Probably every child goes to first grade with the hope that everything will be fine at school. And the teacher will be beautiful and kind, and his classmates will be friends with him, and he will study with straight A's. But then a few weeks pass, and the baby is no longer eager to get ready for school in the morning. On Monday he starts dreaming about the weekend, and comes home from school bored and stressed. What's the matter? But the fact is that the child’s expectations associated with a new interesting life were not met, and he himself turned out to be not quite ready for the reality called “school everyday life.”

Why might this happen? Because children imagine school as something very interesting and associate entering first grade with positive changes in their lives. Not all children understand that school life is, first of all, work. The same work as work activity adults, not always interesting and not always pleasant. While conducting a survey of future first-graders on the topic: Why do you want to go to school?, I was faced with the fact that some children want to go to school not at all in order to study, but in order to somehow change their life, which is not theirs. very satisfied. So, among the answers there are the following:
- At school you won’t have to sleep during the day.
- At school they will serve delicious cheesecakes for breakfast.
- I will make new friends at school.
- When I go to school, they will let me drive around the city alone.

It is clear that a child who expects school to be a continuous holiday soon begins to experience dissatisfaction from the fact that he has to do something that he does not like, namely: put effort and effort into difficult and not always interesting work.

Psychologists believe that a lot depends on how the child is psychologically prepared for school. I'll explain what it is. Psychological readiness to school has nothing to do with whether the child can read (and how quickly), as well as count (and up to how much). Although it is precisely these skills that teachers test when enrolling a future first-grader in school. But already in the first months of school, it suddenly turns out that children who read quickly and count well do not show interest in learning, violate discipline in class and, as a result, they have conflicting relationships with the teacher. Parents are worried and don’t understand what’s going on. After all, they intensively prepared the child for school, sometimes even in several preparatory groups. But the fact is that in preparatory groups for school children most often go through the first grade program. Thus, for children with a weak level of development, repetition of material in the first grade makes it easier to learn. But for children of average and especially good levels of development, this repetition causes boredom, as a result of which interest in learning disappears.

So, you ask, shouldn’t a child be taught to read and count before school? Of course it is necessary, but not in lessons in preparatory groups, but at home, in a relaxed, often playful environment, in every possible way stimulating the child’s interest in mastering reading and counting. Fortunately, today there are many educational books that will help parents, as well as grandparents, deal with their children correctly. But the main thing in these activities is not to overdo it. Under no circumstances should you force your child if he no longer wants to study. Studying through force or under threat leads to the fact that later the child does not want to study at all. So, I answered the question whether it is necessary to teach a child to read and count before school. But, I repeat, psychological readiness for schooling, the presence of which depends on the well-being of your child at school, this is not directly related.

What then is psychological readiness for school and can it be formed?

Psychological readiness for schooling is understood as a necessary and sufficient level mental development child to master the school curriculum in a group of peers. The necessary and sufficient level of actual development must be such that the educational program falls within the child’s “zone of proximal development.” The zone of proximal development is determined by what a child can achieve in cooperation with an adult, while he cannot yet achieve this without the help of an adult. In this case, cooperation is understood very broadly: from a leading question to a direct demonstration of the solution to a problem. Moreover, learning is fruitful only if it falls within the child’s zone of proximal development.

If the current level of mental development of a child is such that his zone of proximal development is lower than that required to master the curriculum at school, then the child is considered psychologically unprepared for school education. since, as a result of the discrepancy between his zone of proximal development and the required one, he cannot master the program material and immediately falls into the category of lagging students.

Psychological readiness for school is a complex indicator that allows one to predict the success or failure of a first-grader’s education. Psychological readiness for school includes the following: mental development parameters:

1) motivational readiness to study at school, or the presence of educational motivation;
2) a certain level of development of voluntary behavior, allowing the student to fulfill the teacher’s requirements;
3) a certain level intellectual development, implying the child’s mastery of simple generalization operations;
4) good development of phonemic hearing.

Let's take a closer look at each of these indicators.

1. Motivational readiness to learn at school, or the presence of educational motivation.

When we talk about motivation, we talk about the urge to do something. In this case, about the motivation to study. This means that the child must have a cognitive interest, he must be interested in learning new things. But since learning at school consists not only of interesting and entertaining activities, the student must have an incentive to complete unattractive, and sometimes even boring and tedious tasks. In what case is this possible? It is when a child understands that he is a student, knows the duties of a student, and also tries to fulfill them well. Often, at first, a first-grader tries to be an exemplary student to earn the teacher's praise.

Academic motivation develops in a first-grader when there is a pronounced cognitive need and the ability to work. The baby has a cognitive need from birth, and then it is like a fire: the more adults satisfy the child’s cognitive interest, the stronger it becomes. That's why It is very important to answer the little ones’ questions, read them fiction and educational books as much as possible, and play educational games with them. When working with preschoolers, it is important to pay attention to how the child reacts to difficulties: tries to complete the task he has started or abandons it. If you see that a child does not like to do something that he cannot do, try to come to his aid in time. The help you offer will help your child cope with a difficult task and at the same time feel satisfaction that he was able to overcome a difficult task. In this case, the adult must emotionally praise the child for completing the work he started. Necessary, timely help from an adult, as well as emotional praise, allows the child to believe in his abilities, increases his self-esteem and stimulates the desire to cope with what is not immediately possible. And then show an adult how great he is in order to hear praise addressed to him.

Gradually, the child will get into the habit of trying to finish what he started, and if that doesn’t work, then turn to an adult for help. But adults must carefully evaluate the situation every time, whether their help is really needed or whether the child is too lazy to work on it himself. Sometimes emotional encouragement and confidence that the baby will succeed can be helpful. Such communication with a child, as a rule, allows one to form learning motivation by the time the child enters school.

2. A certain level of development of voluntary behavior, allowing the student to fulfill the teacher’s requirements.

Voluntary behavior is understood as consciously controlled, purposeful behavior, that is, carried out in accordance with a specific goal, or an intention formed by the person himself.

At school, poor development of voluntary behavior is manifested in the fact that the child:
- does not listen to the teacher in class, does not complete assignments;
- does not know how to work according to the rules;
- does not know how to work according to a model;
- violates discipline.
The research I conducted showed that the development of voluntary behavior directly depends on the development of the child’s motivational sphere. You can read more about this in my book “Psychological readiness for school.” So, mostly those children who are not interested in school and who do not care how the teacher evaluates them do not listen to the teacher in class.

The same applies to violation of discipline. Behind Lately The number of first-graders who cannot cope with the work according to the model has increased. Namely, teaching in the first grade is mainly based on work based on the model. On the one hand, the same motivational reasons appear here: reluctance to perform difficult, unattractive tasks, indifference to the evaluation of one’s work. On the other hand, those children who practically did not engage in this type of activity in preschool childhood cope poorly with model work. From conversations with their parents, it turned out that they did not put together cubes with fragments of drawings according to drawing samples, did not lay out mosaics based on patterns, did not assemble construction sets based on given pictures, and simply never copied anything. I would like to note that the puzzle games that are common today do not always teach the child to work according to a model. It all depends on how to collect them. If you first analyze the color scheme of a drawing, highlight the background, and carry out a primary grouping of elements, then such work contributes to the development of the ability to work with a sample. But if the picture is assembled by trial and error, that is, if the child randomly tries elements one after another to see which fits with which, then this method of work does not lead to the ability to work with the model.

Also, mostly those children who did not play games with rules before school cannot cope with work according to the rules. For the first time in a game, a child learns to obey the rule when, playing role-playing games with other children, he must fulfill his role according to the rules established by children or according to a model seen in the lives of adults. A child who has played role-playing games without much difficulty takes on the role of a student if he likes it at school and follows the rules prescribed by this role. A child who has not had any experience in his life of role-playing games with clear performance of the role may at first experience difficulties in accurately fulfilling all the teacher’s instructions, both regarding diligence and discipline.

But the main problems with working according to rules arise among first-graders who have not played games with rules before school, when the teacher sets a certain rule, which then must be applied in work.

3. A certain level of intellectual development, implying the child’s mastery of simple generalization operations.

Generalization allows a person to compare various items, highlight something common in them, while simultaneously taking into account their differences. Based on generalization, classification is carried out, that is, the identification of a certain class of objects that are characterized by general properties, for which they are applicable general rules working with them (for example, solving problems of one type or another).

The child’s learning ability depends on the process of generalization. Learning includes two stages of intellectual operations. First - mastering a new work rule (solving a problem, etc.); second - transfer of the learned rule for completing a task to similar, but not identical ones. The second stage is impossible without the ability to generalize.

Basically, by the time a child enters school, he or she has mastered empirical, that is, experience-based, generalization. This means that when comparing objects, he finds, identifies and denotes in words their outwardly identical, common properties that allow all these objects to be classified into one class or concept. So, for example, a child understands that a car, train, plane, bus, trolleybus, tram, etc. - These are all transport, or means of transportation.

Generalization develops in the process of the child’s cognition of the properties of various objects. That's why It is very important to give your baby the opportunity to explore the world around him. Children love to play with sand, water, clay, pebbles, pieces of wood, etc. They are interested in preparing the dough with their mother or grandmother and then baking a pie. They are interested in what smells like, what is edible and what is not, what will happen if they plant something, etc.

To develop generalization, you need to play educational games like lotto with children. In the course of such games, the child masters various concepts and learns to classify objects. At the same time, his horizons and ideas about the world expand significantly.

The development of generalization is facilitated by the child compiling a story based on sequential plot pictures, as well as retelling what was read to him work of art.

4. Good development of phonemic hearing.

Phonemic awareness refers to a person's ability to hear individual phonemes, or sounds, in a word. So, a child entering school must distinguish individual sounds in a word. For example, if you ask him if there is a sound in the word “lamp,” he should answer in the affirmative. Why does a first-grader need good phonemic awareness? This is due to the method of teaching reading existing in schools today, based on the sound analysis of words. How to develop phonemic hearing in a child? The best way to do this is in the game. Here, for example, is one of the games I invented. It's called "Unenchant the Word":
An adult tells a child a fairy tale about an evil wizard who enchants words in his castle. Enchanted words cannot leave the castle until someone frees them. To disenchant a word, you need to guess its sound composition in no more than three attempts, that is, name the sounds that it consists of in order. This can only be done at a time when the wizard is not in the castle. If a wizard finds the savior of words in his castle, he will bewitch him too. After a fabulous introduction, the child is explained what a sound is and how it differs from a letter. (This game is played with children, already those who know the names letters and their spelling.) To do this, he is told that all words sound, and we hear them because they consist of sounds. For example, the word “mother” consists of the sounds “m-a-m-a” (the word is pronounced in a chant for the child, so that each sound is heard very clearly). When pronouncing the sound “m”, an adult should pay attention to the fact that it is the sound “m” that is being pronounced (which is precisely the phoneme), and not the letter “em”. When playing this game, adults need to remember that the names of consonant letters do not coincide with how these letters sound in words, that is, with their phonemes. For example, the letter “es” in words sounds like the sound “s”, and the letter “be” in words sounds like the sound “b”, etc.

The difficulty of the words proposed for disenchantment should increase gradually. At first they should be offered completely simple words like: sex cat whale porridge, etc. All sounds of a word should be pronounced by adults very clearly, and vowels should even stretch out.

Good games for the development of phonemic hearing are given in the book Bugrimenko E.A., Tsukerman G.A. “Reading without coercion,” published in 1993, and in the book by the same authors, “Learning to Read and Write,” published in 1994.

So, psychological readiness for school consists of the four components listed above: 1) motivational readiness to study at school; 2) the ability to arbitrarily fulfill the teacher’s requirements, whether it concerns a specific task or rules of conduct at school; 3) the child’s proficiency in simple generalization operations; 4) good phonemic hearing.

The indicated components of psychological readiness for school represent the necessary and sufficient level of mental development of a child for a normal start to school according to a program of any complexity, but competent and adequate for the age of a first-grader. If a child wants to learn, diligently fulfills all the teacher’s requirements, knows how to work according to a model and according to a rule, and has good learning ability, then such a first-grader should not have any special problems at school.

Can parents themselves determine whether their child is ready for school?
In general, yes. This can be done using the following simple tests.

Sample No. 1. Children's drawing of a graphic pattern consisting of geometric shapes and elements of capital letters. The sample should be drawn on a white sheet of paper without rulers or boxes. It must be redrawn on the same white sheet of paper. When drawing, children should use simple pencils. The use of a ruler and eraser is not permitted. The sample can be arbitrarily invented by an adult.
This task will allow you to determine whether the child can cope with the work according to the model.

Sample No. 2. Playing games with rules with children. For example, this could be the folk game “Black, don’t take white, don’t say no.” In this game, you can immediately see children who do not follow the rules and therefore lose. But in a game it is easier to follow the rule than in a training task. Therefore, if a child has a problem of this kind in play, then it will manifest itself all the more in school.

Sample No. 3. A mixed up sequence of plot pictures is placed in front of the child. You can take pictures from a fairy tale known to children. There should be few pictures: from three to five. The child is asked to put together the correct sequence of pictures and compose a story based on them. To cope with this task, the child must develop the necessary level of generalization.

Sample No. 4. In a playful way, the child is offered words in which he must determine whether the desired sound is there. Each time they agree on what sound will need to be found. There are several words for each sound. Two vowels and two consonants are offered for search. An adult should pronounce the sounds sought in words very clearly, and chant the vowels. Children who find this task difficult should be shown to a speech therapist.

Dear mothers and fathers, grandparents, I hope that after reading this article, you understand what psychological readiness for school is and can help your child properly prepare for the start of school.

N.I.Gutkina, Candidate of Psychological Sciences

Nadezhda Bodrova
Psychological readiness for school.

Admission to school- a turning point in a child’s life. This is a transition to new conditions of activity and a new way of life, new relationships with adults and peers.

Educational activities schoolboy differs sharply in content and organization from the usual preschool forms activities.

For the successful learning and personal development of a child, it is important that he goes to school prepared.

Ready for school includes three component:

1. Pedagogical readiness requires reading and counting skills, writing in block letters, etc.

2. Physiological readiness, i.e. functional maturity implies maturation various systems organism necessary for assimilation of knowledge. For example, by about 7 years of age, the formation of the cerebral cortex is completed in a child, the overall endurance of the body increases, and the ossification of the cartilages of the hand, necessary for the ability to hold, continues. long time pen or pencil.

3. Psychological readiness.

Psychological readiness for school- this is a necessary and sufficient level mental child development to begin mastering school curriculum in a peer group learning environment.

Psychological readiness for school includes:

Intelligent readiness

Social and personal

Motivational

Emotionally - strong-willed

Intelligent readiness for school means

perception;

analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);

rational approach to reality (weakening the role of fantasy);

logical memorization;

interest in knowledge and the process of obtaining it through additional efforts;

listening comprehension colloquial speech and the ability to understand and use symbols;

development of fine hand movements and visual-motor skills

coordination.

Social - personal readiness

1. A sufficient set of knowledge about yourself;

3. Communication skills.

What should a child know about himself? himself:

Last name, first name, patronymic;

His date of birth, how old he is now;

Full name of mom and dad, where they work;

Country we live in, city and home address

Self-esteem is a child’s idea of ​​himself.

In self-esteem, in the way a child begins to evaluate his achievements and failures, focusing on how others evaluate his behavior, the growth of his self-awareness is manifested. Based on correct self-esteem, an adequate reaction to censure and approval is developed.

She may be:

adequate,

overpriced

uncertain.

Children with low self-esteem in behavior are most often indecisive, uncommunicative, distrustful of other people, silent, and constrained in their movements. Children with low self-esteem are anxious, unsure of themselves, and find it 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. Children with low self-esteem tend to avoid failures, so they have little initiative and choose obviously simple tasks. Failure in an activity most often leads to abandonment.

Low self-esteem in old age preschool age is much less common; it is based not on a critical attitude towards oneself, but on a lack of confidence in one’s abilities. Parents of such children, as a rule, place excessive demands on them, use only negative assessments, and do not take them into account individual characteristics and opportunities. Low self-esteem may cause academic failure school.

Children with inadequately high self-esteem are very mobile, unrestrained, quickly switch from one type of activity to another, and often do not finish the job they start. They are not inclined to analyze the results of their actions and actions. In most cases, they try to solve any, including very complex, problems quickly, without fully understanding them. Most often they are not aware of their failures. These children are prone to demonstrative behavior and dominance. They strive to always be visible, advertise their knowledge and skills, try to stand out from other guys, and attract attention.

If for some reason they cannot provide themselves with the full attention of an adult through success in activities, then they do this by violating the rules of behavior. During classes, they can shout out from their seats, comment out loud on the teacher’s actions, and play around. These are, as a rule, outwardly attractive children. They strive for leadership, but may not be accepted by their peers because they are self-centered and not inclined to cooperate. High self-esteem can cause the wrong reaction to the teacher's comments. As a result, it may turn out that " school is bad", "evil teacher", etc.

Children with adequate self-esteem in most cases tend to analyze the results of their activities and try to find out the reasons for their mistakes. They are self-confident, active, balanced, quickly switch from one type of activity to another, and persistent in achieving their goals. They strive to cooperate and help others, they are quite sociable and friendly. When faced with a situation of failure, they try to find out the reason and choose tasks of somewhat less complexity. Success in an activity stimulates their desire to attempt a more difficult task. Children with adequate self-esteem tend to strive for success.

By the age of 7, a child should be able to correctly assess himself and his behavior, that is, have adequate self-esteem.

What needs to be done to develop adequate self-esteem?

Don’t protect your child from everyday affairs, don’t try to solve all his problems for him, but don’t overload him either. Let your child help with the cleaning, water the flower himself, and enjoy what he has done and receive well-deserved praise. There is no need to set him impossible tasks that he is simply not mature enough to complete.

Don't overpraise your child, but don't forget to reward him when he deserves it. Be specific with your praise.

Encourage initiative in your child.

Don't forget that your baby is watching you closely. Show by your example the adequacy of your attitude towards successes and failures. Compare: “Mom’s pie didn’t turn out well, that’s okay, next time we’ll put more flour” / “Horror! The pie didn’t turn out! I’ll never bake again!”

Don't compare your child to other children. Compare him to yourself (the way he was yesterday or will be tomorrow).

Communicative readiness.

This component readiness includes the formation of qualities in children, thanks to which they could communicate with other children and the teacher. The child comes to school, a classroom where children are busy common cause, and he needs to have fairly flexible ways of establishing relationships with other children, he needs the ability to enter the children's society, act together with others, the ability to give in and defend himself.

So, communicative readiness includes:

1. relationship with an adult - subordination of the child’s behavior to certain norms and rules in the Teacher-Student system, feel the difference in communication with children and teachers. In relation to the teacher, a first-grader must be able to show respect and establish contacts in and outside of class. An age-related feature of first-graders is the unconditional authority of the teacher. Under no circumstances should you discuss the bad qualities of a teacher with or in front of your child.

2. relationships with peers - the ability to communicate (listen to the interlocutor, worry about him emotionally, take initiative in communication, take into account the interests of other children; resolve conflict situations peacefully, participate in collective forms of activity.

How to learn to communicate

1. Help your child learn some rules communication:

Play fair.

Don't tease others, don't pester others with your requests, don't beg for anything.

Don’t take someone else’s, but don’t give away yours without a polite request.

If they ask you for something, give it; if they try to take it away, defend yourself.

Don't fight if you don't have to. You can only hit in self-defense when someone hits you.

Do not raise your hand to someone who is obviously weaker than you.

If you are called to play, go, if they don’t call you, ask, there is nothing shameful in that.

Don’t snitch, know how to keep the secrets entrusted to you.

Talk often: let's play together, let's be friends.

Respect the wishes and feelings of those you play or communicate with. You're not better than everyone else, but you're not worse either.

2. Play a game "What happens if.".

Situations for discussion can be very different. You don’t have to invent them; life itself often suggests them. Analyze the incidents that happened to your child or one of his friends. Ask him how he behaved and how other children behaved; Discuss who did the right thing and who did the wrong thing, and what else could have been done to make things fair. When asking your child questions, try to quietly lead him to the right decision problems so that he believes that he made this decision on his own, because this is so important for the formation of a self-confident person. This will help him gain self-confidence, and over time he will be able to independently and adequately cope with difficult situations that arise in life.

3. Encourage communication with other adults when you come to the clinic (he himself tells the doctor about what hurts him, in a store with a salesperson, on the playground. Some children get lost, not having the skill of “surviving in a crowd” (go to any school at recess) . As a workout, from time to time you can take your son or daughter to a big entertainment event, visit a train station or airport with him, or take a ride on public transport. It is important for a child to be able to express his needs in words. At home, those around him understand him instantly or by his facial expression. Don't expect the same from your teacher or classmates. Ask your child to communicate his desires in words; if possible, organize situations where he needs to ask an unfamiliar adult or child for help.

Motivation is one of the most important components psychological readiness for school. Motivational readiness- this is the presence of children's desire to learn. Most parents will almost immediately answer what their children want in school and, therefore, motivational they are ready. However, this is not quite true. First of all, the desire to go to school and the desire to learn differ significantly from each other.

Motivational school readiness includes:

positive attitude towards school, teachers, educational activities,

development of cognitive criteria, curiosity,

developing a desire to go to school.

We can distinguish 6 groups of motives that determine the attitude of future first-graders to teaching:

1. Social - based on an understanding of the social significance and need for teaching and the desire for social role schoolboy("I want to school, because all children should study, it is necessary and important");

2. Educational and cognitive - interest in new knowledge, desire to learn something new;

3. Evaluative - the desire to receive a high assessment from an adult, his approval (“I want to school, because there I will only get A's");

4. Positional - related to interest in attributes school life and student positions("I want to school, because there are big ones, and in kindergarten there are small ones, they will buy me notebooks, a pencil case, a briefcase");

5. External to school and learning -("I go to school because mom said so);

6. Gaming - inadequately transferred into educational activities (“I’ll go to school, because there you can play with friends").

The presence of educational, cognitive and social motives in combination with evaluative ones has a positive impact on school performance. The predominance of the gaming motive and a negative attitude towards school negatively affect the success of knowledge acquisition.

How to help build motivation

Do not frighten your child with difficulties and failures school.

Be sure to check out school, learning conditions, teachers.

Don't treat your child's first failures as the collapse of your hopes. Remember: He really needs your faith in him, smart help and support.

Tell us about yours school years, recalling funny and instructive incidents.

Read books with your child about school, watch movies, programs about school.

Tell us about school procedures and rules.

Meeting from schools ask: “What was interesting about school» .

To change a child's attitude towards school, instill faith in own strength, will require a lot of attention, time and patience.

Remember that for the child himself his first steps in school won't be easy. It is much wiser to immediately form correct ideas about school, a positive attitude towards her, the teacher, the book, and towards himself.

Emotional-volitional sphere

The ability to do not only what I want, but also what I need, that is, arbitrariness.

Do not be afraid of difficulties, solve them yourself.

Show effort when obstacles arise.

Ability to concentrate.

The ability to manage your emotions.

The presence of strong-willed qualities in a child will help him complete tasks for a long time, without being distracted during the lesson, and bring the task to the end. One of the central issues of 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 basic components of volitional action are formed. But these elements of volitional action are not sufficiently developed. The identified goals are not always conscious and sustainable. Maintaining a goal depends on the difficulty of the task and its duration execution: Goal achievement is determined by motivation.

Based on this, an adult must:

Set a goal for the child that he not only understands, but also accepts and makes it his own. Then the child will have a desire to achieve it;

Guide, help in achieving a goal;

To teach a child not to give in to difficulties, but to overcome them;

Cultivate the desire to achieve results in one’s activities in drawing, puzzle games, etc.

What will help develop volitional efforts?

Games with rules. They teach you to wait your turn, your turn, and to lose with dignity.

Teach children to change activities and daily routine.

Introduction of some rules at home.

Constant feasible work assignments.

Control is important in the development of volitional efforts!

For training strong-willed readiness Graphic dictations are also good, in which children draw circles, squares, triangles and rectangles in a certain sequence under your dictation or according to a pattern you specify. You can also ask your child to underline or cross out a specific letter or geometric figure in the proposed text. These exercises develop children’s attention, their ability to concentrate on a task, as well as their performance. If a child gets tired quickly, forgets the sequence of figures or letters that need to be crossed out, begins to get distracted, and begins to draw something on a piece of paper with a task, you can make the task easier for him by telling him that he has one or two more lines left to draw (or underline another 5–10 letters). If your child’s activity returns to normal, we can talk about the presence of strong-willed readiness, although not very well developed. In the same case, if the child still cannot concentrate, your child has no volitional regulation of behavior, and he will not ready for school. This means that you need to continue the exercises with him, first of all, teach him to listen to your words.

To ensure the emotional well-being of your children, I recommend following:

1. use live emotional communication with the child;

2. trusts him;

3. create situations of success;

4. reward for personal achievements;

5. find out the reasons for the child’s failures, discuss them with him and provide the necessary assistance.

Each child is individual, and the task of parents is not only to see these characteristics, but also to take them into account when building a relationship with the child, delicately guiding him and carefully supporting him. How favorable will the period be? preparation for school, largely depends on the adult, on his patience, calmness, and goodwill. Show a genuine interest in everything related to learning. Let the child show initiative and creativity, try to follow the child’s desires and do not suppress him with your scholarship.

Start school life is a difficult time for any child. The thought that he would have to exist in an unfamiliar environment, to be surrounded strangers, causes anxiety in almost any first-grader. Correct preparing a child for the start of school activities can greatly ease his anxiety.

Don't forget about yours feelings: If you yourself feel anxiety and excitement, you will probably pass it on to your child. Therefore, be calm and confident in yourself and your child, and do not let fears cloud this an important event in a child's life.

Very little time left before the start school year. If you are the mother of a future first-grader, you simply need to know whether your child is ready for school. The answer to this question is complicated by a complete misunderstanding of the essence of a child’s readiness for school, which occurs all the time. To the question: “Is your child ready for school?” Many mothers answer with dignity: “Of course! He can count to 100 perfectly, knows how to write and reads large texts!” Meanwhile, a child’s psychological readiness for school is a much more multifaceted concept than just the ability to read, write and count. Today we’ll talk about what a child’s psychological readiness for school is!

What is a child’s psychological readiness for school?

A child’s psychological readiness for school is a combination of personal qualities, skills and abilities, as well as a certain level of development of mental functions. Thus, a child’s psychological readiness for school involves several components: intellectual readiness, social and personal readiness, emotional-volitional readiness, motivational readiness.

Different psychologists call these components differently and identify different amounts of them. However, without the presence of certain signs that constitute the essence of a child’s psychological readiness for school, normal education is impossible.

Child's intellectual readiness for school

Intellectual readiness is understood as a certain level of development of mental functions that facilitate the learning process. These are memory, thinking, imagination, logic, the ability to generalize, analyze and some others.

Without a sufficient understanding of the essence child's intellectual readiness for school, you might think that this is the same ability to read, count and write, as well as some ideas about the world around us. Of course, all this will be a good basis for a child’s education at school, but all these skills and knowledge are not enough. In fact, we need to take a broader view - a child’s intellectual readiness for school implies not only and not so much specific skills and abilities, but his readiness for intellectual work in general.

By the time a child enters school, he or she must have accumulated a certain amount of knowledge gained through experience. To do this, the child must not just ask endless “why?” mom and dad, but independently find answers to all your questions, comprehending cause-and-effect relationships.

The ability to establish cause-and-effect relationships is indicated by the child’s use of phrases in speech such as: “...if, then...”, “because,” “therefore,” etc.

As for analytical thinking, which is also extremely important for the formation of a child’s psychological readiness for school, it begins to develop already in infancy. When a baby rattles rattles, watches the behavior of a ball, and checks what will happen if he hits a soft carpet with a toy, he develops his analytical thinking.

To check the level of memory development of your preschooler, it is enough to find out whether he is able to remember 3-5 words out of 10, not thematically related, on the first try.

To understand how developed a child’s imagination is, give him an impromptu map with a picture of a “treasure” - for example, a map of an apartment. Let him find the treasure indicated on the map.

Logical thinking determines the child’s ability to classify objects and phenomena based on certain characteristics. The child must be able to list pets, vegetables, fruits, berries, trees, etc.

It should also be reflected in how quickly he understands the essence of the tasks assigned to him, how accurately he follows the provided algorithms, and how well he plans his activities.

The personal and social readiness of a child for school is understood as his readiness for a new role for himself - being a schoolchild - and, naturally, the responsibility that falls on him along with new role. The student must be ready to interact with peers, with adults, and also be able to control himself and set some restrictions.

Unfortunately, many children are not ready for school precisely according to this criterion. They cannot rationally build a dialogue with the teacher, with their peers, and are not able to diligently do their homework if their friends are playing outside the window at the same time.

Often the absence of this component of a child’s psychological readiness for school is expressed in his inability to do homework paired with. This is usually pronounced in children who did not go to school. kindergarten, and who do not have sufficient experience communicating with peers - including experience in handling conflict situations and making joint decisions.

For the child to feel personal and social readiness for school, parents at some stage need to “separate” from him and give him the opportunity to communicate with different people. Let the child establish contacts himself; there is no need to push him or partially take over his functions, “helping” him get acquainted.

If your home child, try to get out to crowded places more often to accustom them to the group.

Adequate self-esteem is very important for the formation of a child’s personal and social readiness for school. A child should neither underestimate his abilities nor put himself above others - both will create problems for him when studying at school.

Child's motivational readiness for school

Motivational readiness means correctly formed motivation for learning. When future first-graders are asked why they want to go to school, many give as arguments anything but the desire to study: a beautiful briefcase, a friend who will study in a parallel class, the desire to be like his older brother...

In this case, parents must explain why children go to school and create in the child a desire to learn, a responsible attitude towards learning and, naturally, positive motivation:

For school,

To the teacher

To educational activities,

To yourself.

To form the child's motivational readiness for school, give him more independence in actions. If before you praised him for every step, now you praise him only for the finished result. Without scaring the child, explain that at school he will not be praised for every little thing, he will have tasks that need to be completed. At the same time, set him up for success and let him know that you believe in him.

Emotional-volitional readiness represents a readiness for difficulties and the search for ways to resolve them. You can recognize a child’s lack of emotional-volitional readiness for school by his words: “I won’t do this because it’s not interesting,” “I don’t want to go to school because they don’t allow me to run during lessons,” etc.

It often happens that a child who successfully studied with a teacher before school preparatory classes, refuses to go to school and learn lessons too. What's the matter? It's all about different forms activities at school and at home. If preschool classes are conducted in a playful way, then the school education system may at first glance seem boring and uninteresting.

Of course, much in this case depends on the teacher, but parents should not sit idly by, expecting that emotional-volitional readiness of the child for school she will come herself. And playing by the rules can help with this - one where you have to wait for your turn, follow all the rules and solve problems that arise. These can be games with cubes and chips, dominoes, etc. Such games will not only teach the child self-control, but will also help him learn to lose with dignity.

Prepare your child in advance for a change in activity. Let him either sit at the table or play outdoor games. Even psychologically, it will be easier for a child to sit through a lesson if he knows that he can run during recess.

You need to prepare for school in advance - and it is better to do this gradually throughout the preschool period. Only then will the child’s psychological readiness for school be formed – and he will pass first grade without any problems!

Lecture outline:

9.1. The concept of psychological readiness for school learning.

9.2. Motivational readiness for learning at school.

9.3. Mental and emotional-volitional readiness.

9.4. Problems of teaching six-year-old children.

Basic concepts: neoplasms of preschool childhood; psychological readiness for schooling; readiness components; motivational readiness; mental readiness; emotional-volitional readiness; problems of six-year-old children.

The concept of psychological readiness for schooling

In the rush to prepare a child for school, they often forget about something that cannot be replaced with knowledge - psychological readiness for school. Figuratively speaking, knowledge is like shoes. Parents try to ensure that they are of high quality, made of good material. And psychological readiness in this case is the size of the foot. Even if the shoes are perfect, it is impossible to feel good in them if they are too big for you...

Psychological readiness for school is mental maturity.

The result of a child’s development in preschool childhood is the prerequisites for the child to be able to adapt to the conditions of the school and begin systematic learning.

Of course, it is important that the child goes to school physically prepared, but this is far from the only condition. One of the most necessary aspects is psychological readiness. Its content includes a certain system of requirements that will be put forward to the child during training, and it is important that she is able to cope with them.

The most important consequence of a child’s mental development preschool age is the formation of psychological readiness for schooling. In fact, its formation indicates the end of the period of preschool childhood.

Psychologists divide readiness for school into three types: personal readiness. volitional readiness and intellectual readiness.

1. Personal readiness consists of skills and the ability to get in touch with classmates and teachers. After all, children who didn’t even go to kindergarten and were left without their parents for a while find themselves at school among people they don’t know. A child’s ability to communicate with peers, act together with others, give in, obey when necessary - qualities that provide her with painless adaptation to a new social environment. This helps create favorable conditions for further learning at school. Therefore, it is necessary to develop a correct idea of ​​school, a positive attitude towards teachers and books.

2. Volitional readiness. At school, the child will face intense work. She will be required to do not only what she wants, but also what the teacher, school regime, and program require. Play can help strengthen volitional knowledge about yourself.

3. Intellectual readiness. It is important that the child is mentally developed for school. But she achieves this ability only when she works with the child.

And although in the last few decades psychologists, teachers, hygienists, pediatricians, etc. are actively engaged in this problem, there is still no clear concept of “school maturity” and the final criteria for a child’s readiness for systematic learning and acquisition of knowledge have not been determined.

Psychologists define school readiness as “the achievement of such a degree of development when the child becomes able to take part in school education” (I. Shvantsara), or “the mastery of skills, knowledge, abilities, motivation and others necessary for an optimal level of learning school curriculum behavioral characteristics" (A. Anastasi).

I. Shvantsara identifies mental, social and emotional components as components of readiness for school learning. L.I. Bozovic indicates that it consists of a certain level of development mental activity and cognitive processes, readiness for voluntary regulation of one’s activities and readiness for the social position of the student.

In any case, it is emphasized that psychological readiness does not lie in the child’s formation of “school qualities,” but in the fact that she masters the prerequisites for their further assimilation.

Psychological readiness for school has nothing to do with whether a child can read (and how quickly) or count (and how much). Although it is precisely these skills that teachers test when enrolling a future first-grader in school.

Psychological readiness for schooling is understood as the necessary and sufficient level of mental development of a child to master the school curriculum in a learning environment with peers. The necessary and sufficient level of actual development must be such that the educational program falls within the child’s “zone of proximal development.” The zone of proximal development is determined by what a child can achieve in cooperation with an adult, while she cannot yet achieve this without the help of an adult.

Psychological readiness for school is a complex indicator that allows one to predict the success or failure of a first-grader’s education. Psychological readiness for school includes the following parameters of mental development:

1) motivational readiness to study at school, or the presence of educational motivation;

2) a certain level of development of voluntary behavior, which allows the student to fulfill the teacher’s requirements;

3) a certain level of intellectual development, which presupposes the child’s mastery of simple generalization operations;

4) good development of phonemic hearing.

In the complex set of qualities that make up such readiness, one can distinguish motivational, mental and emotional-volitional components, as we said at the beginning.

Since in psychology there is not yet a common understanding of psychological readiness for learning at school, different authors: L.I. Bozhovich, I.V. Dubrovina, A.V. Zaporozhets, E.E. Kravtsova, N.G. Salmina, G. Witzlak, J .Shvantsara and others propose various structures.

School readiness includes a number of reciprocal components. Thus, the famous Czech psychologist J. Švancara identifies the mental, social and emotional components of psychological readiness.

The German psychologist G. Witzlak attributes a certain level to such components mental development, ability to concentrate, endurance, certain levels of desire for achievement, development of interests, learning abilities, as well as social behavior.

Russian psychologists, when determining the structure of psychological readiness for schooling, proceed, first of all, from the fact that it is a multicomponent education. At the origins of this approach was L.I. Bozhovich, who identified several parameters of a child’s mental development that most significantly influence the success of education at school: a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere.

She pointed out that psychological readiness consists of a certain level of development of mental activity and cognitive interests, readiness for voluntary regulation of one’s cognitive activity and to the social position of the student.

This point of view was shared by A.V. Zaporozhets, who included in the psychological readiness for school the characteristics of the motivation of the child’s personality, the level of development of cognitive and analytical-synthetic activity, the degree of formation of mechanisms volitional regulation actions.

N.G. Salmina highlights arbitrariness as one of the prerequisites for educational activity. In addition, she draws attention to the level of formation of the sign function as characteristics that include communication features, the ability to act together to solve assigned problems, and the development of the emotional sphere.

Thus, psychological readiness is a complex formation that involves quite high level development of motivational, intellectual spheres and the sphere of arbitrariness.

There are other approaches to determining the structure of children’s psychological readiness for school. For example, E.E. Kravtsova focuses on the role of communication in the development of a child and identifies 3 areas: attitude towards an adult, towards peers and towards oneself.

Psychomotor (functional);

Intellectual;

Emotionally-volitional;

Motivational;

Personal;

Social and psychological readiness.

There is no doubt that any component of the structure, as well as the entire structure as a whole, are important both for the child’s successful activity and for his speedy adaptation to new conditions, painless entry into new system relationship. Psychomotor (functional) readiness is understood as the correspondence of the degree of maturation of certain brain structures and neuropsychic functions to the conditions and tasks of school education. The child’s functional readiness indicates the level general development, his eye, spatial orientation, ability to imitate, as well as the degree of development of complexly coordinated hand movements. Psychomotor readiness should include those transformations occurring in the child’s body that contribute to increasing its performance and endurance, and greater functional maturity. Among them, first of all, it is necessary to name:

1. Age-related, throughout preschool childhood, the balance of the processes of excitation and inhibition allows the child to focus his attention on the object of his activity for a longer time, the ability to form arbitrary forms of behavior and cognitive processes;

2. Development of small hand muscles and hand-eye coordination - creates the basis for mastering the actions of writing;

3. Improving the mechanism of functional asymmetry of the brain, activates the formation of speech as a means of cognition and verbal logical thinking.

Intellectual readiness presupposes the child’s acquisition of a certain stock of specific knowledge, understanding of general connections, principles, patterns; development of visual-figurative, visual-schematic thinking, creative imagination, the presence of basic ideas about nature and social phenomena. A child entering school must be able to identify the essential in the phenomena of the surrounding reality, compare them, see similar and different, reason, find the causes of phenomena, and draw conclusions.

Intellectual readiness includes:

1. stock of knowledge about the world around us, not only its volume is important, but also its quality (correctness, clarity, generalization).

2. representations that reflect the essential patterns of phenomena related to different areas reality.

3. a sufficient level of development of cognitive interests - interest in new things, in the process of cognition itself.

4. a certain level of development of cognitive activity, mental processes.

a) the formation of sensory standards.

b) quality of perception - the ability to systematically examine objects, phenomena, and highlight their various properties.

c) quality of thinking - the ability to compare, reason, draw conclusions.

d) a certain degree of decentralization of thinking

e) a high level of development of visual-figurative and figurative-schematic thinking, which makes it possible to isolate the most essential properties and relationships between objects of reality. Serves as the basis for the formation of logical thinking and the acquisition of educational knowledge at school.

e) development of imagination.

5. the beginning of the formation of arbitrariness of mental processes.

6. speech development.

A special place is occupied by the preschooler’s mastery of certain special knowledge skills: literacy, counting, and solving arithmetic problems.

Emotional-volitional readiness. A sufficient level of development in a child of the emotional-volitional sphere is an important aspect of psychological readiness for school. This level turns out to be different for different children, but a typical feature that distinguishes older preschoolers is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately join the first grade general activities, accept the system of requirements imposed by the school and the teacher.

Emotional-volitional readiness includes:

1. arbitrariness of behavior is born in role-playing game, allows the child to rise to a higher level of development.

D.B. Elkonin identified manifestations of voluntary behavior as necessary prerequisites for educational activities, identifying the following parameters:

The ability of children to consciously subordinate their actions to a rule, a generally defined method of action.

Ability to navigate a given system of requirements.

The ability to listen carefully to the speaker and accurately complete tasks proposed orally.

The ability to independently complete the required task according to a visually perceived model.

2. formation of the basic elements of volitional action, setting a goal, making a decision, constructing an action plan, its implementation, showing a certain effort in the event of overcoming an obstacle, evaluating the results of one’s action.

3. the beginning of the development of discipline, organization, self-control and other strong-willed qualities.

3. new nature of children’s emotionality compared to more early age. Increased restraint and awareness in expressions of emotions, stability emotional states. The child learns to control his mood, and sometimes mask it, and becomes more balanced. Processes of emotional decentration are unfolding, which are realized along two lines: expanding the range of objects of empathy and sympathy, mediating identification and participation with social principles and rules.

4. positive emotional attitude, positive attitude towards school, learning, and oneself.

Personal readiness is a core-forming component. It includes:

1. The formation of readiness to accept a new social position of a schoolchild, who has a range of important responsibilities and rights, is expressed in the desire to become a schoolchild, the appearance of which is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the play of a preschooler. The attitude of other children, the very opportunity to rise to a new age level in the eyes of the younger ones and become equal in position with the older ones, also influences.

As a result, the child develops internal position schoolboy. L.I. Bozhovich notes that the child’s new position changes and becomes more meaningful over time. Initially, children are attracted by the external attributes of school life - briefcase, pencil cases, pens. There is a need for new experiences, a new environment, and a desire to make new friends. And only then does the desire to study, learn something new, and get grades for your work appear.

2. motivational readiness - subordination of motives, the presence of general and moral motives in behavior.

L.I. Bozhovich devoted a large place in the formation of motivational readiness for schooling to the development of cognitive needs. Cognitive need means the attractiveness of the very content of the knowledge acquired at school, interest in the process of cognition. An essential point of motivational readiness for schooling is the arbitrariness of behavior and activity, that is, the emergence in a child of such a sphere of needs and motives in which he becomes able to subordinate his immediate impulsive desires to consciously set goals. The most important motivational new formations of preschool age are the following: conscious subordination of motives, the emergence of their hierarchy, as well as the emergence of new indirect motives in their structure. These new formations are the most important prerequisite for schooling. As an important new development of preschool age, D.B. Elkonin and L.I. Bozhovich point to the emergence of moral qualities and a sense of duty.

3. the beginning of the formation of self-awareness and self-esteem. The child is distinguished by a global experience of his own value, faith in the possibility of an even better life, that is, the opportunity to improve himself.

Productive educational activity presupposes an adequate attitude towards one’s abilities, work results, and behavior. If a student’s self-esteem is inflated and undifferentiated, one cannot talk about personal readiness for learning.

Social-psychological (communicative readiness) for school means the presence of qualities that help a first-grader build relationships with classmates and learn to work collectively. The ability to communicate with peers will help him get involved in joint work in class. As the older preschooler grows up, he begins to be more and more attracted to the world of people, rather than the world of things. He tries to penetrate the meaning of human relations, the norms that regulate them. Following socially acceptable norms of behavior becomes significant for the child, especially if it is reinforced by positive encouragement from adults. This becomes the content of the child’s communication with them.

Therefore, communicative readiness is very important with adults during school. This component of psychological readiness presupposes the formation of two forms of communication characteristic of the age in question:

1. non-situational and personal communication with an adult, which forms in the child the ability to listen carefully and understand him, perceive him in the role of a teacher and take the position of a student in relation to him. An adult becomes an indisputable authority, a role model. His demands are met, they are not offended by his comments, on the contrary, they try to correct the mistake.

2. communication with children, specific relationships with them. Educational activity is essentially collective. Students must study business communication with each other, the ability to successfully interact, performing joint educational activities is necessary for communicating with classmates, helping to enter the class team, find one’s place in it, join in common activities - common motives of behavior, the rules of behavior learned by the child in relation to other people, the ability establish and maintain relationships with peers - is formed in the joint activities of preschoolers.

All the considered components of psychological readiness for learning reach a certain level of formation in the older preschooler and continue to develop when the child begins systematic educational activities at school.