Social and psychological readiness. Personal readiness
At the present stage of 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 older children acutely relevant. school age.
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 readiness schooling 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 etc.).
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 life path, and personal development of a person depend on its solution.
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 studying proccess, at preschool age a certain level of mental and physical development, a number of learning skills have been developed, 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 become aware of himself as a subject learning activities and adjust your 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.
AT domestic psychology and pedagogy, socialization is seen 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 of the inner world of the child, his self-consciousness, 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 the educational field "Socialization" is determined.
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 common culture, spiritual, moral, social, personal and intellectual development junior schoolchild, the formation of the foundations of the ability to learn and the ability to organize their 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 pays attention to how the formation of personal universal educational activities takes place, especially those presented in the Federal State Educational Standard of 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 to 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, providing an increase in the level of social and personal readiness for schooling, 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, individualization of older preschoolers is carried out, 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.
Bibliography:
- Yaglovskaya E.K., Burlakova I.A. Continuity of kindergarten and elementary school: psychological and pedagogical diagnostics. Recommendations for educators of senior and preparatory group kindergarten and elementary school teachers. - M.: MGPPU, 2010 - 32s.
- Sushkova I.V. Social and Personal Development: Program Analysis preschool education. - M.: TC Sphere, 2008. - 128 p.
- The content of communication between a child and an adult during the crisis of seven years: Abstract of the thesis. Dis. cand. Crazy. Sciences: 19.00.13 / Shashlova G.M. - Moscow, 2000. -24p.
- Semago N. Psychological and pedagogical assessment of the child's readiness for the beginning of school education: Program and guidelines/N.Semago, M.Semago. - M.: OOO "Chistye Prudy", 2005. - 32 p.
- Psychological examination of children of preschool - primary school age: Texts and methodological manual / Ed.-sost. G.V. Burmenskaya. M.: UMK "Psychology", 2003. - 352p.
- The program "Continuity", preparation for school. Compiled by Fedosova N.A. - 7th ed., revised. and additional - Moscow, APKiPRO, 2003. - 64 p.
- Continuity in the work of kindergarten and elementary school: Library of the head of the children's educational institution / Compiled by G.K. Shirokova, L.A. Paramonova, T.K. Vorobyeva. (Under the general editorship of G.K. Shirokova). – M.: Ansel-Press, Ansel-M, 1998. – 96 p.
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Course work
on the topic: Personal readiness children to school
- Introduction
- 1. Theoretical methodological foundations personal readiness of children for school
- 1.2 Key criteria for school readiness of children
1.3 Psychological characteristics of preschool children
- 2.1 Diagnostic program to determine the psychological readiness of children 6-7 years old for schooling
- 2.2 School Readiness Program
- Conclusion
- List of used literature
Introduction learning school competence preschooler
Our society at the present stage of its development is faced with the task of further improving educational work with children of preschool age, preparing them for schooling. To successfully solve this problem, a psychologist needs the ability to determine the level mental development child, diagnose his deviations in time and, on this basis, outline ways corrective work. The study of the level of development of the psyche of children is the basis of both the organization of all subsequent educational and academic work and evaluating the effectiveness of the content of the upbringing process in a kindergarten.
Most domestic and foreign scientists believe that the selection of children for school should be carried out six months - a year before school. This allows you to determine the readiness for systematic schooling of children and, if necessary, to conduct a set of remedial classes.
According to L.A. Venger, V.V. Kholmovskaya, L.L. Kolominsky, E.E. Kravtsova and others in the structure of psychological readiness, it is customary to distinguish the following components:
1. Personal readiness, which includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. Personal readiness includes determining the level of development of the motivational sphere.
2. Intellectual readiness of the child for school. This component of readiness assumes that the child has an outlook and the development of cognitive processes.
3. Socio-psychological readiness for schooling. This component includes the formation of moral and communicative abilities in children.
4. Emotional-volitional readiness is considered formed if the child is able to set a goal, make decisions, outline a plan of action and make an effort to implement it.
Practical psychologists face the problem of diagnosing the psychological readiness of children for schooling. The applied methods of diagnosing psychological readiness should show the development of the child in all areas.
At the same time, it should be remembered that when studying children in the transitional period from preschool to primary school age, the diagnostic scheme should include the diagnosis of both neoplasms of preschool age and the initial forms of activity of the next period.
Readiness, which is measured by testing, essentially comes down to mastering the knowledge, skills, abilities and motivation necessary for the optimal development of the school curriculum.
"Readiness for learning" is a complex indicator, each of the tests gives an idea only about a certain aspect of the child's readiness for school. Any testing technique gives a subjective assessment. In the performance of each of the tasks depends largely on the state of the child at the moment, on the correctness of the instructions, on the conditions of the test. All this has to be taken into account by the psychologist when conducting the survey.
Research hypothesis: we assume that if you correctly form volitional qualities, psychological readiness, intellectual readiness, develop a diagnostic program and, on the basis of this, form the internal position of a preschooler, then the child will be personally ready for school.
The object of the study is the personal readiness of children to study at school as a whole.
Subject of study: the internal position of the student as one of the criteria for the child's personal readiness for school.
The purpose of the course work: the study of the personal readiness of preschool children to study at school.
The purpose of the work can be achieved by performing the following tasks:
1) to determine the theoretical and methodological foundations of the personal readiness of children for school;
2) analyze the child's personal readiness for school;
3) to study the main criteria for the readiness of children for schooling;
4) consider a diagnostic program to determine the psychological readiness of children 6-7 years old for schooling;
5) Show the program of classes on the formation of readiness for successful schooling.
1. Theoretical and methodological foundations of the personal readiness of children for school
1.1 Personal readiness of the child for school. Formulation of the problem
The psychological readiness of a child for school can be defined as a certain level of a child's mental development necessary for schooling. Moreover, it should be emphasized that the multicomponent this education. In the psychological literature devoted to the analysis of school maturity, the following elements of psychological readiness are most often named: intellectual, personal and volitional. At the moment, a number of psychodiagnostic methods have been developed to determine the degree of readiness of a child to study at school (Wenger L.A., Witzlak G., Gutkina N.I., Kravtsova E.E., etc.). For example, in the methods developed by Wenger L.A. (2), Gutkina N.I. (3), the emphasis is on such components of school maturity as the development of intelligence, fine motor skills, and personal readiness is reduced mainly to motivational. As we see it, this is most likely due to the fact that the degree of intellectual development, visual-motor coordination is easier to study with the help of psychological methodology, to determine the measure of its formation.
Personal readiness is much more difficult to “measure”, although hardly anyone will deny its importance and significance. According to various researchers, from 15 to 40% of students primary school are in a state of maladjustment. One of the reasons for this state is called the personal unpreparedness of the child for school, where learning implies the collective nature of the activity. Therefore, the future student must have a number of skills, such as communication with adults and peers, finding their place in a group of children; knowledge of certain norms and rules of behavior and communication; the ability to correctly assess their real and potential capabilities (the ability to self-esteem). The greatest difficulties, as a rule, are experienced by children who have not attended kindergarten, whose social circle is limited to close adults, and whose experience joint activities and communication with peers is negligible. The development and testing of specific psychodiagnostic methods that allow to study the child's personal readiness for school, as well as a cycle of developmental classes, is the next stage of work. This article will theoretical analysis this component of school maturity. To reveal the content of personal readiness, it is necessary to turn to the very concept of personality, the main personal neoplasms of preschool age.
An analysis of the psychological literature shows that there are various definitions of personality, each of which pays special attention to one of the aspects of personal development. Apparently, it will be difficult to give a definition that would be accepted by the majority of psychologists of different schools and trends. Such a situation with the concept of “personality” encourages us to give the most acceptable definition in this case, which is necessary for the meaningful filling of the concept of personal readiness. The limitation of such a definition may cause a number of objections, but within the framework of solving specific problems, this is inevitable, since it is impossible to embrace the immensity. In our work, we adhere to the following understanding of personality as a systemic quality of an individual included in social relations. The formation of this quality occurs in the course of joint activities and communication of the child with adults and peers, in the process of socialization and education.
For the person himself, personality acts as his image-I, I-concept. It is at preschool age that the formation of a child's personality begins. In the process of play, as the leading activity in preschool childhood, the child tries out different social roles, learns to subordinate his actions to the rules. This contributes to the differentiation in the mind of the child of two plans of his image-I - I-real and I-ideal. The older preschooler has the ability for adequate self-esteem, which is based on the assessment of the child's actions by adults. It can be assumed that in the absence of a distinction between the above-mentioned planes of the image-I, the child has difficulties in perceiving the requirements placed on him in the learning process, as well as following them and adequately assessing the results of his actions. As an addition to the motivational component of personal readiness, perhaps, we can add the following - the level of development of self-esteem, correlated with the differentiation of the perception of the image-I.
It is also possible to identify socio-psychological readiness as a component of school maturity or one of the elements of personal readiness, since the study of the development of a child's personality outside the social or, more precisely, socio-cultural context is unlikely to fully reflect the content of such a complex concept as personality. The lack of analysis of the socio-psychological component of school maturity is probably due to the position taken by social and developmental psychologists. The research interests of the former extend mainly to children, starting from adolescence, and adults. The latter, in turn, pay little attention to the child's first steps in learning about his social environment, finding his place in society, and the mechanisms by which the child builds a social self-image.
In the structure of the socio-psychological component of personal readiness, the following substructures can be distinguished:
- communicative competence,
- social competence,
- language competence.
The use of the concept of competence is due to the fact that it is not so often used in child psychology. Therefore, differences in its interpretation can be avoided in this way. The very word competence means knowledge of something. Based on this, social competence- this is knowledge of the norms and rules of behavior adopted in a certain socio-cultural environment, attitude towards them; putting this knowledge into practice.
Language competence should be understood as such a level of speech development that allows a person to freely use his knowledge of the language in the process of communication. These two types of competence can be considered as elements of communicative competence, or more broadly - competence in communication, which also includes knowledge and understanding of non-verbal language of communication, the ability to make contact with both peers and adults.
As can be seen from the definitions of different types of competencies, the following structures are distinguished in each of them:
- knowledge (the presence of a certain amount of information),
- attitude to this knowledge (acceptance, rejection, ignoring, transformation, etc.),
- implementation (implementation of knowledge in practice).
This involuntarily begs the question - is it possible to call competence only knowledge and attitude to this knowledge without its direct application? - Although at first glance it seems possible to answer positively to this question, based on the interpretation of the word competence as awareness. Nevertheless, when it comes to social knowledge, the lack of such a structure as practical use makes this knowledge a dead weight, on the one hand, and on the other hand, a person has difficulties with functioning and self-realization in society.
Communicative, social and speech competencies, which are formed in the process of socialization and upbringing of a child, have a certain level of development by the end of preschool childhood, the determination of which may be the purpose of a special study.
Observations of children who study one or even two foreign languages at preschool age allow us to suggest that these children have higher communicative competence than children who studied only mother tongue. It is known that the mechanisms underlying the acquisition of a foreign language are different in adults and children. But in both cases, when learning another language, the sociocultural context expands, one's own culture and one's social environment are no longer perceived as isolated. The child (as well as the adult) tends to compare, and later to a deeper understanding of the existing similarities and differences.
I would like to express those doubts that do not now allow us to speak with complete certainty about increasing the competence of preschoolers who study a foreign language. In an adult, when he begins to study foreign language or trying to restore their school knowledge, there is already an established worldview and social picture of the world. New knowledge expands his communicative, social and speech competence. But not only and not so much the presence of a certain amount of knowledge contributes to the growth of competence, but work with the information that an adult is doing. The possibility of carrying out such work is due to the ability of an adult to reflect.
In a child at the age of 6-7 years, only the first outline of the worldview appears, his ability to reflect is still poorly developed. The perception of information to a greater extent depends on its emotional saturation, attractiveness for the child. It is practically not subjected to analysis and criticism, perhaps the only exception is cases of sharp inconsistency. Although, as the analysis of the child's imagination shows, even the most contradictory combinations of images in the child's mind are possible. All of the above allows us to formulate the hypothesis in the following way: in the process of learning a foreign language, a preschooler has an increase in competence, but to a greater extent due to the structure - knowledge, i.e. the child remembers a certain amount of information, a critical attitude (second structure) to which is most often absent, and the use of this knowledge in speech practice (third structure).
But let us return to the problem of the formation of a child's personality in preschool childhood. One of the main new formations of this age should be called the subordination of motives. According to the figurative expression of Leontiev A.N., at the end of preschool childhood, the first “knots” of the personality are tied in the child in the process of interpersonal relations, which is associated with the emergence of a hierarchy of motives. Excessive emphasis on this neoplasm led to the fact that in the studies of domestic psychologists dealing with the problems of a child's readiness for school, personal readiness was reduced to motivational. Other personal neoplasms, such as the development of self-awareness and the ability to self-esteem, readiness and ability to cooperate, awareness of one's social "I", the emergence of the first schematic outline of an integral children's worldview, etc., were not given due attention.
By the end of preschool age, the child develops the internal position of the student, which is a system of needs associated with the new socially significant activity of the child - learning. The process of the emergence of a student's internal position can be viewed as the creation of the necessary prerequisites for the subsequent formation of a social identity in the child, i.e. the child's assignment of himself to a certain group - a group of schoolchildren. Formation is a process, in this case, identification, and its result will be identity - personal or social. Most important step in the process of acquiring a social identity by a child is the beginning of schooling, direct inclusion of him in the social context, about which he has a certain image, formed as a result of adults' stories about school and study. The child has the opportunity to act in this new social situation for him.
Probably, the use of the concept of identity in relation to a child of 6-7 years old may seem, at first glance, not entirely correct, although we can perhaps talk about the first steps in this direction, about the process of identification. In modern social psychology, two types of identity are distinguished - personal and social. The self-consciousness of a child of senior preschool age does not yet have the level of development for the child to be able to fully determine his character traits- physical, intellectual, moral, and this is what is meant by personal identity. At the moment, there are no special studies in Russian psychology, although, as one might assume, it would be useful and interesting to determine the basis from which a child enters a new social group for him, social institution, during the stay in which an important stage in the formation of the child's personality falls - adolescence and the crisis of the corresponding age period.
On social identity, understood “in terms of attributing oneself to a certain social group”, it should be said that the internal position of the student, i.e. the desire of the child to go to school, to perform socially significant activities, to have certain rights and obligations is an anticipation of his social identity, which will be formed later - the child's assignment of himself to the reference group of children attending school.
Of course, within the framework of one article it is difficult to cover all aspects of this problem. All of the above prompts further research into the personal component of a child's readiness for school, and specification of the content of its structural elements.
1.2 The main criteria for children's readiness for schooling
By the end of preschool age, the child is already, in a certain sense, a person. He is well aware of his gender, finds his place in space and time. He is already oriented in family and kinship relationships and knows how to build relationships with adults and peers: he has the skills of self-control, knows how to subordinate himself to circumstances, to be adamant in his desires. Such a child has already developed reflection. The predominance of the feeling "I must" over the motive "I want" is the most important achievement in the development of the child's personality. By the end of preschool age, motivational readiness for learning at school acquires special significance.
One of the most important outcomes of mental development during preschool childhood is the child's psychological readiness for schooling. Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception, concentration of attention; analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization; the ability to reproduce the pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity, understood in this way, largely reflects the functional maturation of brain structures.
Emotional maturity is mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time.
Social maturity includes the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as the ability to play the role of a student in a school situation.
Personal readiness consists of the skills and ability to get in touch with classmates and teachers. After all, children, even those who went to kindergarten and remained for some time without parents, find themselves in school among people they do not know.
The ability of a child to communicate with peers, to act together with others, to yield, to obey as necessary are qualities that provide him with painless adaptation to a new social environment. This contributes to the creation of favorable conditions for further education at school.
The child, as it were, should be ready for the social position of a schoolboy, without which it will be difficult for him, even if he is intellectually developed. Such children often study unevenly, successes appear only in those classes that are interesting to the child, and he performs the rest of the tasks casually, hastily. Even worse, if the children do not want to go to school and learn at all. This is a lack of education, and such behavior is the result of intimidation by the school, especially if the child is insecure, timid (“You can’t connect two words, how can you go to school?”, “Here you go to school, they will show you there!”) . Therefore, it is necessary to develop a correct idea of the school, positive attitude to teachers, to books. Parents should pay special attention to personal readiness for school. They are obliged to teach the child relationships with peers, to create such an environment at home so that the child feels confident and wants to go to school.
In order for a child to study successfully, he, first of all, must strive for a new school life, to "serious" studies, "responsible" assignments. The appearance of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger ones and equalize in position with the older ones. The desire of the child to occupy a new social position leads to the formation of his inner position. L.I. Bozovic characterizes this as a central personality neoplasm that characterizes the personality of the child as a whole. It is this that determines the behavior and activity of the child and the whole system of his relations to reality, to himself and to the people around him. The schoolchild's way of life as a person engaged in a socially significant and socially valued business in a public place is perceived by the child as an adequate path to adulthood for him - he responds to the motive formed in the game "to become an adult and really carry out its functions" 7, p 19.
From the moment the idea of the school acquired the features of the desired way of life in the child's mind, we can say that his inner position received a new content - it became the inner position of the schoolchild. And this means that the child has psychologically moved into a new age period of his development - primary school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need (“I want to go to school!”). The presence of the student's inner position is revealed in the fact that the child resolutely renounces the preschool-play, individual-direct way of existence and shows a brightly positive attitude towards school-educational activity in general, and especially to those aspects of it that are directly related to learning.
Such a positive orientation of the child to the school as to the actual educational institution is the most important prerequisite for his successful entry into the school-educational reality, i.e. acceptance by him of the relevant school requirements and full inclusion in the educational process.
Determining the child's personal readiness for school, it is necessary to identify the specifics of the development of the sphere of productivity. The performance of the child's behavior is manifested in the fulfillment of requirements, specific rules set by the teacher, when working according to the model. Therefore, the features of voluntary behavior can be traced not only when observing the child in individual and group classes, but also with the help of special techniques.
It is important that the child is mentally developed for school. But mental development does not consist in a large vocabulary. Living conditions have changed. Now the child is surrounded by different sources of information, and children literally absorb new words and expressions. Their vocabulary increases dramatically, but this does not mean that thinking develops in the same way. There is no direct relationship here. The child must learn to compare, generalize, draw independent conclusions, analyze. Therefore, researchers of preschoolers have established that a 6-year-old child is able to learn the facts of the interaction of the organism with the environment, the relationship between the shape of an object and its function, aspiration and behavior.
The child should have a certain breadth of ideas, including figurative and spatial, corresponding speech development, cognitive activity. When studying a child's intellect from the point of view of readiness for schooling, the characteristics necessary and sufficient for starting schooling should come to the fore. The most striking such characteristic is learning, which includes two stages of intellectual operations. The first is the assimilation of a new rule of work (solving a problem, etc.); the second is the transfer of the learned rule for performing the task to similar ones, but not identical to it. The second stage is possible only when the process of generalization is carried out.
A child's good learning ability indirectly indicates the existence of learning motivation, since learning something new is possible only if there is cognitive interest and a desire to do the task well. The qualitative performance of the task means that the child has successfully passed the previous phases of development in preschool childhood and can now study at school 20, page 328.
The study of the features of the intellectual sphere can begin with the study of memory - a mental process that is inextricably linked with thinking. When selecting children for schools, the curricula of which are much more complicated and there are increased requirements for the intellect of applicants (gymnasiums, lyceums), more difficult methods are used.
At school, the child is waiting for hard work. He will be required to do not only what he wants, but also what the teacher, school regime, program requires. By the age of 6, the basic structures of volitional action are being formed. The child is able to set a goal, create a plan of action, implement it, overcoming obstacles, evaluate the result of his action. Of course, all this is done not quite consciously and is determined by the duration of the action. But a game can help strengthen volitional knowledge about oneself.
At the age of 6 years, the child is already able to analyze his own movements and actions. Therefore, he can deliberately memorize poems, refuse to play for the sake of performing some “adult” task, is able to overcome fear in front of a dark room, and not cry when he is hurt. This is important for the development of a harmonious personality. Another important aspect is the formation in the child cognitive activity. It consists in the formation in children of not being afraid of difficulties, the desire not to give in to them, to resolve them on their own or with a little support from adults. This will help your child manage their behavior at school. And such behavior develops when there is a friendly, partnership relationship between an adult and a child 11, page 146.
L.S. Vygotsky and S.L. Rubinstein believe that the appearance act of will is prepared by the previous development of the preschooler's voluntary behavior 21, p. 168. In modern scientific research the concept of volitional action is interpreted in different aspects. Some psychologists consider the choice of a motive leading to a decision and setting a goal to be the initial link, while others limit volitional action to its performing part. A.V. Zaporozhets considers the transformation of known social and, above all, moral requirements into certain moral motives and qualities of a person that determines her actions, the most significant for the psychology of will.
One of the central questions of the will is the question of the motivational conditionality of those specific volitional actions and deeds that a person is capable of in different periods own life. The question of the intellectual and moral foundations of the preschooler's volitional regulation also arises. During preschool childhood, the nature of the volitional sphere of the personality becomes more complicated and its share in the general structure of behavior changes, which is manifested mainly in the growing desire to overcome difficulties. The development of the will at this age is closely related to the change in the motives of behavior, subordination to them.
The appearance of a certain volitional orientation, the promotion of a group of motives that become the most important for the child, leads to the fact that, guided in their behavior by these motives, the child consciously achieves the goal without succumbing to distracting influence. He gradually masters the ability to subordinate his actions to motives that are significantly removed from the purpose of the action, in particular, motives of a social nature. He has a level of purposefulness typical of a preschooler.
At the same time, although volitional actions appear at preschool age, the scope of their application and their place in the child's behavior remain extremely limited. Studies show that only the older preschooler is capable of long-term volitional efforts. The moral formation of a preschooler is closely connected with a change in the nature of his relationship with adults and the birth of moral ideas and feelings in them on this basis, which L.S. Vygotsky called internal ethical instances 19, p 86.
This creates in children the need to participate in the lives of adults, to act according to their model. At the same time, they want not only to reproduce individual actions of an adult, but also to imitate all the complex forms of his activity, his actions, his relationships with other people - in a word, the whole way of life of adults. In the conditions of everyday behavior and communication with adults, as well as in practice role play a preschool child develops a generalized knowledge of many social norms, but this knowledge is not yet fully realized by the child and is directly soldered to its positive and negative emotional experiences. The first ethical instances are still relatively simple systemic formations, which are the embryos of moral feelings, on the basis of which already quite mature moral feelings and beliefs are formed in the future.
Moral instances generate moral motives of behavior in preschoolers, which can be stronger in their impact than many immediate needs, including elementary needs. A.N. Leontiev, on the basis of numerous studies conducted by him and his collaborators, put forward the position that preschool age is the period in which a system of subordinate motives first arises that create the unity of the personality, and that for this very reason it should be considered, as he puts it, "the period of the initial, actual warehouse personality” 3, page 64.
In cognitive terms, by the time the child enters school, he already reaches a very high level of development, which ensures the free assimilation of the curriculum. However, psychological readiness for school is not limited to this alone. In addition to developed cognitive processes: perception, attention, imagination, memory, thinking and speech, it is determined and formed by personal qualities, including interests, motives, abilities, character traits, as well as features associated with the implementation various kinds activities.
By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior. In order for the child to be practically ready for learning and mastering knowledge, it is necessary that each of these characteristics be sufficiently developed.
Thus, the psychological readiness of the child for schooling is one of the most important outcomes of mental development during preschool childhood, a multi-complex education that requires a comprehensive psychological study.
1.3 Psychological characteristics of a preschool child for schooling
In domestic psychology, preschool childhood is considered to be the period from 3 to 7 years. It is preceded by periods of infancy (from 0 to 1 year) and early childhood(from 1 to 3 years).
Consider the main parameters of the mental development of a preschooler.
Visual-figurative thinking is one of the main neoplasms of preschool age; here it is formed and flourishes. The development of visual-effective and visual-figurative thinking occurs in close connection with the formation logical thinking, the foundations of which are laid in preschool age. At the senior preschool age, the child is already possible logical construction reasoning when it comes to a familiar situation. However, the knowledge of reality, its essential connections and dependencies occurs mainly on the basis of visual-figurative thinking - the main form of thinking at this age.
All development of the child is due to communication with close adults. In domestic psychology, development is seen as the child's appropriation of knowledge and experience accumulated by mankind, where the bearer of this experience at first is a close adult.
The communication of a child with an adult has an impact on the very sphere of communication, the child's mastery of speech, on the development of the personality and self-awareness of children, on the formation of friendly attachments among peers,
In the process of a child's mental development, his communication with adults develops and goes through a number of stages. Psychologist M.I. Lisina considers communication as a special communicative activity, which is based on the need for communication and the content of which changes at each age stage.
The transition to preschool childhood is also marked by the transition to new form communication - extra-situational-cognitive, which exists in the younger and middle preschool age (from 3 to 5 years), it is based on the need for a respectful attitude of an adult. The emergence of this form of communication is due to the fact that the level of development of thinking, attention, and speech of a preschooler allows him to break away from a specific situation and simple manipulation of objects and think about more general, more complex issues. However, its possibilities are still limited. By the end of preschool age (from 5 to 7 years), children have the highest form of communication for this period of childhood - extra-situational-personal, which arises on the basis of the need for mutual understanding and empathy. As M.I. Lisin, this form of communication is closely related to the highest levels of game development for preschool age, the child now pays more attention to the features of interpersonal relationships, to the relationships that exist in his family, at the work of his parents, etc. . The main neoplasm is a new internal position, a new level of awareness of one's place in the system of social relations.
At preschool age, the role-playing game of the child becomes the leading activity, which is important for his mental development. As noted by D.B. Elkonin, the main motive of the child's activity is the desire to enter the life of adults, use their objects, open the world of human relationships, act like an adult. However, the child is still small and cannot live independently in the adult world, and therefore the only way to fulfill his desire is a game. It is in the game that the primary orientation in meanings and motives takes place. human activity, there is an awareness of one's place in the system of adult relations. The child begins to more and more accurately understand social roles and the relationships connecting them, correlates his position and the position of an adult; on the basis of this, he has a new social motive - to engage in socially significant and socially valued activities.
In the process of development of a preschool child, his motivational-need sphere changes: at the beginning of preschool age, motives are in the nature of unconscious, affectively colored desires associated with the current situation. hierarchy of motives. The appearance and development during this period of subordination of motives can be regarded as a criterion for the development of the child's personality. If at an early preschool age the foundations of the hierarchy of motives are only laid, then by the age of seven, its formation actually takes place.
It is at preschool age that the initial formation of the ethical instances and moral feelings of the child takes place, when he begins to learn the basic rules of relationships between people and can already evaluate his actions as good or bad. By the end of preschool age, the child is able to act in the interests of another person, and not his own, to show feelings of sympathy, help, care. An important role in the formation of the child's moral feelings is played by an adult, who is a role model, directly and indirectly affects the personal development of a preschooler.
In the process of playing with the rules, the development of arbitrary behavior of the child occurs. Formation of arbitrary behavior D.B. Elkonin also associated with the gradual subordination of his actions to the model that is for the child's behavior and opinion, the assessment of an adult. In this regard, by the end of preschool age, the child has the ability to control himself, his behavior and actions, further development of arbitrariness occurs at primary school age during the transition of the child to systematic education at school.
At preschool age, productive activities develop, such as drawing, modeling, designing; foundations are being laid labor activity: self-service, help at home, in kindergarten. Preschool childhood is the age at which initial forms educational activity, when the child can already learn with the help of an adult, but only when the training is carried out in accordance with the level of his mental development and taking into account the leading activity of the child. The main result of the development of all types of activity, on the one hand, is the mastery of modeling as a central mental ability (L.A. Wenger), on the other hand, the formation of voluntary behavior (A.N. Leontiev, D.B. Elkonin). The preschooler learns to set more distant goals, mediated by the idea, and strives to achieve them, despite the obstacles.
In general, it can be said that the mental, mental development of the child, leading activities, communication with adults and peers create the prerequisites for the further personal development of the child at this age stage. It is at this age that the personality of the child begins to take shape, his motivational-need sphere is formed, the foundations of the worldview are laid: ideas about oneself, about nature, about the world around.
The senior preschool age of interest to us (6-7 years) is traditionally singled out in pedagogy and psychology as a transitional, critical period of childhood, called the crisis of seven years. During the transition from preschool to school age, there are obvious changes in the character and behavior of the child, deliberateness appears, the child begins to be frivolous, capricious, etc. This period is called the crisis of seven years, which is also called the crisis of immediacy. L.S. Vygotsky pointed out that "the most significant feature of the crisis of seven years could be called the beginning of differentiation of the inner and outer sides of the child's personality", i.e. the child begins to navigate in his feelings and experiences, to understand himself. The very nature of experiences is rebuilt, they begin to acquire meaning for the child. Thanks to this, he develops new relationships with himself, which are built precisely on the basis of a generalization of experiences. Emphasizing the positive side of the crisis of seven years, L.S. Vygotsky notes such new formations of this period as self-esteem and self-esteem, which already appear in a generalized form precisely during the period of transition from preschool to school age.
2. Practical work on the formation of the psychological readiness of the child for successful schooling
2.1 Diagnostic program to determine the psychological readiness of children 6-7 years old for schooling
This program consists of games and game tasks with rules that allow you to determine the level of development of the affective-need (motivational), arbitrary, intellectual and speech spheres.
Affective-need sphere:
Methodology for determining the dominance of a cognitive or play motive in the affective-need sphere of a child
The child is invited to a room where ordinary, not very attractive toys are displayed on the tables, and they are asked to examine them for a minute. Then the experimenter calls him to him and offers to listen to a fairy tale. The child is read an interesting fairy tale for his age, which he had not heard before. At the most exciting place, the reading is interrupted, and the experimenter asks the subject what he wants more at the moment, to play with the toys on the tables or to listen to the story to the end.
Children with a pronounced cognitive interest usually choose a fairy tale. Children with a weak cognitive need prefer to play. But their game, as a rule, is manipulative in nature: they grab one thing, then another.
Experimental conversation to identify the "internal position of the student", which is understood as a new attitude of the child to environment, arising from an alloy of cognitive needs and the need to communicate with adults at a new level. In special experimental studies on the study of this neoplasm of the crisis of 7 years, it was found that in the game "to school" children characterized by the presence of the "internal position of the student" prefer the role of a student rather than a teacher and want the entire content of the game to be reduced to real learning activities. (writing, reading, solving examples, etc.).
On the contrary, in the case of unformed education, children, playing "to school", choose the role of a teacher, and instead of a specific educational activity - a game "in change", acting out coming to school and leaving it, etc.
Thus, the "internal position of the student" can be revealed in the game, but this path takes too much time. However, in the same study it was shown that some experiments can be replaced by a special experimental conversation, which gives a result similar to the experiment. In particular, this applies to the experimental game, which allows you to determine the "internal position of the student."
In connection with the foregoing, a conversation aimed at determining the "internal position of the student" includes questions that indirectly help determine the presence of cognitive and educational motivations in the child, as well as the cultural level of the environment in which he grows up. The latter is essential for the development of cognitive needs, as well as personal characteristics that contribute to or, conversely, hinder successful learning at school.
Custom sphere:
Methodology "House"
The technique is a task for drawing a picture depicting a house, the individual details of which are made up of elements capital letters. The task helps to detect the child's ability to focus on the model in his work, to accurately copy it, reveals developmental features voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.
The technique is designed for children aged 5.5-10 years, is clinical in nature and does not imply obtaining normative indicators.
In the course of the child's work, it is necessary to fix:
1) with which hand the child draws (right or left);
2) how he works with the sample: whether he often looks at it, whether he draws air lines over the sample drawing, repeating the contours of the picture, whether he compares what he has done with the sample or, after glancing at it, draws from memory;
3) draw lines quickly or slowly;
4) is distracted during work;
5) what he says and what he asks while drawing;
6) whether the subject checks his drawing with the sample after finishing work.
When the child reports the end of work, he should be asked to check whether everything is correct with him. If he sees inaccuracies in his drawing, he can correct them, but this must be recorded by the experimenter.
Processing of the experimental material is carried out by counting points awarded for errors. Errors are:
a) the absence of any detail of the drawing;
b) an increase in individual details of the drawing by more than 2 times while maintaining the relatively correct size of the entire drawing;
c) an incorrectly depicted element of the drawing;
d) incorrect image of details in the space of the drawing;
e) deviation of straight lines by more than 30° from the given direction;
f) gaps between lines where they should be connected;
g) climbing lines one after another.
When interpreting the results of the experiment, it is necessary to take into account the age of the subject. So, children aged 5.5-6 years, due to the insufficient maturity of the brain structures responsible for sensorimotor coordination, rarely cope with the task perfectly. If the subject makes more than 1 mistake for 10 years, then this indicates a trouble in the development of one or more psychological spheres studied by the method.
Method "Yes and no"
The technique is used to study the ability to act according to the rule. It is a modification of the famous children's game "Yes" and "no" do not say, do not wear black and white. For this technique, only the first part of the rules of the game was taken, namely: children are forbidden to answer questions with the words “yes” and “no”. After the subject confirms that he understands the rules of the game, the experimenter begins to ask him questions that provoke answers “yes” and “no”.
Errors are only the words "yes" and "no". The words "aha", "nope" and the like are not considered as errors. Also, a meaningless answer is not considered an error if it satisfies the formal rule of the game. It is quite acceptable if the child answers with an affirmative or negative nod of the head instead of a verbal answer.
Intellectual and speech spheres:
When studying a child's intellect from the point of view of readiness for schooling, the characteristics necessary and sufficient for starting schooling should come to the fore. The most striking such characteristic is learning, which includes two stages of intellectual operations. The first is the assimilation of a new rule of work (problem solving, etc.); the second is the transfer of the learned rule for completing the task to similar ones, but not identical to it. The second stage is possible only if this process of generalization is carried out.
The level of development of generalization, which manifests itself in determining learning ability, is desirable to be further investigated by other methods, since this intellectual operation is considered by domestic researchers of readiness for schooling as a fundamental characteristic of intellectual readiness for school.
The problem of learning was dealt with at different times by representatives of various psychological schools. There are several interpretations and definitions of this phenomenon and, accordingly, different research methods. But to diagnose readiness for schooling, we created an original methodology that meets the conditions in which the examination of children is carried out, namely: the study should take as little time as possible; at the same time, the created methodology meets the basic principles of constructing methods for diagnosing learning ability.
Method "Boots"
The technique allows you to explore the learning ability of the child, i.e. see how he uses a rule that he has never encountered before to solve problems. The difficulty of the proposed tasks gradually increases due to the introduction of objects into them, in relation to which the learned rule can be applied only after the implementation required process communication. The tasks used in the methodology are constructed in such a way that their solution requires an empirical or theoretical generalization. Empirical generalization is understood as the ability to classify objects according to their essential features or to bring them under general concept. Under theoretical generalization generalization is understood on the basis of meaningful abstraction, when the reference point is not a specific distinctive feature, but the fact of the presence or absence of a distinctive feature, regardless of the form of its manifestation (details on the types of generalization).
Thus, the Boots method helps to analyze the learning ability of children, as well as the developmental features of the generalization process. The technique is designed for children aged 5.5-10 years, is clinical in nature and does not imply obtaining normative indicators.
As an experimental task, the subject is taught to digitally code color pictures (a horse, a girl, a stork) by the presence or absence of one sign - boots on their feet. There are boots - the picture is indicated by "1" (one), no boots - "0" (zero). Color pictures are offered to the subject in the form of a table containing: 1) the coding rule; 2) the stage of fixing the rule; 3) the so-called riddles that the subject must solve by coding. In addition to the table of color pictures, the experiment uses a white sheet of paper with the image of geometric shapes, which are two more riddles.
Methodology "Sequence of events"
The method "Sequence of events" was proposed by A.N. Bernstein, but the instruction and the procedure for its implementation are somewhat changed. It is intended to study the development of logical thinking, speech and the ability to generalize.
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Personal and social readiness
Ready for communication and interaction - both with adults and with peers
Motivational readiness
Desire to go to school caused by adequate reasons ( learning motives)
Emotional-volitional readiness
Can control emotions and behavior
Intellectual readiness
Has a broad outlook, a stock of specific knowledge, understands the basic patterns
The beginning of schooling is a natural stage in life path child: every preschooler, reaching a certain age, goes to school. How successful the beginning of schooling will be depends on the student's progress in subsequent years, his attitude to school, learning and, ultimately, well-being in his school and adult life. How the child will learn, whether this period in the life of the family will become joyful and happy or whether it will reveal previously invisible difficulties - all this depends on the preparedness of the child and his family for new conditions. Therefore, psychologists prioritize psychological readiness of the child for school. It is important for parents not only to know what psychological readiness for school is, but also to be able to purposefully create it.
Psychological readiness for school is a set of psychological qualities that ensure successful schooling. In other words, this is such a level of physical, mental and social development of the child, which is necessary for the successful assimilation school curriculum without prejudice to his health.
The content of psychological readiness for school determined by the requirements system which the school presents to the child, in other words, the child must be ready for the requirements of the modern school. According to these requirements constituent components psychological readiness for school are motivational, personal, intellectual readiness.
Along with psychological readiness for schooling, physiological readiness for school plays a very important role. Physiological readiness for school is the foundation of school readiness and is determined by the level of development of the main functional systems of the child's body and the state of his health.
The assessment of the physiological readiness of children for systematic schooling is carried out by physicians according to certain criteria. Physiological readiness criteria include: normal weight, height, breast volume, muscle tone, proportions, skin cover and other indicators corresponding to the standards of physical development of boys and girls of 6-7 years of age; the state of vision, hearing, motor skills (especially small movements of the hands and fingers); condition nervous system child: the degree of her excitability and balance, strength and mobility; general state health.
The physiological development of the child directly affects school performance and is the basis for the formation of psychological readiness for school. Frequently ill, physically weakened students, children with functional and organic deviations in the development of the nervous system, even with a high level of development of mental abilities, as a rule, experience learning difficulties, since with the beginning of schooling, the load on the child's body increases sharply.
At formation of physiological readiness for school it is important to create conditions for the full physical development of the child, to provide the necessary physical activity for this, since movement is the main condition for the normal growth and development of the body. It is advisable to develop those parts of the musculoskeletal system that provide graphic activity and the performance of written exercises, as well as training and strengthening the back muscles. Swimming, walking, cycling are activities that contribute to the future successful entry into school life.
Motivational readiness for school
In order for a child to study successfully, he, first of all, must strive for a new school life, for serious studies, responsible assignments. Thus, the first and most important component of school readiness is internal position of the student. The inner position of a student in the broadest sense can be defined as a system of needs and aspirations associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need: “I want to go to school!” The presence of the student's internal position 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. Such a positive orientation of the child to school is the most important prerequisite for a successful entry into the school-educational reality, acceptance of school requirements, and full inclusion in the educational process.
By the age of 6, most children have a desire to become schoolchildren. However, it is important to know what attracts a child to school. One child may want to go to school because his parents promised to buy a bright schoolbag, while another wants to learn the secrets of the universe. It has been established that the educational activity of preschoolers and beginning schoolchildren is motivated not by one, but by a whole system of various motives for teaching :
Social motives - based on an understanding of the social significance and necessity of learning and the desire for the social role of a student (I want to go to school, because all children should study, this is necessary and important)
educational – cognitive motives - interest in new knowledge, desire to learn something new
Evaluation motives - desire to get appreciated adult, his approval and location (I want to go to school, because there I will only get fives)
Positional motives - associated with an interest in the paraphernalia of school life and the position of a student (I want to go to school, because there are big ones, and only small ones in kindergarten, they will buy me notebooks, a pencil case and a briefcase)
Motives external to school and learning (I'll go to school because my mom said so)
game motif, inadequately transferred to learning activities (I want to go to school because I can play with my friends there)
Work on the formation of the internal position of the student in children is aimed at solving three main tasks:
Formation of correct ideas about school in children
Formation of a positive emotional attitude towards school
Formation of learning experience
School Conversations
Shared reading fiction relevant topics
Viewing pictures, films, programs about the school, followed by a discussion
Acquaintance with proverbs, sayings, poems in which mind, teaching are valued ...
Parents' story about their favorite teachers, showing photos, certificates of school years
Personal example - for example, addressing a child to family library looking for a solution to a problem
The game "to school" and the direct participation of parents in it, for example, in the role of a teacher, or vice versa, a restless student
Drawing of the school (drawing of the school after the excursion, drawing “Which school I want to study at”, etc.)
Involving younger children in the school holidays of older children. (But ask older students not to tell the kid various unpleasant stories about school)
Excursion to the school
Preparatory courses for school, giving the opportunity to feel like a schoolboy
Personal readiness for school
Personal or social readiness for school represents the readiness of the child for new forms of communication, a new attitude towards the world around him and himself, due to the situation of schooling. Personal readiness for school is important for successful learning activities and the speedy adaptation of the child to new conditions. Personal, or social, readiness for school includes the following components:
1. Attitude towards the teacher
The attitude to learning is inextricably linked with the attitude to the teacher. At the end of preschool age, there should be such a form of communication between a child and an adult as extra-situational - personal communication . With this form of communication, an adult becomes an authority, a role model. His demands are fulfilled with desire, they do not take offense at his remarks, but try to correct mistakes. Thus, children should adequately perceive the position of the teacher, his professional role. Closely related to the relationship with the teacher ability to learn from an adult . The child should be able to listen to an adult, understand his words, be attentive to his requirements.2. Relationships with other children
The class-lesson system of education presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. Students must learn business communication with each other, the ability to successfully interact, performing joint learning activities. For 6 - 7 year old children, it is most characteristic cooperative-competitive communication with peers . They follow a common game goal, but they see each other as rivals, opponents. Quite rarely at this age there is such a form of communication with peers as cooperation, when children accept a common task for them and empathize with a partner. A child is considered personally ready for school if he or she can communicate with peers on a cooperative-competitive or collaborative level.
3. Attitude towards yourself
Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, i.e. a certain level of development of self-consciousness. Self-esteem student should be adequate and differentiated . (However, it should be remembered that at the age of 6, the age norm is an overestimated undifferentiated self-esteem. It will become adequate and differentiated only by the age of 7.)
4. Arbitrariness of behavior
Another important component of personal readiness for school is arbitrariness of behavior and closely related formation of volitional action and volitional qualities child's personality (arbitrariness - the ability to keep attention on the performance of a task that does not arouse immediate interest). At preschool age, the age norm is the involuntary behavior, when the child acts under the influence of emotional impulses. The preschooler has a vivid perception, easily switchable attention and good memory, but he still does not know how to manage them arbitrarily. A child can remember an event or conversation for a long time and in detail if it has attracted his attention with something. But it is difficult for him to concentrate for any long time on something that does not arouse his immediate interest. BUT modern school requires the child to be able to act according to the rules of school life, and not in accordance with their own feelings and desires. The student must be able to follow the instructions of an adult, set and achieve a goal, overcoming some obstacles, showing such strong-willed qualities as discipline, initiative, organization, determination, perseverance, independence. The composition of arbitrariness includes the following skills:
Acceptance of the learning task of an adult - the desire to complete the task of an adult (accepting the task for oneself) and understanding what needs to be done (understanding the task)
Ability to independently perform a sequence of actions
Ability to act according to a given visual pattern
Ability to act on verbal instructions from an adult
Ability to obey rules
The formation in children of the desire not to succumb to difficulties, not to give up the intended goal when faced with obstacles, the development of the ability to overcome immediate desire, to refuse an attractive activity, game, for the sake of fulfilling an adult’s instructions, will help the child to overcome the difficulties that arise on their own or with little help from an adult he is in first grade.
To form the arbitrariness of behavior
you need to set tasks for the child that require strong-willed effort. Research shows that in preschool age, this can be achieved more successfully in play activities. Particularly effective for the development of arbitrariness and self-control are games with rules, for example: “Are you going to the ball?”, “The lady sent 100 rubles”, “One, two, three, stand still”, etc.
5. Emotional stability
In case of quarrels, conflicts with students, insults, remarks of the teacher, the child must restrain himself, control his behavior, be able to suppress his aggressive outbursts, impulsive reactions.
6. Communication skills
The ability to communicate with peers and adults, perceive the situation correctly, behave appropriately, the ability to work in a team, consider the wishes of others, polite behavior, etc.
At formation of personal readiness for school it is advisable to use joint games of children, joint games of children and adults, where an adult, by personal example and advice, sets the desired pattern of behavior and helps to develop an optimal style for the child. In addition, the joint games of an adult and a child are of particular importance for establishing close friendly contact, closeness and mutual understanding between parents and children.
Intellectual readiness for school
It is important that the child is mentally developed for school. This concept includes store of knowledge about the environment , and level of development of cognitive processes . It is important not to confuse the intellectual development of the child and his learning. learning - these are the skills that the child was taught: the ability to write, read, count. intellectual development - this is a certain mental potential, the child's ability for self-development, for independent learning ( learnability ). Learning can make life easier for a child in the first months of school and even create temporary success. But in it lies the danger that the child will be bored with learning. In addition, at a certain point, the learning reserve will be depleted (and the child has already relaxed). Therefore, it is better to focus not on forcing learning skills that the child must master at school, but on the development of mental functions that ensure learning.
Intellectual readiness for school includes the following components:
1. Arbitrariness of cognitive processes
The modern school makes serious demands on the cognitive processes of the child. A child at school should listen carefully to the teacher, not be distracted, not just memorize, but memorize correctly, being active in mastering educational material…. Thus, in intellectual readiness for school comes to the fore arbitrariness of cognitive processes: attention, memory, thinking, imagination, speech ... The most important for learning at school are such arbitrary cognitive processes as concentration of attention(the ability to do something independently that requires concentration for 30 minutes) and logical memorization.
2. Prerequisites for logical thinking
The assimilation of systematized knowledge, generalized ways of solving problems in the process of schooling involves the development of prerequisites for logical thinking(the ability to carry out elementary conclusions, to reason), in particular, the ability to combine objects and phenomena of reality on the basis of highlighting their essential properties (a mental operation generalization). In addition, the assimilation of the school curriculum will require the child to be able to compare, analyze, classify, draw independent conclusions, and establish causal relationships. The possession of these skills provides the child with a high level of learning.
3. Visual-figurative thinking
The success of education in the 1st grade is due to a greater extent to the level of development visual-figurative thinking(the child's ability to think in images, solving mental problems with the help of images of objects and phenomena) and, to a lesser extent, logical. Insufficient development of imaginative thinking in elementary school students can cause specific errors in reading and writing: mirroring, replacing letters that are similar in spelling, etc., serious difficulties in mastering mathematics.
4. Verbal rote memory
Another important component of intellectual readiness for school is verbal rote memory(the ability to retain small portions of information in memory, the teacher’s instructions necessary to complete the task - 4-6 words out of 10), since a feature of learning in the initial period is that most of the information received by students from the teacher does not outwardly have a logical connection , and is an enumeration of the sequence of actions that must be performed to solve the problem. The success of mastering literacy and other primary school subjects largely depends on how accurately the child remembers the sequence of rules.
5. Graphic skill
The greatest problem in teaching modern first-graders is the unpreparedness of the hand for writing. It is important to correctly identify the causes of graphic unpreparedness for learning to write. There may be several of them:
Lack of interest in learning to write and doing graphic exercises
Insufficient development of the small muscles of the writing hand (physiological unwillingness to learn to write) and
Lack of execution graphic movements, insufficient experience in their implementation (psychological unpreparedness for learning to write).
The child acquires the experience of graphic movements by performing:
Various types of hatchingDrawing
Copying patterns
Stroke paths with dots and dotted lines
An equally important requirement of the school for the child is the requirement cognitive attitude to reality, the ability to be surprised and look for the reasons for the observed change, novelty.
At formation of intellectual readiness for school it is advisable to use the following methods:
Try to always answer the child's questions. If with your attention you support interest in knowledge, then it will develop and grow stronger.
It is important not to immediately give ready-made knowledge, but to give the opportunity to acquire it yourself - organize interesting and meaningful classes, conversations, observations. Develop the horizons of the child, his orientation in the environment. Help your child make sense of this knowledge, include disparate information in the big picture. To do this, you can use films, stories, excursions, etc.
A very important way of development is to read books to a child. Reading cannot be replaced by listening to cassettes or watching TV. Learn poems, tongue twisters and compose fairy tales.
For successful preparation for school, play activities are especially important. Not only the game “to school” is useful, but also the most ordinary games.
Develop cognitive processes and mental operations child with the help of special educational games. To develop the prerequisites for logical thinking and the ability to generalize, such educational games as “Spread the figures into groups”, “What does not fit?”, “The fourth extra”, “Name it in one word”, “Classification”, “Zoological Lotto”, etc. d. For the development of visual-figurative thinking, such exercises as “Drawing by cells”, “Folding patterns”, “Recognizing superimposed images”, etc. are used.
And remember: every child has his own time and his hour of achievement. Praise the child more often than condemn, encourage, rather than notice failures, inspire hope, and do not emphasize that it is impossible to change the situation. For a child to believe in his success, adults must believe in it.
The proposed material contains a detailed theoretical substantiation of both the physiological and socio-personal preparation of preschoolers for schooling, reveals the features of self-esteem of preschool children, the development of the prerequisites for educational activities, the formation of the "student position".
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LECTURE COURSE ON THE TOPIC:
"PSYCHOLOGICAL AND PEDAGOGICAL PREPARATION OF CHILDREN OF THE OLDER PRESCHOOL AGE FOR EDUCATION IN SCHOOL"
OUTLINE: 1. Introduction.
2. general characteristics development of older preschool children
Nogo age.
3. The physiological readiness of children to study at school:
A) criteria for physiological readiness;
B) determining the level of development of fine motor skills;
C) games and exercises for the development of coordination of movements
Fingers;
D) exercises for the formation of correct posture;
D) hygienic rules of visual work, gymnastics
For eyes;
E) books and manuals on physical development and strengthening
The health of preschool and primary school children
Rasta.
4. Social (personal) readiness of children to study in
School:
A) criteria for social readiness;
B) critical periods in the development of the child. Crisis 7 years and
How to deal with it. Questionnaire for parents "Assessment
Behavioral features of a child of 6-7 years of age”;
C) the structure of self-esteem of an older preschooler. Research
Self-assessment of a child using the "Ladder" technique
Correct self-image in preschool children
age;
D) awareness of one’s “I” and the formation of an “internal position”
Schoolchildren's cues";
D) literature for the section.
5.Psychological readiness of children to study at school:
A) the structure of psychological readiness, characteristics
UVK (educational-important qualities);
B) “Ranking the motives for teaching preschool children
Age” (questionnaire for parents). Features of the educational
Activities of children with different dominance of motives;
D) features of the development of mental cognitive pro-
Cessov children 5 - 7 years of age. Games, activities, exercises
Knowledge on the development of perception, attention, thinking, memory,
Imagination, arbitrary regulation of activity;
D) allowances for the section.
7. Formation of knowledge, abilities, skills necessary for
Occupations:
A) speech development, preparation for literacy;
B) the formation of mathematical representations, development
Mathematical thinking and ingenuity;
C) organization of graphic activities and preparation of the hand
To the letter. "Test for the development of graphic skills";
8. Conclusion.
INTRODUCTION
The beginning of school education is a natural stage in the life of a child. This moment is extremely responsible both for the child himself and for his parents.
What is "school readiness"? At what age is it better to start systematic schooling? What is the best program to teach a child? Can he handle the school load? How to effectively prepare a child for school? How to help a little student when he encounters the first school difficulties?
These and many other questions worry parents of future first-graders. Their concern is understandable. After all, how successful the beginning of schooling will be depends on the student's progress in subsequent years, his attitude to school, learning and, ultimately, well-being in his school and adult life.
Understanding the importance of preparing children for school, even a few months before the start of the school year, it is possible to organize targeted developmental activities with children. But it should be noted that not all classes with children involve the formation of the qualities necessary for schooling. Based on multi-year theoretical research and practical experience, teachers and preschool psychologists determined the range of educationally important qualities necessary to start schooling. The level of development of educationally important qualities determines the success of mastering knowledge in the early stages of education, it is these qualities that are taken into account when diagnosing readiness for school.
What are the physiological and psychological features child 5 - 7 years old; how parents can independently find out the level of preparedness of the child for school life; what techniques to use to form the necessary learning qualities; how to create an individual program for preparing for school for your child; how to plan and organize classes at home based on simple games and exercises; how to select such tasks so that they take into account the typological and psychological characteristics of the child; What psychological and pedagogical literature and practical manuals can be relied upon when organizing these classes?
You will receive answers to these and other questions above. Our combined efforts will help your children make a smooth and painless transition from preschool to school life.
GENERAL CHARACTERISTICS OF THE DEVELOPMENT OF CHILDREN OF THE OLDER PRESCHOOL AGE.
At the senior preschool age (5-7 years) there is a rapid development and restructuring in the development of all physiological systems of the child's body: nervous, cardiovascular, endocrine, musculoskeletal. The child quickly gains in height and weight, the proportions of his body change. Significant changes are taking place nervous activity. According to its characteristics, the brain of a 6-year-old child to a greater extent approaches those of an adult human brain. The body of a child in the period from 5.5 to 7 years indicates readiness for the transition to more high step age development, suggesting more intense mental and physical stress associated with systematic schooling. Formedphysiological readiness of the child for schooling.
Senior preschool age plays a special role in the mental development of the child: during this period, the psychological mechanisms of activity and behavior begin to form.
At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs arise (the need for respect and recognition of an adult, the desire to perform important for others, "adult" things, to be "adult"; the need for peer recognition: interest in collective forms of activity and at the same time - the desire to play and other types of activities to be the first, the best; there is a need to act in accordance with established rules and ethical standards etc.); a new (mediated) type of motivation arises - the basis of voluntary behavior; the child learns a certain system of social values, moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and act not as he wants at the moment, but as he “needs” (I want to watch cartoons, but my mother asks me to play with younger brother, don't want to put away toys, but need to put my room in order, etc.)
In the seventh year of life, the child begins to realize his place among other people, he develops an internal social position and a desire for a new social role that meets his needs. The child begins to realize and generalize his experiences, a stable self-esteem and a corresponding attitude towards success and failure in activities are formed (some tend to strive for success and high achievements, while others most importantly avoid failures and unpleasant experiences).
Senior preschool age is a period of active development and formation of cognitive activity. Small child 3 - 4 years old actively works with objects, the older preschooler seeks to find out how these objects are arranged, what they are intended for, tries to establish with the help of an adult the relationship between objects and phenomena of reality, asks a lot of questions about how a person works, about the operation of various mechanisms , about natural phenomena, about the structure of the universe, etc. By the end of preschool age, children give a clear preference for intellectual pursuits over practical ones. Children are attracted to puzzles, crosswords, puzzles and exercises in which "you need to think." Scattered, specific little-conscious impressions about the surrounding reality become more and more clear, clear and generalized, some holistic perception and understanding of reality appears, the beginnings of a worldview appear.
During this period, there are significant changes in the structure and content of children's activities. Starting with imitation of an adult, through the flourishing of a role-playing game, a child comes to mastering more complex activities that require a new, arbitrary level of regulation based on awareness of the goals and objectives of the activity and ways to achieve them, the ability to control their actions and evaluate their results (labor). and teaching). If for a small child only the result is important (draw a house, a snowman, build a turret), his attention is not concentrated on how to perform an action, then an older preschooler can accept a learning task, he already understands that he is performing this or that action in order to learn how to perform its right. A child of 6-7 years old can use the learned method of action in new conditions, compare the result with the model, and see the discrepancies. A child of 3-4 years old, comparing his drawing or craft with a sample, will say that he did the same and will always evaluate his work only positively. For a small child, it is important "what" he does, and for an older preschooler - "how" it should be done, in what way.
These changes in the child's consciousness lead to the fact that by the end of preschool age, the child becomes ready to accept a new social role for him as a schoolchild, to assimilate a new - educational - activity and a system of specific and generalized knowledge. In other words, he developspsychological and personal readiness for systematic schooling.
It should be emphasized that these changes in the child's psyche, which are important for further development, do not occur by themselves, but are the result of purposeful pedagogical influence.
Some authors propose to abandon the task of preparing preschoolers for school, as this, in their opinion, "denies the inherent value of living in the era of childhood." It is difficult to agree with this. First, any period
human life has its own value and uniqueness. Secondly, mental development is a staged process that has a cumulative (accumulative) character. This means that the transition to a higher stage of development is possible only when the necessary prerequisites for this have been formed at the previous stage - age-related neoplasms. If by the end of the age period they are not formed, then in this case they speak of a deviation or developmental delay. Therefore, preparing the child for school period development is one of the most important tasks of preschool education and upbringing. Thirdly, the main condition for the full development of childhood is purposeful and conscious guidance on the part of adults - teachers and parents. And this, in turn, is possible only when work with a child is based on a clear understanding of the patterns of mental development and the specifics of subsequent age stages, knowledge of what age-related neoplasms are the basis for the child's further development.
PHYSIOLOGICAL READINESS OF CHILDREN FOR SCHOOL TRAINING.
As already mentioned, in the concept of "readiness for schooling" there are three closely interrelated aspects: physiological, personal (socio-psychological) and psychological. The physiological development of the child directly affects school performance and is the basis for the formation of psychological and social readiness for school.
Physiological readiness for school is determined by the level of development of the main functional systems of the child's body and the state of his health. The assessment of the physiological readiness of children for school is carried out by physicians according to certain criteria (see the map of physiological readiness). When diagnosing psychological readiness for school, it is necessary to take into account the level of physiological development and the state of health of the child, since they form the foundation school activities. Frequently ill, physically weakened children, even with a high level of development of mental abilities, as a rule, experience learning difficulties.
It must also be remembered that all children develop differently, the actual age of the child does not always correspond to the biological one: one child at the age of 6 is ready for systematic education in terms of physical development, and the other at the age of 7 will not be able to do the usual school load.
All children entering the 1st grade must undergo a medical examination, on the basis of which a conclusion is made about the functional readiness for schooling. A child is considered ready for schooling if, in terms of physical and biological development, he corresponds to the formal age or is ahead of it and has no medical contraindications.
An important indicator in determining the physiological readiness for school is the level of development of fine motor skills. In children of older preschool age, the small muscles of the hands, which provide precise and finely coordinated movements when writing, are still not sufficiently developed. Therefore, it is so difficult for first-graders to write, and when performing graphic exercises, they quickly get tired.
Primary school teachers note that the biggest problem in teaching modern first-graders is the unpreparedness of the hand for writing. At the same time, it is important to correctly identify the causes of graphic unpreparedness for learning to write. There are two of them: insufficient development of the small muscles of the writing hand and the nervous regulation of fine motor skills (physiological unpreparedness for learning to write) and the lack of skill in performing graphic movements (psychological unpreparedness for learning to write).
When determining the state of fine motor skills, fairly simple methods can be used (see tests).
The development of the hand muscle is facilitated by the performance of precise, finely coordinated movements of the fingers: clay modeling, tightening nuts in a children's designer, picking up patterns from small mosaics, embroidery, tying knots, fastening small buttons. You can use games with small balls, such that you can hold with one hand.
A variety of “finger games” and gymnastics for fingers are very useful at this age and arouse interest in children. The purpose of these exercises is to strengthen the muscles of the hand, develop coordination of finger movements, form the ability to control the movement of the hand by showing, presenting, verbal command (see games and exercises for developing coordination of finger movements).
Kovalev V.I.
Kutsakova L.V. Origami. - M., 1994.
Maltseva I.V.
Ruzina M.S., Afonkin S.Yu.
Sinitsin E.I.
To prepare a child for school, one should also remember about the full physical development of the child, provide the necessary physical activity for this.
Physiologists and educators note. that fatigue among first grade students in the classroom is caused primarily by static load during a long forced sitting posture. For many first graders, sitting for long periods of time in class is the hardest part of learning. Therefore, training and strengthening the muscles of the back during the preparation of the child for school are important (see the set of exercises to strengthen the muscles of the back and spine).
In addition, with the beginning of schooling, the load on vision increases significantly. Therefore, for the prevention of myopia, it is necessary to observe a number of hygiene rules (see the rules of visual work).
Vikulov A.D., Butin I.M.
Makhaneva M.D.
Physical education for the whole family
Shchebeko V.N., Ermak N.N.
SOCIAL (PERSONAL) READINESS OF CHILDREN TO STUDY AT SCHOOL.
Social, or personal, readiness to study at school is a readiness for new forms of communication, a new attitude towards the world around and oneself, 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 preschool age through the prism of the crisis of seven years.
As a result of research and observation of the development of children, it was found that age-related changes in the psyche can take place abruptly, critical, or gradually lytically. In general, mental development is a regular alternation of stable and critical periods.
During stable periodsthe development of the child has a relatively slow, progressive, evolutionary character. These periods cover a fairly long period of time of several years. Changes in the psyche occur smoothly, due to the accumulation of minor achievements, and outwardly often invisible. Only when comparing a child at the beginning and at the end of a stable age, the changes that occurred in his psyche during this period are clearly observed. Scientists identify the following stable periods in child development:
- infancy (2 months - 1 year),
- early childhood (1 - 3 years),
- preschool age (3 - 7 years),
- junior school age (7 - 11 years old),
- adolescence (11 - 15 years),
- senior school age (15 - 17 years).
critical (transitional) periods in their external manifestations and significance for mental development as a whole differ significantly from stable ages. Crises take relatively a short time: several months, a year, in rare cases two years. At this time, there are sharp, fundamental changes in the psyche of the child. Development during periods of crisis is stormy, impetuous, "revolutionary" in nature. At the same time, in a very short time, the whole child changes. Critical periods are "turning points" in child development (L.S. Vygotsky).
Crises consist of three interrelated phases: pre-critical, critical, post-critical. Usually, the critical age is determined by marking the culminating points, or peaks of the crisis. Thus, if stable periods are usually denoted by a certain time period (for example, preschool age - 3-7 years), then crises are determined by their peaks (for example, crisis three years, a crisis of seven years, etc.)
In child psychology, it is customary to distinguish:
- neonatal crisis,
- one year crisis
- crisis 7 years,
- teenage crisis (12-14 years old),
- youth crisis (17-18 years).
From the point of view of external manifestations, critical periods have a number of features.
First, it should be noted the uncertainty, blurring of the boundaries separating crises from adjacent ages. It is difficult to determine the beginning and end of the crisis. Secondly, during these periods there is a sharp, spasmodic change in the entire psyche of the child. According to parents and educators, he becomes completely different. Thirdly, development during critical periods often has a negative, “destructive” character. During these periods, the child not only gains, but loses from what was acquired before: interest in favorite toys and activities fades; the established forms of relations with others are violated, the child refuses to comply with the norms and rules of behavior learned earlier, etc. Fourth, during periods of crisis, the child becomes "relatively difficult to educate" in comparison with himself in adjacent stable periods. It is known that crises proceed differently in different children: in some it is smoothed out, almost imperceptibly, in others it is acute and painful. Nevertheless, certain difficulties in upbringing during critical periods arise in relation to each child.
The most pronounced "relative difficulty in education" and negative character developments are manifested incrisis symptoms:
- negativism - unwillingness to do something just because it was suggested by an adult. Children's negativism should be distinguished from disobedience. The motive of disobedience is the unwillingness to carry out what is suggested by an adult. The motive of negativism is a negative attitude towards the requirements of an adult, regardless of their content. Example: a mother invites her son to go to bed: "It's late, it's dark outside, all the children are already sleeping." The son is tired and wants to sleep, but stubbornly repeats: "No, I want to go for a walk." “Okay,” says mom, “get dressed, go for a walk.” "No, I want to sleep!" - answers the son. In this and similar situations, an adult can achieve the desired result by changing his demand to the opposite. Persuasion, explanations and even punishments in this case are useless.
- stubbornness - the child insists on something, not because he really wants it, but because he demanded it. Stubbornness should be distinguished from perseverance, when a child seeks to do something or get some thing because he is interested in it. The motive for stubbornness is the need for self-affirmation: the child does this because "he said so." At the same time, the action itself or the object for it may not be attractive.
- obstinacy - the third symptom, most pronounced during the crisis of three years. Unlike negativism, obstinacy is not directed against an adult, but against the norms of behavior established for a child, against a habitual way of life. The child responds with discontent to everything that is offered to him.
- self-will - the desire of the child for independence, in the desire to do everything himself.
Additional crisis symptoms:
- protest riot - the whole behavior of the child takes the form of protest. He seems to be at war with others, there are constant quarrels with his parents over any minor issue. One gets the impression that the child deliberately provokes conflicts in the family.
- depreciation -can manifest itself in relation to adults (the child says “bad” words, is rude) and in relation to things he loved before (tears books, breaks toys). "Bad" words appear in the child's vocabulary. which he pronounces with pleasure, despite the prohibitions of adults.
- despotism - a symptom often found in a family with one child, when the child seeks to exercise power over others, to subordinate the entire way of family life to his desires. If there are several children in the family, then the symptom manifests itself in the form of jealousy towards other children.
While the tactics of parental behavior during the course of the crisis of three years is to switch the child to another activity or an attractive object, to distract him, at the older preschool age, parents should use the method of persuasion more. It is necessary to give the child the opportunity to act independently, having previously discussed with him the methods of action, teaching him what he still does not know how, but really wants to do.
The psychological meaning of critical 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 are rebuilt, the child’s activity acquires a new content. Therefore, crises should be seen as natural phenomenon of the mental development of the child. Negative symptoms of transitional periods are the reverse side of important changes in the child's personality, which form the basis for further development.
In the context of the considered social readiness of the child for schooling, one should touch in more detailcrisis of seven years.The negative symptoms of the crisis, characteristic of all transitional periods, are fully manifested at this age (negativism, stubbornness, obstinacy, etc.). Along with this, features specific to a given age appear: deliberateness, absurdity, artificiality of behavior, clowning, fidgeting, clowning. Such features of behavior indicate the loss of childish spontaneity, older preschoolers cease to be naive, as before, become less understandable to others. The reason for such changes is the differentiation in the child's consciousness of his inner and outer life.
One of the most important achievements of senior preschool age is the awareness of one's social "I", the formationinternal social position.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 the usual life and the pedagogical system loses interest in preschool activities. This is primarily manifested inthe desire of children for the social status of the student and for learning as a new socially significant activity,as well as in the desire to fulfill certain assignments of adults, to take on some of their duties, to become an assistant in the family. If the transition to a new social position and new activities does not occur in a timely manner, then the child develops a feeling of dissatisfaction, which finds its expression in the negative symptoms of the crisis of seven years.
Psychologists have identified the relationship between the crisis of seven years and the success of children's adaptation to school. It turned out that preschoolers whose behavior had symptoms of a crisis before entering school experienced fewer difficulties in the first grade than those children who had no crisis of seven years before school.
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, so now they are talking aboutcrisis 6 - 7 years.
What conclusions can be done by considering the senior preschool age as a crisis or transitional period of development?
- Development crises are inevitableand in certain time occur in all children, only in some the crisis proceeds imperceptibly, more smoothly, while in others it is violent and very painful.
- Regardless of the nature of the course of the crisis, the appearance of its symptoms suggests thatthe child is olderand is ready for more serious activities and more “adult” relationships with others.
- The main thing in the crisis of development is not its negative nature, but changes in children's self-awareness -formation of an internal social position.
- The manifestation of the crisis at the age of 6-7 speaks ofsocial readiness of the child for schooling.
It has been noted that developmental crises manifest themselves most clearly in the family. Therefore, when identifying the symptoms of a crisis, it is necessary to take into account, first of all, the opinion of the parents. For these purposes, a questionnaire for parents is used (see the questionnaire "Evaluation of the behavior of a child of 6 - 7 years of age").
- First of all, you need to remember that crises are temporary phenomena, they pass, they need to be experienced.
- The reason for the acute course of the crisis is the discrepancy between the parental attitude and requirements and the desires and capabilities of the child, so it is necessary to think about whether all the prohibitions are justified, and whether it is possible to give the child more freedom and independence.
- Change your attitude towards the child, he is not small, pay attention to his opinions and judgments, try to understand him.
- The tone of command and edification at this age is ineffective, try not to force, but to convince, reason and analyze with the child possible consequences his actions.
- If your relationship with your child has taken on the character of an ongoing war and endless scandals, you need to take a break from each other for a while: send him to relatives for a few days, and when he returns, make a firm decision not to scream or lose your temper at all no matter.
- As much optimism and humor as possible in communicating with children, it always helps!
Speaking about the child's social readiness for school, the question of the structure of the child's self-esteem.
In the process of development, the child forms not only an idea of his inherent qualities and capabilities (the image of the real "I" - "what I am"), but also ideas 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-esteemis based on self-esteem, a sense of self-worth and a positive attitude towards everything that is included in the idea of oneself.Negative self-esteemexpresses self-rejection, self-negation, a negative attitude towards one's personality. A study of the child's self-esteem can be carried out using the "Ladder" technique (see methodology).
Features of the behavior of older preschool children with different types of self-esteem.
TYPE OF SELF-ASSESSMENT | FEATURES OF BEHAVIOR |
Inadequately high self-esteem | Children are mobile, unrestrained, quickly switch from one type of activity to another, often do not finish what they started. They are not inclined to analyze the results of their actions and deeds, they try to solve any, including very complex tasks, “on the fly”. They are not aware of their failures, they are prone to demonstrativeness and dominance, they strive to be in the public eye, advertise their knowledge and skills, try to stand out from the background of other guys, to draw attention to themselves. They strive for leadership, but in a peer group they may not be accepted, as they are mainly directed “at themselves” and are not inclined to cooperate. Praise is taken for granted. Its absence can cause them bewilderment, anxiety, resentment, sometimes irritation and tears. They react to censure in different ways: some children ignore, others respond to them with increased emotionality (screaming, tears, resentment); also insensitive to failures, they tend to strive for success and have a high level of ambition. |
Adequate self-esteem | Children tend to analyze the results of their activities, trying to find out the causes of mistakes. They are self-confident, active, balanced, quickly switch from one activity to another, persistent in achieving the goal. They strive to cooperate, help others, are sociable and friendly. In a situation of failure, they try to find out the reason and choose tasks of somewhat less complexity (but not the easiest ones). Success in an activity stimulates their desire to attempt a more difficult task. These children tend to strive for success. |
Low self-esteem | These children are indecisive, uncommunicative, distrustful, silent, constrained in movements. They are very sensitive, ready to burst into tears at any moment, do not seek cooperation and are not able to fend for themselves; anxious, unsure of themselves, difficult to engage in activities. They refuse in advance to solve problems that seem difficult to them, but with the emotional support of an adult, they easily cope with them. A child with low self-esteem seems to be slow, he does not start completing tasks for a long time, fearing that he does not understand what needs to be done, he tries to guess whether the adult is pleased with him. The more significant the activity, the more difficult it is for him to cope with it. These children are characterized by the desire to avoid failures, so they have little initiative, they choose deliberately simple tasks. Failure in an activity often leads to abandonment. These children usually have low social status in a peer group, fall into the category of outcasts, no one wants to be friends with them. |
The reasons for the individual characteristics of self-esteem in senior preschool age are due to a combination of developmental conditions that is unique for each child.
In some cases, inadequately high self-esteem is due to an uncritical attitude towards children on the part of adults, the poverty of individual experience and the experience of communicating with peers, insufficient development of the ability to understand oneself and the results of one's activities, and a low level of reflection. In others, it is formed as a result of excessively high demands on the part of adults, when the child receives only negative assessments of his actions. Here, self-esteem plays a protective role. The child's consciousness seems to be "turned off", he does not hear critical remarks that hurt him, does not notice failures that are unpleasant for him, and is not inclined to analyze their causes.
Low self-esteem at this age is much less common, it is based not on a critical attitude towards oneself, but on self-doubt. To such children, as a rule. overestimated requirements, negative assessments are made, individual characteristics and capabilities are not taken into account. Low self-esteem at this age, according to some authors, is an alarming symptom and may indicate deviations in personal development.
- Optimizing Parent-Child Relationships: it is necessary that the child grows up in an atmosphere of love, respect, respect for his individual characteristics, interest in his affairs and activities, confidence in his achievements and, at the same time, exactingness and consistency in educational influences on the part of adults.
- Optimization of the child's relationships with peers:it is necessary to create conditions for the child to fully communicate with other children, if he has difficulties in dealing with them, you need to find out the reason and help the preschooler gain confidence in the peer group.
- Expanding and enriching the individual experience of the child:the more diverse the activity, the more opportunities for active independent actions, the more opportunities he has to test his abilities and expand his ideas about himself.
- Developing the ability to analyze your experiences and the results of your actions and deeds:always positively evaluating the personality of the child, it is necessary to evaluate the results of his actions together with him. compare with a model, find the causes of difficulties and errors and ways to correct them. At the same time, it is important to form in the child the confidence that he will cope with difficulties, achieve good success, and he will succeed.
A new level of self-awareness, emerging at the turn of preschool and primary school age, is the basis for the formationinternal social position -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 the mental development of a 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 mature position in life and a new, socially significant activity, in particular, in the desire forthe social role of the student and teaching at school.The appearance in the mind of the child of the desire to be a schoolboy and study at school is an indicator that his inner position has received new content - it has becomeinternal position of the student.This means that the child in his social development has moved into a new age period - primary school age.
The internal position of a schoolchild in a broad sense can be defined as a system of needs and aspirations associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need: “I want to go to school!” The presence of the student's internal position 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 the school as a special educational institution is the most important prerequisite for a successful entry into the school-educational reality, acceptance of school requirements, and full inclusion in the educational process.
In the most obvious form, the features of the internal position of the older preschooler are manifested in the game at school. It has long been noted that the central moment of play in a preschool child always becomes the most important and significant experience at the moment, i.e. the content of the game always corresponds to the actual needs of the child.
In the process of observing the games of preschoolers, it was found that children 4-5 years old did not show much interest in playing at school, they played more non-specifically school affairs: coming to school, calls, changes; the lesson itself, from the point of view of school and educational content, was practically not played. Playing at school looked completely different for children aged 6-7. The lesson occupied a central place in the game and was filled with typical educational content. Everything that was not related to teaching was reduced to a minimum. As a result of the game, the material products of the children's activity remained (sheets filled with letters, numbers, many of them were marked "4" and "5"). That is, studies have found that for younger and older children, the meaning of playing at school lies on completely different planes: for kids, in all the external aspects of school life (collection for school, changes, coming home), for older children, it is in teaching, in classes, in solving problems, writing letters. This leads to two very important conclusions:
- A cardinal change in the child's ideas about school, the appearance of the student's own internal position occurs at the turn of the age of 6.
- Orientation to external moments occurs in children earlier than orientation to content school and educational reality, therefore, on the one hand, the formation of the internal position of the student must begin with the awakening of interest in external school paraphernalia, and this work can be started already with children 4-5 years old; on the other hand, the predominant orientation to the external moments of school reality in a child of 6-7 years old indicates the unformed internal position of the student and the socio-psychological unpreparedness for schooling. To study the VSP and identify the nature of the orientation towards the school-educational reality, the Standard Conversation of T.A. Nezhnova is used (see the methodology).
LITERATURE TO THE SECTION.
- Burns R.
- Bozovic L.
- Venger L.A., Mukhina V.S. Psychology. - M., 1988.
- Kravtsova E.
- 7 years of age/
- Sapogova E.E.
PSYCHOLOGICAL READINESS OF CHILDREN FOR SCHOOL TRAINING.
The readiness of a child to study at school equally depends on the physiological, social and mental development of the child. Is not different types readiness for school, and different aspects of its manifestation in various forms of activity. In reality, this is a holistic education that reflects the individual level of development of the child by the beginning of schooling.
Often in teaching aids psychological readiness is considered independently of the physiological and social development of the child and is presented as a set of separate isolated mental qualities and properties. In fact, such a division is very conditional, since in real life a person acts simultaneously as a biological and social being, as an individual, personality and subject of activity.
Psychological readiness of the child to study at school -it is a complex structural-systemic formation that covers all aspects of the child's psyche. It includes:
- personal-motivational and volitional spheres,
- elementary systems of generalized knowledge and ideas,
- some learning skills and abilities, etc. This is not the sum of isolated mental qualities and properties, but their integral unity, which has a certain structure. Learning-important qualities (IQC), which are part of the structure of readiness, form complex relationships and have an unequal impact on the success of schooling.
As a result of the research, the following basic UVC were identified:
- teaching motives,
- visual analysis (figurative thinking),
- level of generalizations (prerequisites for logical thinking),
- ability to accept a learning task,
- introductory skills (some speech, mathematical and educational knowledge and skills),
- graphic skills,
- arbitrary regulation of activity (under conditions step by step instructions adult),
- learnability (receptivity to teaching assistance).
All mental qualities and properties that determine psychological readiness for school do not exist in isolation, but form complex relationships. So, for example, UVK "task acceptance" is closely related to educational motives and mental development child.
It should be noted that the main difference between educational activity and other types of activity (playing, drawing, designing) is that the child accepts the educational task and his attention is focused on ways to solve it. In this way, main the content of the concept of "psychological readiness for learning at school" is "readiness for learning activities (learning)".This means that “being ready for school does not mean being able to read, count, write. To be ready for school means to be ready to learn all this ”(Wenger L.A.).
What will help your child "learn all this"? First of all, motivational readiness for school is necessary, i.e. children's desire to learn.
Motive - it is an inner urge to activity. In the structure of motives that determine the attitude of future first-graders to learning, six groups of motives can be distinguished:
- social motivesbased on an understanding of the social significance and necessity of learning and the desire for the social role of a student (“I want to go to school, because all children should study, this is necessary and important”);
- educational and cognitive motives, interest in new knowledge, desire to learn something new;
- evaluative motives, the desire to get a high assessment of an adult, his approval and location (“I want to go to school, because I will only get fives there”);
- positional motives.associated with an interest in the external paraphernalia of school life and the position of a student (“I want to go to school, because everyone is big there, and in kindergarten they are small, they will buy me notebooks, a pencil case and a briefcase”);
- motives external to school and learning(“I will go to school because my mother said so”);
game motif, inadequately transferred to educational activities (“I want to go to school, because there you can play with friends”).
Each of these motives is present to some extent in the motivational structure of a 6-7 year old child. The dominant motive can be identified using the "Standard conversation Nezhnova" and such test tasks(see tab).
The formation of learning motives is one of the most important tasks in preparing children for school. It assumes:
Formation in children of correct ideas about school and teaching,
Formation of a positive emotional attitude towards school,
Formation of learning experience.
To solve these problems, various forms and methods of work are used: excursions to the school, conversations about the school, reading stories and learning poems on school topics, looking at pictures reflecting school life, talking about them, drawing a school, playing school (see the “Figure schools").
Stories and poems about the school must be chosen in such a way as to show children the various aspects of school life: the joy of children going to school; the importance and significance of school knowledge; the content of schooling; school friendship and the need to help school mates; rules of conduct in the classroom and at school. At the same time, it is important to show the image of a “good” and “bad” student, to build a conversation with children on a comparison of patterns of right and wrong behavior.
When organizing a school game, you can use various plots: modeling the school of the future (forming an emotional attitude towards school, developing creative imagination and freedom of thought); playing at school after an excursion to a lesson in grade 1; the introduction of a game character, for example, Dunno - a student who does not want to learn, interferes with everyone, breaks the rules.
It should be noted that the family plays a decisive role in shaping the motives for learning in a preschooler: fostering interest in new knowledge, the skill of searching for information of interest (in books, magazines, reference books), awareness of the social significance of school teaching, the ability to subordinate one’s “I want” to the word “must” , the desire to work and the ability to bring the work begun to the end, compare the results of one's work with a model and see one's mistakes, the desire for success and adequate self-esteem - all this is the motivational basis of school teaching.
The success of teaching children at school is largely determined by the formation of their cognitive processes, as well as the presence of certain elementary ideas and knowledge, the so-calledintroductory skills:
- Speech knowledge and skills:
sound analysis of the word,
building a phrase,
Vocabulary,
phonemic awareness,
Sound pronunciation.
- Mathematical knowledge and representations:
Direct and reverse counting
Composition of numbers, solving arithmetic problems for addition and subtraction,
idea of the form,
Spatial and temporal representations.
- Study skills:
seating at the table,
How to hold a writing object
sheet orientation,
Ability to listen and follow adult instructions
Knowledge and implementation of the rules of conduct.
Model of the future first grader.
The child is well physically developed: the parameters of his physical development do not have negative deviations from the norm and are even somewhat ahead of it;
Intellectual prerequisites for the beginning of systematic schooling were formed. This is manifested in the increased possibilities of mental activity. The child is well oriented in the world around him. He quite confidently distinguishes objects of animate and inanimate nature, the objective and social world. He is aware of a number of clearly expressed relationships: temporal, spatial, functional, cause-and-effect;
The child has acquired a number of cognitive skills. These are the skills of differentiated perception and purposeful observation, the use of sensory standards to assess the properties and qualities of objects, their grouping and classification. The senior preschooler learned to compare objects, highlight the main and secondary features, answer a variety of questions, reason, formulate questions independently, use visual models, schemes when solving problems;
The child has increased cognitive activity, interest in the world, the desire to learn new things. He knows how to accept from an adult and put forward independently a cognitive task, to solve it with the help of an adult or on his own, using known ways(comparison, analysis, measurement, etc.), it is clear to express the result of knowledge in speech. The child has mastered the ability to purposefully carry out elementary intellectual and practical activities, to accept tasks and rules, to achieve an adequate result;
The child shows interest in creativity, his imagination is developed, the desire for independence is expressed. The child is aimed at achieving positive results in a new social role - a student;
The prerequisites for the child's entry into a wider society have developed. He learned to communicate with adults and peers, mastered the basics of a culture of behavior. child uses different forms communication: business, cognitive, personal. His speech skills are varied. He knows how to listen and understand the speech of the interlocutor, to express his thoughts clearly and understandably for the listener, to construct sentences correctly, to compose a coherent story. His vocabulary varied, speech is clear and expressive. This is an important achievement for schooling;
The child is able to accept common goal and conditions, tries to act in concert, expresses a keen interest in overall result. Elements of arbitrariness that are very valuable for the upcoming educational activity have appeared: volitional manifestations, the ability to restrain, show patience, perseverance;
The child begins to realize his abilities, achievements, learns to evaluate his own and other people's actions from the standpoint of common values;
He has sufficient knowledge, skills, and developed mental processes to start schooling;
With the completion of preschool childhood, the first significant stage of the child's personal development ends. He is active, inquisitive, sincerely striving for his near future, ready to become a schoolboy, to receive a new social status.
BOOKS AND MANUALS FOR EXERCISES WITH CHILDREN ON THE DEVELOPMENT OF FINE MOTOR SKILLS AND MOVEMENTS OF THE SHOULDER GIRL.
Kovalev V.I. Educational games for preschoolers and junior schoolchildren. - M., 1998.
Kutsakova L.V. Origami. - M., 1994.
Maltseva I.V. Skilful fingers: In 4 books. - M., 1999.
Educational games for preschoolers//A popular guide for parents and teachers. - Yaroslavl, 1996.
Tell poems with your hands//Based on English folklore. - M., 1992.
Ruzina M.S., Afonkin S.Yu.Country of finger games: Educational games and origami for children and adults. - St. Petersburg, 1997.
Sinitsin E.I. Skillful fingers. - M., 1998.
BOOKS AND MANUALS ON PHYSICAL DEVELOPMENT AND HEALTH PROMOTION OF CHILDREN OF PRESCHOOL AND PRIMARY SCHOOL AGE.
Vikulov A.D., Butin I.M.Development of physical abilities of children. - Yaroslavl, 1997.
Makhaneva M.D. Raising a healthy child. - M., 1997.
Physical education for the whole family/ Comp. Kozlova T.V., Razbukhina T.A. - M., 1990.
Shchebeko V.N., Ermak N.N.Let's play exercises: creativity in the motor activity of a preschooler. - M., 1999.
REFERENCES FOR THE SECTION "THE SOCIAL READINESS OF CHILDREN FOR SCHOOL TRAINING".
- Burns R. Development of self-concept and education. – M.. 1986.
- Bozovic L. I. Selected psychological works. - M., 1995.
- Venger L.A., Mukhina V.S. Psychology. - M., 1988.
- Kravtsova E. E. Psychological problems readiness of children for school. - M, 1991.
- Features of the mental development of children 6 -7 years of age/under. ed. D.B. Elkonina, A.L. Wenger. - M., 1988.
- Sapogova E.E. originality transition period in children 6 - 7 years of age / / Questions of psychology. - 1986. - No. 4. - P.36-43.
BENEFITS FOR THE FORMATION OF EMOTIONAL AND COMMUNICATION SKILLS IN CHILDREN OF PRESCHOOL AND PRIMARY SCHOOL AGE.
Karabanova O.A. A game in the correction of the mental development of the child. - M., 1997.
Knyazeva O.L. Sterkina R.B.Funny, sad ... Teaching visual aid for children of senior preschool age. - M., 1998.
Knyazeva O. L., Sterkina R. B. We are all different. Educational visual aid for children of senior preschool age. - M., 1998.
Kryazheva N. L. Development of the emotional world of children. - Yaroslavl, 1996.
Samoukina N. B. Games at school and at home: psychotechnical exercises and correctional programs. - M., 1993.
Khukhlaeva O. B. Ladder of joy. - M., 1998.
Chistyakova M. I. Psycho-gymnastics. - M., 1990.
Shishova T. Fear is serious. - M., 1997.
BOOKS FOR CLASSES ON THE DEVELOPMENT OF SPEECH AND PREPARATION FOR TEACHING LITERATURE.
Vasilyeva N.N., Novotortseva N.V.Educational games for preschoolers: a popular guide for parents and educators. - Yaroslavl, 1996.
Vinogradova N. F., Zhurova L. E. is your child ready for school? Councils of the teacher and psychologist. - M., 1992.
Gavrina S. E. We play with words. - Yaroslavl, 1997.
Tumakova G. A. Familiarization of a preschooler with a sounding word. - M., 1991.
Uspenskaya L.P., Uspensky M.B. Learn to speak correctly: A book for students: At 2 hours - M., 1992.
Ushakova O. C, Make up a word: Speech games and exercises for preschoolers. M., - 1997.
BOOKS FOR LESSONS ON THE FORMATION OF MATHEMATICAL REPRESENTATIONS AND DEVELOPMENT OF MATHEMATICAL ABILITIES.
Ageeva S.I.
Amenitsky N. N., Sakharov I. P. Funny math. - M., 1991.
Wolina V. B. Fun arithmetic. - Yekaterinburg, 1998.
Erofeeva T. I. Mathematics for preschoolers. - M, 1997.
Kolesnikova T. AND. Geometric figures: Album of exercises for children 5 - 7 years old. - M., 1999.
Mikhailova Z. M. Game entertaining tasks for preschoolers. - M., 1998.
Shcherbakova E. I. About mathematics for kids. Kyiv, 1984.
BENEFITS FOR THE FORMATION OF GRAPHIC SKILL AND PREPARATION OF THE HANDS FOR WRITING.
Ageeva S.I. Learning with passion. - M., 1991.
Babaeva T. And, At the school threshold. - M., 1993.
Potapova E. N. Joy of knowledge. - M., 1990.
We develop hands to learn and write, and draw beautifully:A popular guide for parents and educators. - Yaroslavl, 1997.
Ruzina M.S., Afonkin S.Yu. Country of finger games. - St. Petersburg, 1998.
BOOKS ON ORGANIZING GAMES AND EXERCISES ON THE DEVELOPMENT OF LOGICAL THINKING AND THE ABILITY TO GENERALIZE.
Bondarenko A.K. Didactic games in kindergarten. – 1991.
Wenger L.A., Wenger A.L.is your child ready for school? - M., 1994.
Wenger L.A., Wenger A.L. -Home school. - M., 1994.
Dyachenko O.M. We develop imagination. - M., 1997.
Zhitnikova L.M. Teach kids to remember. - M., 1997.
Zach A. "Journey to the mind" or how to help a child become smart. - M., 1993.
BENEFITS FOR ORGANIZING CLASSES WITH CHILDREN ON THE DEVELOPMENT OF FIGURATIVE-SCHEMATICAL THINKING AND VISUAL ANALYSIS.
Dyachenko O.M., Veraksa N.E.What does not happen in the world? - M., 1994.
Mikhailova Z.A. Game entertaining tasks for preschoolers. - M., 1990.
Nikitin B. P. Educational games. - M., 1994.
1.
Personal and socio-psychological readiness of the child for school
The personal and socio-psychological readiness of the child for school consists in the formation of his readiness to accept a new social position of the student - the position of the student. The position of a schoolchild obliges him to take a different, in comparison with a preschooler, position in society, with new rules for him. This personal readiness is expressed in a certain attitude of the child to school, to the teacher and educational activities, to peers, relatives and friends, to himself.
Attitude towards school. Follow the rules of the school regime, come to class on time, complete school assignments at school and at home.
Attitude towards the teacher and learning activities. Correctly perceive the situations of the lesson, correctly perceive the true meaning of the actions of the teacher, his professional role.
In the situation of the lesson, direct emotional contacts are excluded, when it is impossible to talk about extraneous topics (questions). It is necessary to ask questions on the case, first raising your hand. Children who are ready in this regard for schooling behave adequately in the classroom.
The child should be able to communicate with both the teacher and peers.
Attitude towards peers. Such personality traits should be developed that would help to communicate and interact with peers, to yield in some circumstances and not to yield in others. Every child should be able to be a member of the children's society and work together with other children.
Relationship with family and friends. Having personal space in the family, the child should experience the respectful attitude of relatives to his new role as a student. Relatives should treat the future student, his teaching, as an important meaningful activity, much more significant than the game of a preschooler. Teaching for the child becomes the main type of his activity.
Attitude towards oneself, to their abilities, to their activities, its results. Have adequate self-esteem. A high self-evaluation may cause incorrect reactions to the teacher's remarks. As a result, it may turn out that "the school is bad", "the teacher is evil", etc. The child must be able to correctly evaluate himself and his behavior. The normally developed qualities of the child's personality listed above will ensure that he quickly adapts to the new social conditions of the school.
Situation. Is your child ready for school? Special studies of older preschoolers testify to the great desire of many children to go to school.
Does your child belong to such a majority? Talk to your child about his attitude to school. Would he like to go to school? What attracts or upsets his school?
Why is it important to talk to your child about school?
Solution. Even if the child has the necessary stock of knowledge, skills, abilities, level of intellectual, volitional development, it will be difficult for him to learn if there is no necessary readiness for the social position of the student.
A positive attitude towards school includes both intellectual and emotional-volitional components, the desire to occupy a new social position - to become a schoolchild, not only to understand, but also to accept the importance of schooling, respect for the teacher, schoolmates.
A conscious attitude to school is associated with the expansion and deepening of ideas about learning activities. It is important to know the level of a child's positive attitude towards school in order to determine the way to further develop interest in it.
The material about the school communicated to children should not only be understood by them, but also felt and experienced. For example, talking about your favorite teachers, reading fiction, watching movies, you need to activate both the child's consciousness and his feelings. Excursions to school, meetings with teachers help to create a positive attitude for the child to study at school.
Situation. It is important for parents to know how their child is ready to accept a new social position - the position of a schoolchild who has a range of important duties and rights, who occupies a special position in society that distinguishes him from a preschooler.
Find out how the child feels about:
a) to school
b) learning activities,
c) teachers
d) to himself.
Invite the child to draw what the school, the teacher, seems to him. Talk about school with your child and their friends. Ask indirect questions like "If you could study in kindergarten or at home, would you go to school?"
Solution. A child may be attracted to school by a uniform, a satchel and other accessories of school life, there may be a desire to change the situation or that a friend is studying at school.
It is more important that the school attracts the child with its main activity - teaching; for example, the desire to write, read, count, solve problems; study to be like dad.
Being a schoolchild is a step up, already realized by the child, to adulthood, and studying at school is perceived by the child as a responsible matter.
After the results of the conversation with the child about the school and his drawings on this topic are obtained, first analyze the reasons for certain attitudes towards the school. Then pay special attention to the child's attitude to learning activities. What about her is attractive to him and, on the contrary, unattractive. After that, analyze the results of the child's relationship to teachers, peers and himself. Compare the latest data with previous data on the school and learning activities. Make a general conclusion about the child's attitude to school and his new social position as a student.
If a child has no desire to learn, no effective motivation, then his intellectual readiness will not be realized at school. Such a child will not achieve significant success at school; it is necessary to take care of the formation of the child's socio-psychological readiness.
Not always a high level of intellectual development coincides with the child's personal readiness for school.
Such students behave at school "like a child", they study unevenly. With direct interest, there will be success, but if it is necessary to perform study task out of a sense of duty and responsibility, then such a student does it carelessly, hastily, it is difficult for him to achieve the desired result.
Everything that is said in the family about the school, about its role in preparing students for future work in the profession, should cause a positive emotional attitude, great interest in the new social position of the student. It is important that the reported information evokes a lively response, a feeling of joy, empathy.
All activities organized in the family should include the child in activities that activate both consciousness and feelings.
It is appropriate here to read fiction together, watch films about the school, TV shows about school life, followed by a discussion; display of photographs, diplomas related to school years parents, school games; organization of family celebrations on the school success of older children. Talk about school should emphasize the importance of books, teachings.
Situation. Analyze the children's statements and indicate possible reasons that prompted the child to such results:
"They will put deuces at school"
"There will be no time to play"
"At school the program is difficult"
Solution. If a child indicates that they will put deuces at school, the program is difficult there, there will be no time to play, then this, as a rule, is the result of mistakes in education. Often it leads to the intimidation of children by school, which is especially harmful in relation to children who are timid, unsure of themselves, "you can't even say two words ...", "They will show you there!".
Advice to parents: Do not bully your child with school!
The emergence of a negative attitude towards school can be influenced not only by adults, but also by older children. It will take a lot of attention, time and patience to change the child's attitude to school, to instill confidence in their own strengths.
Remember that even the child himself, his first steps in school will not be easy. It is much more reasonable to immediately form correct ideas about the school, a positive attitude towards it, the teacher, the book, and oneself.
Exercise. Motivational readiness, the desire to go to school, interest in school, the desire to learn new things is revealed by questions like:
1. Do you want to go to school?
2. What is interesting at school?
3. What would you do if you didn't go to school?
The answers to these questions will help to understand what the child knows about the school, what interests him in it, whether he has a desire to learn new things.
Exercise. Carry out the test "Motivational readiness", diagnosing the internal position of the student (po).
stimulus material. A set of questions that offer the child a choice of one of the options for behavior.
1. If there were two schools - one with lessons in Russian, mathematics, reading, singing, drawing and physical education, and the other with only lessons in singing, drawing and physical education, which one would you like to study in?
2. If there were two schools - one with lessons and breaks, and the other only with breaks and no lessons, which one would you like to study in?
3. If there were two schools - in one they would give fives and fours for good answers, and in the other they would give
sweets and toys, which one would you like to learn?
4. If there were two schools - in one you can get up only with the permission of the teacher and raise your hand if you want to ask something, and in the other you can do whatever you want in the lesson, then which one would you like to study in?
5. If there were two schools - one would give homework, and the other would not, which one would you like to study in?
6. If a teacher in your class fell ill and the director offered to replace her with another teacher, or
mom, who would you choose?
7. If mom said: “You are still small, it’s hard for you to get up, do your homework. Stay in kindergarten, and go to school on next year"Would you agree to such a proposal?
8. If mom said: "I agreed with the teacher that she would go to our house and study with
you. Now you don't have to go to school in the morning," would you agree to such a proposal?
9. If a neighbor boy asked you: "What do you like most about school?", what would you answer him?
Instruction. They say to the child: "Listen to me carefully. I will now ask you questions, and you must answer which answer you like best."
Conducting a test. The questions are read aloud to the child, and the time for the answer is not limited. Each answer is recorded, as well as all additional comments of the child.
Analysis of results. 1 point is given for each correct answer, 0 points for an incorrect answer. The internal position is considered formed if the child scored 5 points or more.
If, as a result of the analysis of the results, weak, inaccurate ideas of the child about the school are found, then it is necessary to work on the formation of the child's motivational readiness for school.
Exercise. Take the Ladder test to explore self-esteem (Po).
stimulus material. Drawing of a staircase consisting of seven steps. In the picture you need to place the figure of the child. For convenience, you can cut out a figure of a boy or a girl from paper, which is placed on a ladder.
Instruction. The child is offered: “Look at this ladder. You see, there is a boy (or a girl) standing here. Good children are placed on the step higher (they show); the higher, the better the children, and on the very top step, the best guys. will you set yourself up?
Conducting a test. The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to see if the child understood your explanation correctly. If necessary, repeat it. Then questions are asked and answers are recorded.
Analysis of results. First of all, they pay attention to what stage the child has placed himself on. It is considered normal if children of this age put themselves on the "very good" and even "the best children" step. In any case, these should be the upper steps, since the position on any of the lower steps (and even more so on the lowest one) does not indicate an adequate assessment, but a negative attitude towards oneself, self-doubt. This is a very serious violation of the personality structure, which can lead to depression, neurosis, asociality in children. As a rule, this is associated with a cold attitude towards children, rejection or a harsh, authoritarian upbringing, when the child himself depreciates, who comes to the conclusion that he is loved only when he behaves well.
And since children cannot be good all the time, and even more so they cannot meet all the claims of adults, fulfill all their requirements, children in these conditions begin to doubt themselves, their abilities and the love of their parents for them. Children are not sure of themselves and of parental love, which they do not do at home at all. Thus, extreme neglect of the child, like extreme authoritarianism, constant guardianship and control lead to similar results.
Specifically, the attitude of parents to the child and their requirements are indicated by the answers to questions about where they will be placed by adults - parents, educator. For a normal, comfortable sense of self, which is associated with the appearance of a sense of security, it is important that one of the adults put the child on the highest step. Ideally, the child himself can put himself on the second step from the top, and his mother (or someone else from his family) puts him on the highest step. At the same time, the children say: "Well, I'm not the best, I indulge sometimes. But my mother will put me here, she loves me." Answers of this type indicate that the child is confident in the love of an adult, feels secure, which is necessary for normal development at this age.
A sign of trouble both in the structure of the child's personality and in his relations with close adults are the answers in which all relatives put him on the lower steps. However, if when answering the question: "Where will the teacher put you?" - the child places himself on one of the lower steps, this is normal and can serve as evidence adequate self-esteem, especially if the child is really misbehaving and often receives comments from the teacher.
In self-esteem, in how the child begins to evaluate his achievements and failures, focusing on how others evaluate his behavior, the growth of his self-awareness is manifested. This is one of the indicators of a student's psychological readiness for learning. Based on the correct self-assessment, an adequate reaction to censure and approval is developed.
Situation. Along with general readiness for school, the child should:
Know the rules of communication;
- be able to communicate with peers and adults;
- be able to manage their behavior without aggressiveness;
- be able to quickly adapt to a new environment.
How do you check if your child is ready for school?
Solution. To answer these questions, it is necessary to carefully observe the behavior of the child during any game according to the rules with the participation of several peers or adults (lotto, educational games, etc.). During the game you can see:
1) whether the child follows the rules of the game;
2) how the child establishes contacts;
3) whether others are considered as partners;
4) whether he knows how to manage his behavior;
5) whether he requires concessions from partners;
6) whether the game quits on failure.
2. Volitional readiness of the child for school
Volitional readiness lies in the child's ability to work hard, doing what the teacher requires of him, the regime of school life. The child must be able to control his behavior, mental activity.
The presence of strong-willed qualities in a child will help him complete tasks for a long time, without being distracted in the lesson, to bring the matter to the end. The domestic psychologist considered will as a stage of mastering one's own behavioral processes. First, adults regulate the behavior of the child with the help of the word, then, assimilating the content of the requirements of adults, he gradually begins to regulate his behavior with the help of his own speech, thereby making a significant step forward along the path of volitional development. After mastering speech, the word becomes for children not only a means of communication, but also a means of organizing behavior.
One of the central questions of the will is the question of the motivational conditionality of those specific volitional actions and deeds that a person is capable of at different periods of his life.
By the age of 6, the main components of volitional action are being formed. But these elements of volitional action are not sufficiently developed. The allocated goals are not always realized and stable. Keeping the goal depends on the difficulty of the task and the duration of its implementation: the achievement of the goal is determined by motivation.
Based on this, an adult should:
Set a goal for the child that he would not only understand, but also accept it, making it his own. Then the child will have a desire to achieve it;
Guide, help in achieving the goal;
To teach a child not to give in to difficulties, but to overcome them;
To cultivate the desire to achieve the result of their activities in drawing, puzzle games, etc.
The child must be organized, the ability to organize the workplace, start work in a timely manner, be able to maintain order in the workplace in the course of educational work.
Since the behavior of a child under 7 years of age is involuntary, unregulated and directly emotional, it is necessary to develop his physical abilities, develop his motor sphere: speed, dexterity, plasticity, speed in games, running, jumping, throwing, etc.
This period must also be used for the development of diverse knowledge, for the accumulation of various information about the world of things and people. During this period, the child acquires the primary experience of experiencing positive and negative emotions, learns to rejoice, suffer, sympathize. The foundation of personality is laid.
It is also important that the actions of planning and its completion, summing up the results be brought to automatism.