What is “child readiness for school”? Socio-psychological readiness of the child. Smart kid: "sit out" in kindergarten or go to school

The degree of readiness of the child to go to the first grade can be considered from several sides at once. For an objective assessment, it is necessary to take into account different areas of activity: physical, social and psychological. For evaluating people, among whom, in addition to parents, there are also psychologists and teachers, the most important different possibilities and abilities of the child, as well as his well-being. So, adults pay attention to working capacity, the ability to interact with people around them, the ability to adhere to established rules, thorough training in terms of knowledge, as well as the state of the mental system.

Psychological readiness for school

What is psychological readiness for school? How to understand that a preschooler has reached it? The psychological readiness of a child to study at school is determined by the following parameters:

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

social readiness

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

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

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

You can make a psychological and pedagogical determination of whether an older preschooler is socially ready by checking:

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

Motivational readiness

Studying within the walls of the school will be successful if adults take care of shaping the future student's motivation for cognitive activity. Motivational readiness for school is present if the child:

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

The presence of corresponding desires and aspirations provides information about whether there is a motivational readiness of children for school or not.

A positive response to all evaluation parameters allows us to conclude that the child is ready to start schooling. The volitional and motivational components of preparation for the educational process play a very important role. great importance when deciding on the appropriateness of the start learning activities.

Emotional-volitional readiness

This type of preparedness is considered achieved when a grown up preschooler is able to set goals, adhering to the plan, to look for solutions to eliminate obstacles in their achievement. Psychological processes pass into the stage of arbitrariness.

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

Intellectual readiness

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

It is possible to understand whether a child has it according to several criteria: thinking, attention and memory:

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

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

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

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

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

Speech readiness

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

Speech readiness for school includes a number of points:

• ability to apply various ways word formation (use of diminutive forms, restructuring the word into the desired form, understanding the difference between words in sound and meaning, the ability to convert adjectives into nouns);
• knowledge of the grammatical basics of the language (the ability to build detailed phrases, the ability to rebuild and correct an erroneous sentence, the ability to compose a story from pictures and key words, the ability to retell while maintaining content and meaning, the ability to compose descriptive story);

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

Physical readiness for school

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

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

Experts conduct such a survey, based on the existing regulatory indicators. Such an assessment is necessary to make a conclusion about whether the child is able to endure increased stress, including intellectual work and physical activity.

Functional readiness

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

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

The readiness of the baby for a new stage in his life can be determined by the following indicators:

• good hearing;
• excellent vision;
• the ability to sit quietly for a short period of time;
• development of motor skills related to coordination of movements (playing with the ball, jumping, descending and climbing stairs);
• appearance (healthy, cheerful, rested).

Testing a preschooler

The readiness of the child for schooling must be checked. All future first graders undergo special testing, which is not intended to divide students into strong and weak. Parents will not be denied admission to a child if the child does not pass the interview. Such pedagogical principles are specified in the legislation of the Russian Federation.

Such tests are needed for pedagogical purposes, in order to have an idea of ​​​​what are the strengths and weak sides student, the level of his development in intellectual, psychological, personal and social terms. You can check the intellectual readiness for high school by the following tasks:

• count from 1 to 10;
• solve the simplest problem in arithmetic;

• decline nouns;
• compose short story by picture;
• using matches, lay out some figures (see also:);
• arrange the pictures in order;
• read the text;
• make a classification of geometric shapes;
• draw something.

Psychological aspects

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

• draw a person
• reproduce letters or a group of dots according to a pattern.

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

The level of personal preparedness is revealed through dialogue. Questions may relate to life at school, possible situations and problems, as well as ways to solve them, desired roommates, future friends. Also, the teacher can ask the kid to tell a little about himself, listing the qualities inherent in him, or give the kid a list to choose from.

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

What if the child is not ready?

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

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

Preparing a child for school begins long before going to the market for a school suit, satchel and stationery. At least one year before the first grade, and maybe much earlier, it is necessary step by step to master with the baby the skills that will be useful during training.

Ideal Age for First Grade:

According to the law, the baby enters the first grade after he reaches 6.5 years. During this period, every month is of great importance and influence on the psychophysical development of the child. Today's 3-year primary education programs are causing toddlers to be overwhelmed. Therefore, it became necessary to extend initial education children under four years of age. And here they came to the most compromise solution: to set the age of admission to the first class to exactly six and a half years. The right to education is the right of all children in our country, provided by the Constitution. The state is obliged to organize their education, regardless of the state of health, level mental development and degree of readiness.  

Non-traditional situations:

There are kids who, in terms of development, are significantly ahead of their passport age. A psychologist will help to establish this fact. In this case, your baby will be able to enter the first grade a little earlier than the prescribed age.
But this does not mean at all that the baby will not face difficulties. Parents should also be as prepared as possible for difficulties.
There are situations when parents purposefully have a desire to give their crumbs to study with a particular teacher. In this situation, the baby goes to school before the age of six. But this requires the approval and consent of the teacher.
Sometimes it happens that the child is sociable, independent, but the level of his health is very low, and there are also chronic pathologies that significantly limit the ability to attend school. Then homeschooling is possible for your child. In addition, parents have the opportunity to teach the baby at home on their own with the help of an external student.
When your baby has problems associated with poor vision, hearing, speech, if he has impaired motor skills, then you need to seek the advice of specialists. They will help you choose the right time for entering the school and choose a special educational institution.

Smart kid: "sit out" in kindergarten or go to school?:

Parents should clearly understand that the timing of admission to school is associated not only with the mental development of the baby. It very often happens that a child developed beyond his age, who painted superbly and enthusiastically, taught poetry, read, composed something, studied mathematics in kindergarten, suddenly becomes very lethargic, apathetic, capricious. Remember: this is due to increased study loads on the still physically and emotionally not strengthened children's body!
First-graders experience especially strong stress while learning to write. To the greatest extent, this affects left-handers, as well as babies with underdeveloped fine motor skills of the hands and muscle hypertonicity. Writing is a very hard work for a small student, which takes a huge amount of strength. Children often experience regression in creativity and drawing abilities.
Toddlers who entered school earlier than the deadline, including due to a high level of mental development, expect quite serious difficulties in mathematics. But these difficulties do not appear immediately, but starting from the second year of study. There, tasks await him, which the baby is not yet ready to solve due to age features, they will simply be very difficult for him.

As a rule, the difference in ages between first-graders is eliminated only by the end of the first year of study. But won't the child pay too high a price?

The opinion of experts is unequivocal: if the baby is comfortable in a preschool institution, and there is only the problem of underload, Do not rush to send your child to school!

Competent parents can easily choose what to do with the baby after kindergarten: take a walk, visit a variety of circles and sections. Nowadays, the choice is so great that there is always an opportunity to choose. Understand that sending your child to school earlier than the due date is the wrong decision!
Parents quite often confuse the main concepts: a developed kid and one that is ready for school.

Listen to the opinion of psychologists:

A DEVELOPED BABY AND THE ONE THAT IS READY FOR SCHOOL - THESE ARE ABSOLUTELY DIFFERENT CONCEPTS!

What is school readiness?

Readiness for school is not only a body of knowledge. There are a number of features of the baby that can easily predict the success of his education. These are such important personality traits as the ability to communicate, follow instructions from adults, self-organization, and the ability to concentrate.
Readiness for school is a very broad concept that includes certain psychophysiological states, skills, abilities, as well as indicators of the health of the baby. It is impossible to accelerate the process of readiness for school, just as it is impossible to accelerate the growth of teeth or any organs. But it is always possible and necessary to help the baby "ripen" to readiness for school.

Readiness for school and the intelligence of the baby:

Many people confuse two such concepts as intellectual (mental) development and learning. In fact, they have significant differences.
Learning is a child's skills and abilities, such as the ability to read, count and write.
The broader concept of intellectual (mental) development includes the entire mental potential of the future first-grader, as well as his abilities.
What is the essence of the differences in concepts? The thing is that a good education of the baby creates a fairly temporary visible success while studying at school. If you have made a highly trained first grader out of your child to the maximum (and even more), then he will become bored at school very quickly. His reserve will quickly deplete.

Here is an important piece of advice from psychologists: Parents in the process of preparing a child for school should pay maximum attention not to teaching the so-called "learning" skills (reading, writing, counting), but to the development of mental processes that will ensure further successful and fast learning!

These major mental processes include:
Attention;
Memory;
Thinking;
Speech;
Fine motor skills of hands;
social skills.

The school, in its essence, is not just a place where they teach, but it is a whole huge system of discipline and socialization that a child must go through for normal development, first of all, of a personality. The entire school system is built on coercion. All lessons are held under the slogan: "You must!". Therefore, going to school, the child must already accept and understand certain restrictions both on the part of the teacher, and be able to limit his desires on his own.

At the time the baby enters the first grade, it is very important that he has developed all the skills of independence. Even if your child can read, but is not able to properly dress himself, then schooling is bound to be accompanied by a lot of difficulties.
Teach your child to use a public toilet. This is a very common problem for first graders. By the way, such skills are an integral part of the concept of a child's readiness for school!

School maturity is a very important concept:

This is a concept that many parents are unaware of. But understanding its essence will allow you to better understand the meaning of the correct preparation of the baby for schooling and competently approach the solution of this issue.

There are three areas of school maturity:

intellectual maturity. It includes the ability of the baby to analyze, remember and reproduce a certain pattern, as well as the important ability to be extremely attentive;
- Emotional maturity. This is the ability of the future student to self-regulation and the ability to bring the work started to the end;
- Social maturity. These are the most important communication skills, the ability and desire to communicate with both peers and adults. This also includes the ability to fulfill the requirements and rules established for schoolchildren (the inability to fulfill these installations is a very common problem among first graders!).

To school age the child must have a certain amount of knowledge and skills, as well as be ready to learn a new and rather complex educational material.                 

Signs of school readiness:

In fact, any kid is ready for learning, but the fact is that a modern school has a number of special requirements. Therefore, it is necessary to know and talk about the fact that there are certain signs by which you can determine whether the baby is ready for school. These include the following:

1. Physical preparation for schooling. This is a complex of certain physical skills, endurance. To determine the level of your baby according to this criterion, be sure to consult with a pediatrician and, if necessary, with narrow specialists;

2. Social readiness. This factor is supported by the fact that your child actively spends time with peers, asks a lot of questions, is interested in the world around him and everything that happens around him. If the baby is liberated, not closed, cheerful - you don’t have to worry! But secrecy, timidity, isolation, passivity and an indifferent attitude to the outside world will greatly complicate schooling. This can be eliminated by the efforts of parents and psychologists. But you should start as early as possible;

3. Intellectual readiness. This is a sufficient level of development of thinking, attention, speech, memory, abstract thinking and fantasies of the child;

4. Motivational readiness. This is the very desire to learn! Nothing without him! it driving force, which allows the child to quickly get used to school and begin to actively absorb a lot of new information. Very often here adults make a gross mistake, throwing rude and skeptical remarks at the school, teacher or children's team. Also, never scare your baby with school! The mood is only positive. Your child will have only the best school. A teacher is a person from God himself. And nothing else.

If your baby has normal physical development, then he has no contraindications for studying in a regular comprehensive school. Only special recommendations from a psychologist or a future teacher are allowed here.
The situation is slightly different when a child enters a specialized school, lyceum, gymnasium or specialized institution. To be able to study there, the baby must have certain abilities. For this reason, selection takes place in such educational institutions. And the desire of the parents or the child alone will not be enough.

Let the process of entering the school be balanced and competent!

Whether a child is ready for a new school life or not is determined by the combination of such features:

• morphological;
• psychological;
• personal.

The degree of their formation depends on:

• proper maturation of the body of a preschooler (especially the central nervous system);
• the level of development of his mental processes;
• the social environment in which the baby was brought up;
• personal qualities, which he developed;
• availability of basic universal learning skills.

Let's present the main types of school readiness and their characteristics in the table.

According to experts, school readiness is formed in children between the ages of six and seven. However, each child has an individual pace of development. The decision on whether to send him to school should be made on the basis of an assessment of the entire list of necessary qualities.

Physical readiness

This type of readiness to study at school, as physical readiness, is determined on the basis of the correspondence of the level of development of the child's body to the basic age norms. A number of criteria must be taken into account.

1. Level of biological development:

• growth;
• weight;
• performance;
• a system of conditional verbal reactions;
• maturity of the digestive and urinary systems.

1. The state of health and analyzer systems. To determine the state of health before entering school, the child must pass medical checkup and get a conclusion that he is healthy and can study in a general education institution. Particular attention is paid to checking vision and hearing, which are of paramount importance for the perception of information.

If there are any medical deviations or contraindications, it is necessary to postpone enrollment in the first class, undergo a course of treatment or take care of creating special educational conditions for the child.

General physical development. It is determined by the presence of basic physical qualities:

• dexterity;
• speed;
• strength;
• movement coordination.

The level of development of the main types of movements:

• jumping;
• slopes;
• squats;
• crawl.

Development of fine motor skills of hands:

• hold a pen or pencil;
• draw clear lines;
• move small items
• fold a piece of paper.

Hygiene skills, self-care skills. The child must:

• wash;
• brush your teeth;
• to wash hands;
• use the toilet;
• dress;
• fasten and tie shoelaces;
• take care of your appearance;
• use cutlery;
• clean up the dishes;
• organize the workplace;
• collect, fold and put away your belongings.

Knowledge of the basics of health. The child has knowledge of:

• the importance of being healthy;
• the need to protect health;
• daily routine;
• the importance of sports.

A physically healthy and prepared child, a changed daily routine and level of stress.

Psychological readiness

Consider the types of psychological readiness for school, which covers several aspects.

Mental readiness includes:

• sufficient knowledge of the world around;
• ability to use existing knowledge to solve various tasks;
• curiosity, the need for new knowledge;
• the level of mental activity that will ensure the assimilation of new knowledge;
• the presence of verbal-logical and figurative thinking;
• well-developed speech, sufficient vocabulary;
• developed sensory skills;
• sustained attention;
• strong memory.

Intellectual preparation for school entry is necessary condition for successful completion of the curriculum.

Social readiness is based on the following components:

• communication;
• the desire to communicate with peers, to establish friendly relations with them;
• the ability to listen to the interlocutor;
• willingness to follow the line;
• willingness to follow the leader or to show leadership qualities yourself;
• understanding of the social hierarchy, willingness to obey the requirements of elders.

The foundations of the relationship of the child with the outside world are laid in the family and develop in the process of attending a preschool institution. "Home" children are more difficult to adapt to the conditions of the school team.

Personal readiness to enter school is associated with the degree of formation inner mood child to the fact that his role in society is changing, the attitude of adults and their system of requests to him is changing. A first-grader must consciously take the position of a student and have. It is important that his positive motivation is not based on external aspects (acquisition of new clothes, possession of office supplies, etc.), but on the fact that by attending school he will become smarter, will be able to develop his abilities and skills.

In addition, the child must be prepared that in the family he will be considered more mature and independent. Therefore, the number of demands and family responsibilities will increase. In this regard, the situation is especially difficult in families where there are still children of preschool age.

Emotional-volitional readiness implies the presence of such aspects:

• the joyful expectation of going to school;
• acceptance of goals educational activities and positive attitude towards them;
• the ability to subordinate their motives to the collective;
• the ability to consciously manage one's behavior in accordance with moral principles;
• desire to overcome difficulties;
• the desire to achieve high results in their activities;
• conscious determination of some positive and negative qualities of one's character and willingness to change;
• the presence of restraint, perseverance, independence, perseverance, discipline and organization.

A high level of emotional and volitional readiness for school is the key to successful learning. Indeed, in this case, even having problems at the initial stage of school adaptation, the child will be able to overcome them and will not experience difficulties in the future.

special readiness

Special readiness for schooling is that the child has some universal learning skills:

• name letters;
• read syllables or words;
• count, add and subtract within 10;
• write individual elements;
• draw simple objects;
• do light exercise.

This is just an indicative list. Usually such skills are formed during special classes that are held in kindergarten. Their presence is necessary for the study of school subjects provided for by the curriculum.

It is important that all the basic types of a child's readiness for school are formed at a sufficient level. Only in this case, under conditions of systematic education, the child will not experience a deterioration in health, he will cope with the requirements, successfully master the school curriculum and socially and psychologically adapt to school life.

Federal Agency for Education of the Russian Federation

Stavropol State University

Psychology faculty

Department of Clinical Psychology

Course work

on the course "Psychodiagnostics"

Topic: "Comparative analysis of the level of readiness for schooling of children aged 6 and 7".

Completed by a student

Faculty of Psychology

3 courses group "A"

speciality

"Clinical psychology"

Zhebrikova Anna Andreevna

scientific adviser

Candidate of Psychological Sciences, Associate Professor

Suvorov

Alla Valentinovna

Stavropol, 2009

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

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

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

II The composition of the subjects and research methods.

2.1 The composition of the subjects…………………………………………………………31

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

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

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

Conclusion……………………………………………………………….53

References ………………………………………………………..55

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

Introduction

The problem of a child's readiness for school has always been relevant. Currently, the relevance of the problem is determined by many factors. Modern studies show that 30-40% of children come to the first grade of a mass school unprepared for learning, that is, they do not have the following components of readiness sufficiently formed:

Social,

Psychological,

Emotionally - volitional.

The successful solution of the problems of developing the child's personality, increasing the effectiveness of training, and favorable professional development are largely determined by how correctly the level of readiness of children for schooling is taken into account. AT modern psychology until there is a single and clear definition of the concept of "readiness", or "school maturity".

A. Anastasi interprets the concept of school maturity as mastering the skills, knowledge, abilities, motivation and others necessary for the optimal level of assimilation school curriculum behavioral characteristics.

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

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

To date, it is generally recognized that school readiness is a multicomponent education that requires complex psychological research.

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

When and under what condition of the child this process will not lead to disturbances in his development, adversely affect his health.

Scientists believe that a differentiated approach as a social and educational environment is based on the level of speech readiness junior schoolchildren. A differentiated approach will be carried out more effectively if the speech development of first grade students is identified.

Thus, the main goal our work is to identify the level of readiness of a preschooler to study at school and conduct corrective and developmental activities to develop the child's necessary skills and abilities for the successful assimilation of educational material.

In connection with the goal, we have put forward hypothesis : the level of readiness of children for schooling of 6 and 7 years is different.

In our work, we put the following tasks :

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

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

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

4. Processing and interpretation of the obtained results.

5. Formulation of conclusions and conclusions.

6. Registration of work.

object studies were made by children preparatory group preschool educational institution "Romashka" kindergarten in the village of Staromaryevka.

Subject research - the level of psychological readiness of preschoolers 6 and 7 for schooling.

Research methods:

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

Quantitative: tabulation, charting, histograms, fashion.

Qualitative: analysis, synthesis and generalization, classification.

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

I Psychological readiness for schooling

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

Psychological readiness to study at school is considered on

at the present stage of development of psychology as a complex characteristic of the child, which reveals the levels of development of psychological qualities, which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.

In the psychological dictionary, the concept of "readiness for schooling" is considered as a set of morpho - physiological characteristics a child of senior preschool age, ensuring a successful transition to a systematic, organized school education.

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

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

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

The child's new attitude towards environment, which arises when entering school, L.I. Bozhovich called the "internal position of the student", considering this neoplasm a criterion of readiness for schooling.

In her studies, T.A. Nezhnova points out that a new social position and the activities corresponding to it develop insofar as they are accepted by the subject, that is, they become the subject of his own needs and aspirations, the content of his “internal position”.

A.N. Leontiev considers the real activity with changes in the “internal position” to be the direct driving force behind the development of the child.

In recent years, more and more attention has been paid to the problem of readiness for schooling abroad. When solving this issue, as J. Jirasek notes, theoretical constructions, on the one hand, and practical experience, on the other, are combined. The peculiarity of the research is that the intellectual abilities of children are at the center of this problem. This is reflected in tests that show the development of the child in the field of thinking, memory, perception and other mental processes.

According to S.Strebel, A.Kern, J.Jirasek, a child entering school must have certain characteristics of a schoolboy: be mature in mental, emotional and social terms.

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

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

F. L. Ilg, L. B. Ames conducted a study to identify the parameters of readiness for schooling. As a result, a special system of tasks arose, which made it possible to examine children from 5 to 10 years old. The tests developed in the study have practical value and have predictive ability. In addition to test tasks, the authors suggest that if the child is not ready for school, take him out of there and, through numerous trainings, bring him to the desired level of readiness. However, this point of view is not the only one. So, D.P. Ozubel proposes, in case of unpreparedness of the child, to change the curriculum at school and thereby gradually align the development of all children.

It should be noted that, despite the diversity of positions, all these authors have a lot in common. Many of them, when studying readiness for schooling, use the concept of "school maturity", based on a false concept, according to which the emergence of this maturity is mainly due to the individual characteristics of the process of spontaneous maturation of the child's innate inclinations and is not significantly dependent on the social conditions of life and upbringing. In the spirit of this concept, the main attention is paid to the development of tests that serve to diagnose the level of school maturity of children. Only a small number of foreign authors - Vronfenvrenner, Vruner - criticize the provisions of the concept of "school maturity" and emphasize the role of social factors, as well as the features of social and family education in its emergence.

Making a comparative analysis of foreign and domestic research, we can conclude that the main attention of foreign psychologists is directed to the creation of tests and is much less focused on the theory of the question.

The works of domestic psychologists contain a deep theoretical study of the problem of readiness for school.

An important aspect in the study of school maturity is the study of the problem of psychological readiness for learning at school. (L.A. Wenger, S.D. Zuckerman, R.I. Aizman, G.N. Zharova, L.K. Aizman, A.I. Savinkov, S.D. Zabramnaya).

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

Motivational (personal),

intellectual,

Emotionally - volitional.

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

In terms of motivation, two groups of learning motives were distinguished:

1. Broad social motives for learning or motives associated with the child's needs for communication with other people, for their assessment and approval, with the student's desire to take a certain place in the system of social relations available to him.

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

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

Personal readiness also implies a certain level of development of the emotional sphere of the child. The child masters social norms expression of feelings, the role of emotions in the child's activity changes, emotional anticipation is formed, feelings become more conscious, generalized, reasonable, arbitrary, extra-situational, higher feelings are formed - moral, intellectual, aesthetic. Thus, by the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and course of educational activities are possible.

Many authors who consider the personal component of psychological readiness for school pay special attention to the problem of the development of volitionality in a child. There is a point of view that the weak development of arbitrariness is the main reason for poor progress in the first grade. But to what extent should arbitrariness be developed by the beginning of training in
school - a question that is very poorly worked out in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a neoplasm of primary school age, developing within the educational (leading) activity of this age, and on the other hand, weak
arbitrariness interferes with the beginning of schooling.

ON THE. Semago gives age development standards for the first two levels of development of arbitrariness. So, when diagnosing the arbitrariness of motor activity, one should be guided by the following standards:

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

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

By the age of 7-7.5 years, the child can perform various motor programs such as different hands(legs), and mimic muscles.

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

By the age of 5.5-6 years, the child keeps the instructions, sometimes helping himself with sentences, independently detects mistakes, can correct them, basically keeps the program of activities, but at the same time he may need the organizing help of an adult. The distribution of attention is available on no more than two signs at the same time:

By the age of 6.5 - 7 years, the child can keep the instruction, but when performing complex tasks, sometimes it needs to be repeated. By this age, the child is able to keep the program of performing tasks of a verbal and non-verbal nature. Against the background of fatigue, a little organizing help from an adult may be required. Freely copes with tasks that require the distribution of attention according to two criteria;

By the age of 7-7.5 years, the child fully retains instructions and tasks, is able to independently build an execution program, independently corrects obvious mistakes. Distribution of attention on three signs at the same time is available.

Intellectual readiness presupposes that the child has an outlook, a stock of specific knowledge. The child must possess a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. Intellectual readiness also involves the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity.

VV Davydov believes that a child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan their activities and exercise self-control. At the same time, a positive attitude to learning, the ability to self-regulate behavior and the manifestation of strong-willed efforts to complete the tasks are important.

In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes. That is, the child must be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions.

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

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

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

Ability to focus on a given system of requirements,

The ability to listen carefully to the speaker and accurately perform the tasks offered orally,

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

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

D. B. Elkonin believed that voluntary behavior is born in the game in a team of children, allowing the child to rise to a higher level.

The studies of E.E. Kravtsova showed that for the development of arbitrariness in a child during work, a number of conditions should be met:

It is necessary to combine individual and collective forms of activity,

Consider the age of the child

Use games with rules.

Research by N.G. Salmina showed that first grade schoolchildren with a low level of arbitrariness are characterized by a low level of play activity, and, consequently, learning difficulties are characteristic.

In addition to these components of psychological readiness for school, researchers distinguish the level of speech development.

R.S. Nemov argues that the speech readiness of children for learning and learning is primarily manifested in their ability to use behavior and cognitive processes for arbitrary control. No less important is the development of speech as a means of communication and a prerequisite for the assimilation of writing.

This function of speech should be given special care during middle and senior preschool childhood, since the development of written speech significantly determines the progress of the child's intellectual development.

By the age of 6-7, a more complex independent form of speech appears and develops - a detailed monologue statement. By this time, the child's vocabulary consists of approximately 14,000 words. He already owns word measurement, the formation of tenses, the rules for composing a sentence.

Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal and logical, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the level of development cannot but be reflected in the indicators obtained thinking.

It is not possible to completely separate the linguistic and psychological types of speech analysis, as well as to conduct a separate psychodiagnostics of thinking and speech. The fact is that human speech in its practical form contains both linguistic (linguistic) and human (personal psychological) principles.

In addition to the development of cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes formed personality traits. By entering school, the child must have developed self-control, labor skills, the ability to communicate with people, role behavior. In order for a child to be ready for learning and acquiring knowledge, it is necessary that each of these characteristics be sufficiently developed for him, including the level of speech development.

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

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

Thus, the high demands of life on the organization of upbringing and education intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the psychological characteristics of the child. Therefore, the problem of the psychological readiness of children to study at school is of particular importance, since the success of the subsequent education of children at school depends on its solution.

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

The admission of a child to school poses a number of tasks for psychologists and teachers during the period of work with a future first grader:

To identify the level of his readiness for schooling and the individual characteristics of his activities, communication, behavior, mental processes, which will need to be taken into account in the course of training;

Where possible, fill gaps and improve school readiness, thereby to carry out the prevention of school maladaptation;

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

The solution of these problems requires a deep study of the psychological characteristics of modern first-graders who come to school at 6 and 7 years old with different "baggage" representing the totality of psychological neoplasms of the previous age stage - preschool childhood.

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

The sensory development of the older preschooler is characterized by the improvement of his orientation in external properties ah and relations of objects and phenomena, in space and time. Thresholds of all types of sensitivity are significantly reduced. Visual perception becomes the leading one when getting acquainted with the environment, purposefulness, planning, controllability, awareness of perception increase, the relationship of perception with speech and thinking is established, and, as a result, perception is intellectualized. A special role in the development of perception in senior preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main varieties of properties and relationships. By the age of six, a normally developed child can already correctly examine objects, correlate their qualities with standard shapes, colors, sizes, etc. Assimilation of a system of socially developed sensory standards, mastery of some rational methods of examining the external properties of objects, and the possibility of a differentiated perception of the surrounding world based on this indicate that the child has reached the necessary level of sensory development for entering school.

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

The thinking of children aged 6, 7 is characterized by the following features that can be used as diagnostic signs of a child's achievement of readiness for schooling, from the point of view of his intellectual development:

• the child solves mental problems, imagining their conditions, thinking becomes out of situation;
• the development of speech leads to the development of reasoning as a way of solving mental problems, an understanding of the causality of phenomena arises;
• children's questions are an indicator of the development of curiosity and speak of the problematic thinking of the child;
• there is a new ratio of mental and practical activities when practical actions arise on the basis of preliminary reasoning; the planned thinking increases;
• experimentation arises as a way to help understand hidden connections and relationships, apply existing knowledge, try your hand;
• the prerequisites for such qualities of the mind as independence, flexibility, inquisitiveness.

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

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

The attention of a preschooler at the age of 6 is still involuntary. The state of increased attention is associated with orientation in the external environment, emotional attitude towards it. With age (up to 7 years), concentration, volume and stability of attention increase significantly, elements of arbitrariness in the management of attention are formed based on the development of the planning function of speech and cognitive processes; attention becomes mediated; there are elements of post-voluntary attention.

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

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

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

For a seven-year-old child experiencing a crisis of seven years, but according to L.S. Vygotsky, are more characterized by mannerism, fidgeting, some stiffness, unmotivated clowning, which is associated with the loss of childish spontaneity, naivety and an increase in arbitrariness, complication of emotions, generalization of experience (“intellectualization of affect”).

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

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

2. Changing the place of emotions in the temporal structure of the activity as the complexity and distance of its initial components from the final results (emotions begin to anticipate the progress of the task being solved). Such an “emotional anticipation” by A.V. Zaporozhets and Ya.Z. Neverovich is also associated with the emerging activity of emotional imagination.

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

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

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

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

• formation of motor arbitrariness;
• the level of voluntary regulation of higher mental functions proper;
• voluntary regulation of one's own emotions. It should be noted that, but according to N.I. Gutkina, seven-year-old children have more high level development of volitionality (work according to the model, sensorimotor coordination) compared with six-year-olds, respectively, seven-year-old children are better prepared for school but this indicator of readiness for school.

The development of the child's will is closely connected with the change in the motives of behavior occurring at preschool age, the formation of subordination of motives, which gives a general direction to the child's behavior, which, in turn, is one of the main psychological neoplasms of preschool age. Acceptance of the most significant this moment motive is the basis that allows the child to go to the intended goal, ignoring situationally arising desires. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of actions by a significant adult.

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

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

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

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

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

Considering the emergence of personal consciousness, it is impossible not to mention the development of self-esteem of a child of senior preschool age.

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

Entering school marks a turning point in the social situation of a child's development. Becoming a schoolchild, the child receives new rights and obligations and for the first time begins to engage in socially significant activities, the level of performance of which determines his place among others and his relationship with them.

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

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

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

Adaptation to school - the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. "A favorable combination of social external conditions leads to adaptability, an unfavorable combination leads to maladaptation".

The main features of systematic schooling are as follows. First, with admission to school, the child begins to carry out socially significant and socially valued activities - educational activities. Secondly, a feature of systematic schooling is that it requires the obligatory implementation of a number of identical rules for all the behavior of the student during his stay at school.

Admission to school requires a certain level of development of thinking, arbitrary regulation of behavior, communication skills. Assessment of the level of school adaptation consists of the following blocks:

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

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

3. The indicator of the formation of communication skills (taking into account the psychological neoplasms of the crisis of 7 years: self-assessment and the level of claims).

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

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

1. High level of adaptation.

The first-grader has a positive attitude towards the school, he perceives the requirements adequately; learning material is easy to digest; deeply and completely master program material; solves complex problems, is diligent, carefully listens to instructions, explanations of the teacher, performs assignments without external control; shows great interest in independent study work (always prepares for all lessons), performs public assignments willingly and conscientiously; occupies a favorable status position in the class.

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

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

3. Low level of adaptation.

A first grader has a negative or indifferent attitude towards school; frequent complaints of ill health; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily; independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, requires constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention during extended pauses for rest; to understand the new and solve problems according to the model, significant educational assistance from the teacher and parents is required; performs public assignments under control, without much desire, passive; He has no close friends, knows only a part of his classmates by their first and last names.

In fact, this is already an indicator of "school maladjustment" [ 13].

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

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

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

Disadaptation and maladjustment styles

According to the definition formulated by V.V. Kogan, "school maladjustment is a psychogenic disease or psychogenic formation of a child's personality, which violates his objective and subjective status in school and family and affects the student's educational and extracurricular activity".

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

School maladaptation is the formation of inadequate mechanisms for a child to adapt to school in the form of learning disorders, behavior, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

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

The accommodation style reflects the child's desire for complete subordination of his behavior to the requirements of the environment.

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

An increased degree of expression of each of these styles of adaptation leads to school maladaptation.

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

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

Children with an assimilation type of adaptation who ignore new school rules or they perform them only in the presence of a teacher, they are, as a rule, maladapted in relation to the acceptance of educational activities, the requirements of the school. Typical in such cases, negative assessments of the teacher in the presence of classmates lead, as a rule, to an even greater decrease in their authority, status in the class, thereby hindering their social adaptation. However, it was noted that the relatively weak orientation of children to the authority of the teacher protects them from a strong underestimation of self-esteem.

The most difficult to adapt children with immature style, when it is due to insufficient development of the will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life. The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, is connected with the nature of family education. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty.

In addition to the concept of "school maladjustment" in the literature, there are the terms "school phobia", "school neurosis", "didactic neurosis". As a rule, school neurosis manifests itself in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, the expectation of a bad attitude towards oneself, a negative assessment from the outside teachers, peers.

In cases of didactogenic neuroses, the system of education itself is traumatic in the first place. In a modern school, as a rule, the activity of the teacher has very little contact with the activity of the student, while the joint activity of the teacher and the student is the most effective way transfer of experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, memorize, etc. The teacher remains in a position "above" the student, and, sometimes, without realizing it, suppresses the student's initiative, his cognitive activity, much-needed educational activity.

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

Another cause of maladaptive behavior may be excessive fatigue and overload. Going to school is a turning point in a child's life. The success of his education at school depends on the characteristics of education in the family, his level of readiness for school.

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

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

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

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

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

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

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

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

II. Composition of the subjects and research methods

2.1. The composition of the subjects.

The study involved children of the preparatory group of the MOU secondary school No. 7s. Staromarevka, Grachevsky district, Stavropol Territory.

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

Some children willingly participated in the experiment, were concentrated, attentive, and for some, the implementation caused difficulties.

2.2. Research methods

2.2.1. Empirical psychodiagnostic methods.

To study the level of readiness of children for schooling, we used the Kern-Jirasek school maturity test.

Orientational Kern-Jirasek school maturity test (Istratova O.N. reference book of the psychologist of elementary school. - Rostov n / D: Phoenix, 2008. -442 p.: ill.)

J. Jirasek's orientation test of school maturity, which is a modification of A. Kern's test, consists of five tasks.

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

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

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

Instructions for using the test

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

Instructions for task No. 1

“Here (show each child) draw some man. The way you can." No more explanations, help or drawing attention to the errors and shortcomings of the drawing is allowed. If the children nevertheless begin to ask how to draw, the experimenter should still limit himself to one phrase: "Draw as best you can." If the child does not start drawing, then you should approach him and encourage him, for example, say: “Draw, you will succeed.” Sometimes the guys ask the question, is it possible to draw a woman instead of a man, in this case it is necessary to answer that everyone draws a man, and they also need to draw a man. If the child has already begun to draw a woman, then you should be allowed to finish her, and then ask him to draw a man next to him. It should be borne in mind that there are times when a child categorically refuses to draw a man. Experience has shown that such a refusal can be associated with trouble in the child's family, when the father is either not in the family at all, or he is,but it poses a threat. At the end of the drawing of the human figure, the children are told to turn the piece of paper over to the other side.

Task number 2.

"You will need to draw a curved line as shown in the sample."

Task number 3. Instruction.

“Look carefully at this task, you need to copy the house and the fence in the same way. But be careful the fence is drawn in different ways.”

Task number 4 are explained as follows:

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

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

Before task number 5, the experimenter says:

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

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

Evaluation of test results

Task number 1 - drawing a male figure.

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

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

3 points. The figure must have a head, torso, limbs. The arms and legs are drawn with two lines (3D). The absence of neck, hair, ears, clothes, fingers and feet is allowed.

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

5 points. There is no clear image of the trunk ("cephalopod" or the predominance of "cephalopod") or both pairs of limbs. Scribble.

Task number 2 - copying a curved line.

1 point - the curve is accurately drawn.

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

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

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

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

Task number 3 - copying a house with a fence.

1 point The house and the fence are accurately drawn.

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

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

4 points. Not what is needed is drawn, with the presence of sample details.

5 points. Ladies with a fence are not drawn correctly. No image.

Task number 4 - copying words written in written letters

1 point The written sample is well and completely legible copied.

The letters exceed the size of the sample letters no more than twice. The first letter in height clearly corresponds to the capital letter. The letters are clearly connected in three words. The copied phrase deviates from the horizontal line by no more than 30 degrees.

2 points. Still legibly copied pattern. The size of the letters and the observance of the horizontal line are not taken into account.

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

4 points. At least two letters match the pattern. The reproduced pattern still creates the label line.

5 points. Scribble.

Task number 5 - drawing a group of points

1 point An almost perfect copy of the pattern. A slight deviation of one point from a line or column is allowed. Sample reduction is acceptable, but the increase should not be more than doubled. The drawing must be parallel to the pattern.

2 points. The number and arrangement of points must match the pattern. You can ignore the deviation of no more than three points per half the width of the gap between the row and column.

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

points may not match the sample, but they should not be more than 20 and less than 7. Any rotation is allowed, even 180 degrees.

4 points. The outline of the drawing does not match the pattern, but still consists of dots. Sample dimensions and number of points are not taken into account. Other shapes (such as lines) are not allowed.

5 points. Scribble.

Overall assessment of test results

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

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

2.2.2. Methods of processing and interpretation of experimental psychological research data.

Quantitative processing - manipulations with the measuring characteristics of the object under study and its manifestations in the external form of properties.

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

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

Mathematical processing has 2 phases: primary and secondary.

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

We have used the following primary processing methods:

1. Compilation of tables - all data is entered in a table, according to which it is easy to determine who has what level of readiness for school.
2. Drawing up diagrams and graphs - a graphical representation of the results obtained.
3. Calculation of the mode value most frequently occurring in the sample

Used qualitative research methods:

• Analysis is the division of a whole object into parts for the purpose of their independent study.
• Synthesis is a real or mental connection of various parts, sides of an object into a single whole.
• Classification is the distribution of a set of objects into groups, classes, depending on their common features.
• Generalization - the process of establishing common properties and features of the subject.

III. The results of an experimental psychological study of the level of readiness of children aged 6 and 7 for schooling.

1. The results of a study of the readiness of six-year-old children for schooling.

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

low result(12 points and above).

In our study on the level of readiness of 6-year-old children for schooling, the following indicators were obtained (diagram 3.1.1.)

1. The results of a study of the readiness of seven-year-old children for schooling.

In our study on the level of readiness of 7-year-old children for schooling, the following indicators were obtained (diagram 3.1.2.)

3.3 . Comparative analysis of the readiness of children aged 6 and 7 for schooling.

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

In general, the analysis of the readiness of children aged 6 and 7 for schooling showed:

The mode for school readiness for six-year-olds is 13, which corresponds to a low indicator, i.e. most of the children studied by us have a low indicator of readiness for learning

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

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

Conclusion

After conducting an experimental - psychological study of the level of readiness of children 6 and 7 years old for schooling, we can draw the following conclusions:

The level of readiness for schooling of six-year-olds.

Low level of readiness (12 or more points)

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

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

The second subject scored 17 points - the figure of a man is drawn disproportionately - a large head, a small torso, short legs and arms. The curved line is not drawn at all. House and fence - the house is drawn with minor flaws (the pipe is missing), the fence is not drawn correctly. The points are drawn correctly. The phrase is missing.

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

In 25% of children, it was difficult to complete 1, 3, 5 tasks. The figure of a man - the children did not respect the proportions, they have no arms and legs, or they are very small and thin in relation to a very large body. The house and the fence - the absence of a fence in both works, in one of the works the house was not drawn correctly, in the place of one window the child drew 6 windows. Phrase - doodle.

In 25% of children who scored 12 points, the difficulty was caused by the implementation of 2 and 5 tasks. One child simply continued the line of the sample, while the other drew it with sharp corners. Phrase - both children have scribbles.

12.5% ​​of children who scored 12 points did not cope with only 1 task - the figure of a man is missing.

Average level of readiness (7-11 points).

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

In 71.4% of children, the 5th task caused difficulty. Children drew either scribbles, or part of the phrase is written correctly, and part of the scribble. All other tasks were completed with minor flaws.

14.3% of children did not cope with tasks 1, 2 and 3. The figure of a man is drawn disproportionately - he has very long legs and short arms. The curve is not drawn accurately, the line is crooked and broken. The house is very tall.

14.3% of children coped with all tasks, but with minor shortcomings. The human figure is out of proportion. House with a fence - no fence.

High level of readiness (3 - 6 points).

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

The level of readiness for schooling of seven-year-olds.

Low level of readiness (12 or more points).

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

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

Average level (11 - 7 points).

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

60% of the subjects found it difficult to complete the 4th task. Some subjects did not respect the number of rows and columns (their number exceeds two rows and two columns more). Some have only two columns, and the number of lines exceeds 2-3 pieces more. Others have circles instead of dots, the number of rows in the middle column exceeds.

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

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

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

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

The children of this group coped well with all the tasks, but 33.3% of the children have shortcomings in the first task - the man in all children is disproportionate. For 11.1% of the children, the 2nd task caused difficulty - the curve is depicted with a large number of waves (according to the model of wave 2).

Comparative analysis of the readiness of children aged 6 and 7 for schooling.

The study involved 32 children, including:

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

Conclusion

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

Modern studies show that 30-40% of children come to the first grade of a mass school unprepared for learning, that is, they do not have the following components of readiness sufficiently formed:

Social,

Psychological,

Emotionally - volitional.

The successful solution of the problems of developing the child's personality, increasing the effectiveness of training, and favorable professional development are largely determined by how correctly the level of readiness of children for schooling is taken into account.

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

What is the best age to start learning?

When and under what condition of the child this process will not lead to disturbances in his development, adversely affect his health. Scientists believe that a differentiated approach as a social and educational environment is based on the level of speech readiness of younger students. A differentiated approach will be carried out more effectively if the speech development of first grade students is identified.

This study on the study of the level of readiness of children aged 6 and 7 for schooling included a methodology aimed at studying the level of readiness of children for schooling.

The studies were carried out on the basis of the secondary school No. 7 with. Staromarevka, Grachevsky district, Stavropol Territory. The study involved students aged 6 (16 people) to 7 (16 people) years old (preparatory group).

The Kern-Jirasek school maturity test was chosen as the main method;

The results of our study confirm the hypothesis put forward that the level of readiness of children aged 6 and 7 is different.

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

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

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Attachment 1.

Table 1. The level of readiness of children aged 6 and 7 for schooling.

Application No. 3.

An example of a task.

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

So, what is the readiness of the child for school

At first he is considered a cheerful and funny toddler, then a smart and serious kid, and soon the school ... Is he ready, can he cope, how will he behave, how to help him? How many questions on this topic, there should be as many answers ...

Types of child readiness for school

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

Psychological readiness of the child for school

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

Some parents manage to discourage their son or daughter from going to school once and for all through threats, such as, for example: “If you don’t want to learn to count, it’s okay, you can’t go anywhere, you’ll study like a pretty one there ...” or force their a child with torment and tears to complete tasks from a first grade textbook, believing that in this way they prepare him for school times. Under no circumstances should any of this be done.

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

Personal readiness of the child for school

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

An important role here is played by the child's motivational readiness for school, when he is guided by certain motives, explaining his desire to go to school. Such motives will be: educational (I will go because I like to study), cognitive (I go because I want to get new knowledge), positional (I want to study important matter I will do it as an adult). The motives that speak of inappropriate preparation will be: gaming (I will go to school, because there are a lot of guys with whom I can play), social (I have to go to get a job and earn money later) and external (I have to study, because my mother makes me ).

What is the mental readiness of the child for school

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

So, the child's mental readiness for school will be complete if he successfully passed the indicated stages and turned out to be prepared for actions in this case in a new team and according to new rules. In addition, due to the development of thinking and the emergence of needs for new knowledge, he feels a desire to learn and explore the world from new angles in order to quickly become an adult and independent.

There are many opinions on whether children are ready to study at 6 years old. The only right decision here will be only an individual approach. If their psyche is ready for it, then yes. According to studies, a large percentage of six-year-olds are still trying to explore the world in the form of a game, as their favorite subjects are work and drawing. And seven-year-olds already choose mathematics and writing as the most interesting subjects for them. Watch your child and do not rush to make him a child prodigy ahead of time. His mind will not go anywhere, and he will delight you with excellent grades, but perhaps a year later.

Intellectual readiness of the child for school

For successful learning without pronounced stress, children must be intellectually at the level of the first grade. Here we are talking, firstly, about their general knowledge related to the outside world, social life and certain counting skills, knowledge of letters, etc. Secondly, the ability to analyze, compare, generalize and draw independent conclusions is very important. It is necessary to have the ability to find causal and spatio-temporal relationships. Of course, at this age there is still no logical thinking in which form it is present in adults, but this is already its prototype, although in fact it is highest form so far only figurative thinking.

So, it is not at all difficult to assess the intellectual readiness of a child for school with the help of an ordinary conversation. The kid should be able to talk in a free form about himself and his family, know his address and the details of his closest relatives, not only give information about the world around him - both nature and society, but also know how to use it. Analyzing the information he has, draw a conclusion and explain in a conversation with an adult: “Why is it happening this way, and not like this”, and having gained certain knowledge, be able to ask counter questions. Many adults believe that this process of learning and development of the child proceeds by itself with the help of questions that he himself asks. This is not true. Children receive answers, which then turn out to be not connected into one system in any way, and therefore there is no single picture of the world. That is why parents must ensure the correct and complete presentation of information to their children, which they will be able to analyze and perceive in its entirety and the relationship of all its parts.

Speech readiness of the child for school

Many parents believe that if a child has some inaccuracies in speech, then it will somehow pass by itself over time, or that “not one of ours, the neighbor over there, also couldn’t read syllables until the third grade, but he grew up.” This is a very common mistake. Even if we take not the learning process itself, but for starters, just the first-class team into which the baby will come, then in order to join it in the best way, you need to have a fairly quick, well-formed speech. The speech readiness of the child for school is the most important intellectual indicator of development. This must be remembered by all parents. Not having a developed speech, schoolchildren, as a rule, do not cope properly with writing. This leads to the fact that, in principle, smart guys begin to fail to keep up with the pace of the class, which leads to poor grades as a result.

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

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

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

Provided that parents can provide their child with the development of the above qualities of communicative speech, he will be able to actively get in touch with his peers and teachers, establish communication and learn successfully.

The physiological readiness of the child for school

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

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

Much attention is paid to the development of fine motor skills of the hands. It is precisely because of her weak development, as well as due to insufficient experience in graphic writing, that first-graders find it rather difficult to write assignments. Experts advise in such cases to use plasticine modeling classes more often, games with a designer made of small parts that allow you to improve fine motor skills.

Physical readiness of the child for school

According to statistics, when entering the first grade, children begin to get sick more often. This happens not only because they are in contact with a large number of other guys, but also because it is during this period that the children's body begins to rebuild in a new way. He begins to bear the burdens increased in relation to the previous ones, directly related both to the new daily routine ( fewer games and rest and more training sessions) and with psycho-emotional fatigue, nervous and mental stress. It is here that it should be noted how important the sufficient physical readiness of the child for school is.

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

In kindergarten, physical training of children is given a lot of time. These are outdoor games, special physical education and tempering classes. So, classes include running, jumping, swimming, outdoor sports games, etc. If the child does not attend kindergarten, then the parents themselves must provide him with appropriate physical activity. The child must be active and mobile, this is the key to his health, both physical and mental.

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

So, what is the level of readiness of the child for school

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

• assessment of the development of knowledge;
• level of basic experience (interests, hobbies, etc.);
• assessment of language development;
• level of emotional development and ability to communicate;
• whether the physical condition is satisfactory;
• compliance visual memory, perception and auditory ability;
• general psychological readiness.

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

School readiness problem

Some parents believe that kindergarten will prepare their child for all difficulties. To some extent, this statement is true, but no preschool institutions will not be able to give love, understanding, show little man that he is a person. Who, if not parents, will be able to explain to the baby what is happening to him, why he is in a state of dissatisfaction and anxiety. He understands, perhaps not quite consciously, that he needs to occupy his niche in society, show everyone and prove, first of all, to himself that he is growing up, knows how to take responsibility for his actions, is going on such a difficult path as school and is not at all afraid difficulties. If there are no understanding and helping parents nearby, there will be a problem of the child's readiness for school.

It is better to prevent a problem from appearing than to look for ways to solve it for a long time, and sometimes unsuccessfully. If at least one of the above types of readiness (psychological, motivational, mental, etc.) does not correspond to the proper level, and parents are not able to cope with this task, it is necessary to immediately seek help from a child psychologist. Based on professional experience, he will be able to help the child overcome the necessary barriers and show parents how to avoid such mistakes in the future.