the framework of this approach, some socially approved activity always acts as: leading for the development of the individual, mediating its relationship with the social environment, communication with others, stating the "social situation of development". However, it will not be one "leading type of activity" for every age.
In developing concepts the content of lifelong education (preschool and primary), approved by the FCS for general education of the Ministry of Defense of the Russian Federation on June 17, 2003. took part:
Sh.A. Amonashvili, M.M. Bezrukikh, R.N. Buneev, N.F. Vinogradova (head), A.V. Vorontsov, L.A. Vokhmyanina, L.N. Galiguzova, T.N. Doronova, T.I. Erofeeva, L.E. Zhurova, L.M. Zelenina, Z.A. Klepinina, L.N. Komissarov, N.M. Konysheva, A.A. Leontiev, A.A. Melik-Pashaev, S.Yu. Meshcheryakova, P.G. Nezhnov, B.M. Nemensky, I.A. Petrova, L.V. Pozdnyak, V.V. Rubtsov, N.G. Salmina, E.O. Smirnova, R.B. Sterkina, L.P. Stoilova, G.A. Zuckerman, E.G. Yudina, V.Ya. Yashin.
It sets tasks for the main lines of development of children, including social and personal development in preschool age.
This area is developing:
- positive attitude of the child to himself;
- other people;
- the world around;
- communicative competence;
- social competence of children.
The most important basis for the full-fledged social and personal development of the child is his positive feeling: confidence in his abilities, in the fact that he is good, he is loved.
Adults contribute to the development positive attitude of the child to the people around him: educate respect and tolerance regardless of social origin, race and nationality, language, religion, gender, age, personal and behavioral identity (appearance, physical disabilities).
Adults create opportunities for children to get involved in the values of cooperation with other people, help to realize the need for people in each other.
It is important, according to the authors of the concept, to create conditions for the development caring, responsible attitude child to the surrounding nature, the man-made world: take care of animals and plants, feed birds, keep cleanliness, take care of toys, books, etc.
Adults pay special attention to the development child's communicative competence. Help children to recognize the emotional experiences and states of others - joy, sorrow, fear, bad and good mood and etc.; express their feelings and experiences.
Adults contribute to the development of children social skills: help to master various ways of resolving conflict situations, to negotiate, to follow the sequence, to establish new contacts.
AT Federal government requirements to the structure of the main educational program, social and personal development is presented as one of the lines of development. The education of children in kindergarten and the family should be carried out within the framework of mastering the content of 10 educational areas. The purpose and tasks are most fully formulated, the content of work with preschoolers on social and personal development in educational field"Socialization".
The purpose of psychological and pedagogical work on the development of the educational field "Socialization" is the development of the initial ideas of a social nature and the inclusion of children in the system of social relations through the solution of the following tasks:
- development of children's play activities;
- familiarization with the elementary generally accepted norms and rules of relationships with peers and adults (including moral ones);
- the formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community.
- creation of conditions for the formation of a general culture, spiritual, moral, social, personal and intellectual development of a younger student, the formation of the foundations of the ability to learn and the ability to organize one's own activities, ensuring social success, development creativity, self-development and self-improvement, preservation and strengthening of the health of students.
AT Federal state educational standards learning at school, among the planned results of the development of the program include:
- personal results - the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of graduates elementary school reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of Russian, civic identity;
- personal learning outcomes are not subject to a final assessment in the form of a mark and are not a criterion for transferring a student to a basic school. At the same time, the teacher draws attention to how the formation of personal universal learning activities, especially those that are presented in the Federal State Educational Standard, the IEO evaluates the changes taking place in different areas of the student's personality: educational and cognitive motives; relationships with peers; civic identity (attributing oneself to the family, people, nationality, faith); the level of reflective qualities (respect for another opinion, personal responsibility, self-esteem), etc.
- The main components of personal, social, social (personal) readiness for school are: relationships with surrounding adults, relationships with peers, the child's attitude towards himself.
- The formation of the main components of the social and personal readiness of children of senior preschool age to study at school is the result of the social and personal development of the child in a family and educational institution.
- The social and personal development of pupils of the kindergarten group preparatory to school is carried out in the process of joint educational activities with adults, independent activities of children and in everyday life. The most effective forms of work with children of senior preschool age, which provide an increase in the level of social and personal readiness for learning at school, include excursions (to school, to the library, to the post office), communication games, themed holidays (preparatory group together with the 1st grade ).
- With systematic work with children on the social and personal development of preschoolers, primary and secondary socialization is carried out, individualization of older preschoolers, self-esteem is formed, the general psychological climate in the group improves, friendly relations with peers are strengthened, emotional attitude towards parents changes.
At the end of my article, I would like to quote the famous Soviet psychologist L.S. Vygotsky: "Properly organized learning leads to development."
Abstracts: development, social and personal readiness, personal results, socialization, FGT, GEF.
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