Characteristics of special preparation for schooling. Physiological readiness of the child for school. The level of readiness of the child to study at school

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STATE BUDGET EDUCATIONAL INSTITUTION OF SECONDARY VOCATIONAL EDUCATION OF THE CITY OF MOSCOW

PEDAGOGICAL COLLEGE №14

PCC of psychological and pedagogical disciplines

Course work

Topic: Special preparation of children for school

Moscow 2011

Introduction

1. Characteristics of the process of preparing children for school

Conclusion

Bibliography

psychological educational preschooler

Introduction

Going to school is a turning point in a child's life. Therefore, the concern that both adults and children show with the approaching need to enter school is understandable. Distinctive feature position of the student, schoolchild is that his study is a mandatory, socially significant activity. For her, he is responsible to the teacher, school, family. The life of a student is subject to a system of strict rules that are the same for all students. Its main content is the assimilation of knowledge common to all children. The problem of children's readiness for schooling is, first of all, considered from the point of view of the compliance of the level of development of the child with the requirements learning activities. Many parents believe that readiness for school lies only in mental readiness, so they devote maximum time to the development of the memory, attention and thinking of the child. Not all classes involve the formation of the necessary qualities for learning at school.

Often, underachieving children have all the necessary skills of writing, counting, reading and have a fairly high level of development. But readiness implies not only the presence of certain skills and abilities necessary for schooling, it is necessary to ensure the full and harmonious development of the child.

Preparing children for school is a complex task, covering all spheres of a child's life. These are, first of all, the levels of social-personal, motivational, volitional, intellectual development, all of them are necessary for the successful assimilation school curriculum. When children enter school, the underdevelopment of any component is often revealed. psychological readiness. Shortcomings in the formation of one of the levels, sooner or later, entail a lag or distortion in the development of others, which affects the success of training.

There is an assimilation of moral norms, social values, rules of behavior in society, now you have to do not the way you want, but the way you need to. The activity of the child acquires a new content. The ability not only to control their actions, but also to focus on the result.

Psychological studies show that during preschool childhood, a child already develops self-esteem, this emerging self-esteem is based on the result of activity, success-failure, as well as the assessments of others and the approval of parents.

During this period of life, the child needs support and understanding from adults. Correct attitude in the family and preschool. The teacher must be a person with certain personal qualities, he must find an approach to each child, give certain knowledge and skills, taking into account individual characteristics each child individually. Also, an important role is played by the continuity between the kindergarten and the school, organizational forms and methods of work, the content of education, all together contribute to a more comfortable development of children, a more relaxed transition from kindergarten to school, which is not so traumatic for the child's psyche, easier adaptation to new conditions and new requirements for the child.

In this regard, the goal term paper study the special preparation of children for school.

Describe the process of preparing children for school

Consider the activities of the educator in the process special training older preschoolers to school.

Coursework of 20 pages, consists of the following structural components content, introduction, two paragraphs, conclusion and bibliography, from 21 single sources.

1. Characteristics of the process of preparing for school

The question of the criteria for the readiness of older children to school age to school was considered and studied by many famous educators and psychologists. Until now, they continue to study and develop new systems and methods of preparing children for school. Humanity does not stand still with the development of science and technology, new opportunities for the development of children appear. But as L.S. Vygotsky that learning should outstrip development “do not trail behind him, lead him behind you.” Consider the definitions and those psychological components that give famous teachers, psychologists and teachers in their works.

In his book I.V. Dubrovina writes that in the psychological dictionary the concept of “readiness for schooling” is considered as a set of morpho-physiological characteristics of a child of older preschool age, ensuring a successful transition to a systematic, organized school education. (7)

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. (10)

D.B. Elkonin believes that a child's readiness for schooling presupposes the "cultivation" of a social rule, that is, a system of social relations between a child and an adult. (17, c.73)

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. (17, c.103-105)

The child's new attitude towards environment arising upon admission to school, L.I. Bozovic called the "internal position of the student", considering this neoplasm a criterion of readiness for learning. (3)

In his research, 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" (14, p. 34).

In their work “Psychological readiness of children”, the authors G.G. Kravtsov and E.E. Kravtsova cites data from studies by foreign psychologists: F.L. Ilg, L.B. Ames conducted a study to identify parameters of school readiness. 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. Except test items The authors suggest that if a child is not ready for school, they should be taken away from there and through numerous trainings brought 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. A lot has been written and said about preparing for school, and this problem arises not only in our country. It is also carried out by specialists from different countries and often approaches and views on this problem diverge. No wonder they say "How many people have so many opinions", but no one denies the need to prepare children for entering school. (9)

L.A. Wenger wrote: “To be ready for school does not mean already now to be able to do everything that is required for school life. To be ready for school means to be ready to learn all this.” (4, p.30-35)

From the above definitions of children's readiness for school, it is clearly seen that comprehensive preparation for school includes five main components: motivational, intellectual, social, volitional, and physiological readiness.

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 including children in activities that activate both thinking and feeling.(12)

I. V. Dubrovina V. V. Zatsepin distinguish two groups of learning motives in terms of motivation:

Broad social motives for learning or motives associated with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desire to take a certain place in the system of public relations.

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.

Motivational readiness is considered as an incentive to study, the desire of the child to study at school. The initial motive of the child is the ascent to a new level of relationship. (7, p.64-79)

L.I. Bozhovich considers motivation from a slightly different perspective, supplementing the description given by I.V. Dubrovina and V.V. Zatsepin. The author distinguishes between extrinsic and intrinsic motivation. Most children of senior preschool age dream of becoming schoolchildren, but of course, almost none of them have any idea what a school is in reality, many children have a completely idealized attribute idea of a school, if they are asked who a student is, they will certainly answer that this is a child, who carries a large briefcase, sits at a desk with his hand raised, writes, reads and good children get fives, and bad children get deuces. And I want the same, and everyone will praise me.

Intrinsic motivation is associated with a direct desire to learn, expressed in cognitive interest, manifested in the desire to learn new things, to find out the incomprehensible. A very difficult situation arises, because not all children are ready to fulfill the requirements of the teacher and do not get along in a new social environment due to the lack of an internal motive. A child’s cognitive need exists from birth, and the more adults satisfy the child’s cognitive interest, the stronger it becomes, so parents need to devote as much time as possible to the development of children, for example, read books to them, play educational games, etc. (2)

Intellectual readiness of the child for school. In his work I.V. Dubrovina V.V. Zatsepin write that this component of readiness assumes that the child has an outlook, a stock of specific knowledge. The child must have 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. However, basically, the child's thinking remains figurative, based on real actions with objects, their substitutes. Intellectual readiness also implies 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. (7, p.64-79)

Discussing the dilemma of school readiness, D.B. Elkonin put the formation of the necessary prerequisites for educational activity in the first place. (17)

One more component school readiness- willingness. Volitional readiness implies the readiness of the child for the fact that he will have to fulfill the requirements of the teacher. This is the ability to act according to the rules, in accordance with the established pattern. The fulfillment of the rule underlies the social relations of the child and the adult. D.B. Elkonin conducted an experiment. First-graders were asked to draw four circles, and then color three yellow and one blue, the children painted all the circles in different colors, claiming that it was more beautiful. This experiment perfectly demonstrates that not all children are ready to accept the rules.

The emergence of will leads to the fact that the child begins to consciously control himself, control his internal and external actions, his cognitive processes and behavior in general. He gradually masters the ability to subordinate his actions to motives. (17)

R.S. Nemov argues that the development of speech as a means of communication and a prerequisite for the assimilation of writing is no less important. This function of speech should be given special care during middle and older preschool childhood, since development writing significantly determines the progress of the intellectual development of the child. 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 the word measurement, the formation of tenses, the rules for composing a sentence. (15)

Social readiness for school is a readiness for new form relationships, in the situation of schooling. Going to school is, first of all, the acquisition of a new social status of a student. He enters into new social relations, the child-teacher model. In the situation of the lesson, there are strict rules that the student must adhere to, for example, only substantive communication.

Physiological readiness is determined by three criteria: physiological, biological and health status. At school, a child faces a lot of problems, for example, an incorrect fit can lead to a curvature of the spine, or a deformity of the hand with heavy loads on the arm. Therefore, this is the same significant sign of development as the others. (23)

Preparing for school is a multifaceted and consistent process of influencing a child. The main goal of preparing for school is the comprehensive development of the child: mental and aesthetic, moral and physical. Elkonin D.B. and Wenger L.A. noted that the formation of readiness for learning at school means the creation of prerequisites for the successful assimilation of the curriculum and entry into student team. This is a long and complex process, the purpose of which is the comprehensive development of preschoolers. (eighteen)

Readiness of the child for the modern school education acts as a cumulative result of the education system aimed at the full personal development of each preschooler. The full readiness of the child to study at school acts, on the one hand, as a kind of indicator of his achievements. personal development in the preschool period, and on the other hand, how a basic level of for mastering the school curriculum and as an indicator of readiness to accept the position of the subject of educational activity (T.I. Babaeva, L.I. Bozhovich, L.A. Venger, L.S. Vygotsky, E.E. Kravtsova, etc.).

Modern studies show that 30-40% of children come to the first grade of a mass school unprepared for learning, that is, they have the following readiness components insufficiently formed:

Social

Psychological

Emotional-volitional.

N.I. Gutkina draws attention to the fact that going to school is the most important step in the development of a child, requiring a very serious approach and preparation. It has been established that a child's readiness for school is a holistic phenomenon, and for full readiness it is necessary that each of the signs be fully developed, if at least one parameter is poorly developed, this can have serious consequences.

When preparing a child for school, it is also necessary to consult with a child psychologist and teachers.(6)

2. The activities of the educator in the process of special preparation of older preschoolers for school

The history of the profession of educator originated in Ancient Greece, however, in those days, the upbringing of the child was carried out by a slave who took him to school and carried all the necessary supplies for his studies. The rest of the time, the slave followed the development of the child, protected from dangers and unwittingly shaped the child's actions and his behavior in general. Some time later, the work of a slave was continued by a home educator, and subsequently, after the popularization of public education, the profession of an educator appeared.

The social significance of the profession in society: a person’s position in life, his character, moral principles and views are laid down in childhood, and that is why the high competence, impeccable education and comprehensive development of the personality of the educator himself, accompanying the child in his early years, acquires special social significance. All the work of the educator with the child is focused on the formation of not only a new personality, but also a new citizen of a particular state. In the conditions of preschool education, the child's attitude to work, to society and himself is brought up, laying a solid foundation for his further development.

The main and constant requirement for a teacher is love for children, for pedagogical activity, the presence of special knowledge in the area in which he teaches children, broad erudition, pedagogical intuition, highly developed intelligence, high level common culture and morality, professional knowledge of various methods of teaching and raising children. Without any of these factors, successful pedagogical work impossible.(23)

The mass nature and uniqueness of the profession: when working with children, the educator is directly involved in organizing their life in the conditions of a certain preschool institution, performing all the prescribed activities. For successful work it is necessary to be well versed in the developmental psychology of children, pedagogy, to be familiar with the basic principles of organizing preschool and primary school education. Among personal qualities, the most developed should be attentiveness, patience, observation, resourcefulness and, of course, love for children.

Constant communication with the child is the most important service function of the educator. The educator should be able to answer many questions, taking into account age. On how correctly and how quickly the teacher will find an approach to each child, will be able to organize, the life of children in a preschool depends on whether the children will be calm, affectionate, and sociable, or whether they will grow up restless, wary, withdrawn. Caring for the state of life of the child in preschool institutions, performs all modes of activities - food, sleep, hardening, walks, exercise - are the main responsibility of the educator.

The preschool teacher teaches the child the basics of independence, the rules of behavior in society, prepares the child for entering school (that is, teaches them to read and count) (23)

Paramonova L. Director of the Center "Preschool Childhood" writes that before our society on present stage its development is the task of further improving educational work with children of preschool age, preparing them for schooling. (21)

Gammershmidt Irina Vladimirovna, head, sees a model for preparing children for school in a preschool educational institution and implements it by providing the following conditions:

one of them is the availability of legal documents of the federal, regional and local levels.

The next condition for the implementation of the model is the organization of a rational subject and developmental environment, which allows stimulating the physical and mental development of children, the introduction of health-saving environment technologies, which in a preschool educational institution include:

Compliance with a rational daily routine, built taking into account the age and individual characteristics of children, their physical and mental performance.

The rational construction of the daily routine creates comfortable conditions for children to stay in kindergarten, as well as the rhythm of life gives rise to the habit of regular change different types activity, disciplines children, increases their efficiency, promotes normal physical and mental health.

Providing a favorable hygienic environment and conditions for the predominance of positive emotions in children in the daily routine.

Creating a comfortable psychological environment that ensures the favorable functioning of the state nervous system preschooler.

The next condition is the cooperation of the preschool educational institution with the family, based on the following principles that determine its content, organization and methodology:

Unity of goals and objectives of raising a child;

Systematic and consistent work;

Individual approach to each child and to each family;

Mutual trust and mutual assistance of teachers and parents.

One of the main conditions for the implementation of the model is the establishment

continuity in the work of kindergarten and school.

Organization of a child escort service;

Family collaboration;

Interaction with society;

Continuity in work with the school.(22)

As noted in the program "Childhood" T.I. Babaeva and V.I. Loginov's kindergarten work in preparing children for school begins long before they move to the preparatory group. The whole system of educational work of the kindergarten provides for the formation of the child's readiness for schooling. The school-preparatory group differs from other age groups in that it completes all the tasks of educational work provided for by the Kindergarten Education Program.

AT preparatory group the exactingness to the precise fulfillment of the daily regimen by children is significantly increased. If they attend kindergarten for a long time, then they have already developed the habit of doing the same activities at a certain time. Children are well aware of their content and features, prepared for their implementation. (1)

In his article, the teacher Belyaeva I.V. writes that the main task of the educator is to strengthen control and help children in the quality and timely completion of tasks, to demand that each child achieve the goals set for him. The complication of the content of their activities in the preparatory group should be combined with a higher efficiency of its implementation. (20)

The continuity of the kindergarten and the school presupposes the relationship between the content of their educational work and the methods of its implementation. N. K. Krupskaya, noting the organic connection between the kindergarten and the school, emphasized: “If we put the preschool education of children correctly, we will thereby raise the school to a higher level ...” (23)

The need for continuity between kindergarten and school is intensified to an even greater extent due to the significantly increased role of public preschool education in our country. Preschool education is the first link in the unified system of public education.

The continuity of kindergarten and school provides, on the one hand, the transfer of children to school with such a level of general development and upbringing that meets the requirements of school education, on the other hand, the school's reliance on knowledge, skills, qualities that have already been acquired by preschoolers, the active use of them for the further development of students. Employees of preschool institutions should be well aware of the requirements that apply to children in the first grade, and in accordance with them, prepare older preschoolers for systematic learning.

Continuity between kindergarten and school is carried out both in terms of the content of education and upbringing, and in terms of methods, techniques, and organizational forms of educational work. An elementary school teacher uses game techniques that are often used in kindergarten to increase the effectiveness of teaching; kindergarten teacher includes in the learning process special study tasks, exercises, gradually complicating them, and thereby forms the prerequisites for educational activity in preschoolers. Classes as a form of education in kindergarten precede the lesson at school. Continuity is a connection between phenomena in the process of development, when the new, removing the old, retains some of its elements. (19)

Continuity between kindergarten and school means a system of links that ensure the interaction of the main tasks, content and methods of teaching a single continuous education process at adjacent stages of a child's development.

The interaction between the kindergarten and the school is built on the basis of the legislative and regulatory framework. (23)

Here is what the kindergarten teacher writes in his article:

“I would like to emphasize the enduring importance of preschool childhood. All types of children's activities in which the child is the author of this activity, i.e. the child himself creates something, draws, designs, and so on, very important, fundamental abilities are formed, which, as the famous child psychologist Zaporozhets said, "then will form the golden fund" of a mature personality. For example, such universal abilities that are formed only in preschool childhood, include the development of imagination, imaginative thinking and a number of other personal qualities. And these abilities are no longer formed in other periods of a person's life. Therefore, the role of practical activities is extremely high .. "(Director of the Center "Preschool Childhood" named after A. V. Zaporozhets L. Paramonova, Rogalskikh O. V. senior teacher of the city of Stary Oskol kindergarten of the combined type 52 "Swallow".) (21)

Preparing children for school includes two main tasks: the comprehensive education of the child (physical, mental, moral, aesthetic) and special preparation for the assimilation of those subjects that he will study at school.

The main purpose of the classes is to develop in children the knowledge and skills provided for by the "Program of Education and Training in Kindergarten". But along with this, it is very important to educate a child's curiosity, the ability to compare, contrast, analyze, the need to independently search for answers to emerging questions. Thus, the tasks of mental education of a child should be solved in close connection with the tasks of educating the moral and volitional qualities of a person: perseverance, diligence, diligence, responsibility, striving to achieve high-quality results, as well as a benevolent and respectful attitude towards peers. (8.9)

Thus, the activities of the educator in the process of preparing children for schooling have great value for the formation of the child in a new capacity - as a student. In the preparatory group, the educator focuses on building classes with children competently, giving them not only the basics of reading and mathematics, but also preparing children both physically and creatively, and teaching independence, giving them confidence in their abilities, i.e. fully prepare children for a new stage in their lives.

Conclusion

An analysis of the pedagogical heritage showed that at all times teachers expressed their thoughts about preparing for schooling.

The main task of preschool teachers is to prepare the child for school, to develop psychological readiness for systematic learning. However, the problems of developing attention, intellectual and cognitive activity of preschoolers have now become relevant. Therefore, there is a need to find innovative ways to solve this issue. In kindergartens, the new generation programs “Development”, “Childhood”, “Rainbow”, “Origins”, etc., are being implemented, developed on the basis of research in domestic and world psychology. The programs are focused on the development of the child's own cognitive activity, intellectual, creative and artistic abilities of children.

When preparing for school, the motivation of children plays an important role. After analyzing the material and experience of practicing educators and relying on personal experience I want to note that with the formation of the right motivation and a competent approach to each child individually, taking into account his character, temperament and other qualities and features of development, you can achieve the best results with a kind and attentive attitude. Trying to build on the strengths of the child, highlighting best qualities in it, we give impetus to the development best sides personality of the child, we form self-confidence. Using folk art and sayings for vivid examples explaining to children how to achieve results, developing patience, diligence, focus, we form those qualities that will help the child cope with difficulties and not lose heart, but really assess their capabilities, not being afraid of failures to learn new knowledge, skills and abilities.

The interest of the educator in the success of the child, faith in his abilities and strengths, give the child great moral support and a feeling of a friendly hand from an adult. The efforts of a child will exceed all your expectations if an adult believes and supports the first steps in learning and life, showing patience and tact.

Bibliography

1. T.I. Babaeva, V.I. Loginova Program "Childhood", ed. Detstvo-Press, 2006

2. L.I. Bozhovich Personality and its formation in childhood. M.: Pedagogy, 1998. 217 p.

3. L.I. Bozhovich Selected psychological works / ed. DI. Feldstein.M.: 1987.

4. L.A. Wenger On the mental development of preschool children.//Preschool education.1972. No. 1, p.30-35

5. E.D. Geytsi The problem of preparing children for school as one of the aspects of the education reform / / Fundamental Research, 2005., No. 6 .-on p. 34-38

6. N.I. Gutkina Psychological readiness for school. 4th ed. - St. Petersburg, St. Petersburg, 2004

7. I.V. Dubrovina, V.V. Zatsepin Developmental and pedagogical psychology//Reader. M.: 1999 pp.67-79

8. E.E. Kravtsova, G.G. Kravtsov Readiness for school // Preschool education. 1991. No. 7

9. G.G. Kravtsov, E.E. Kravtsova Psychological readiness for school. M.: 1987 .

10. V.S. Mukhina Age-related psychology: Textbook for students. Vuzov.-9th ed., M .: Publishing Center "Academy", 2004. - 456 p.

11. V.S. Mukhina Psychology of childhood and adolescence. M.: 1998.

12. A.K. Markova, T.A. Matis, A.B. Orlov Formation of learning motivation., M .: Prosveshchenie., 1990. - 250 s.

13. A.K. Markova Reserves of cognitive possibilities.

14. T.A. Nezhnova Dynamics of "internal position" during the transition from preschool to school age. M.: 1988.

15. R.S. Nemov Psychology. M.: 1994.

16. N.I. Novikova Issues of upbringing and primary education / / Preschool education. 1989. No. 6

17. G.G. Petrochenko Development of children of 6-7 years of age and their preparation for school, M.: 1978. - 291s.

18. D.B. Elkonin, L.A. Wenger Features of the mental development of children 6-7 years of age. M.: 1988.

19. V.I. Yadeshko, V.A. Sokhina Preschool Pedagogy. M.: ed. Center "Enlightenment", 2006.

21. http://festival.1september.ru "Preschool childhood" Director of the center Paramonova L., Rogalskikh O.V.

22. http://festival.1septembr.ru Model of preparing children for school in a preschool educational institution of a combined type Gammershmidt Irina Vladimirovna, head

23. www.bestreferat.ru

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Special preparation of older preschoolers for school

1.1 The essence of the process of preparing children for school

The transition to school childhood is characterized by a serious change in the place of children in the system of relations available to them and in the whole way of life. In this regard, it is necessary to emphasize the fact that the situation of schoolchildren creates a special moral direction in the personality of children. For them, learning is not just a way of preparing themselves for the future and not only an activity for the assimilation of knowledge, learning at school is experienced and realized by children as their own labor duties, as their participation in the lives of those around them. In this regard, how young schoolchildren will cope with their duties at school, failure or success in educational activities, has a sharp affective coloring for them. From the foregoing, it follows that the issues of schooling are not just issues of intellectual development and educational activities children, but also the formation of their personality and education issues.

According to Kozlova S.A., there are three main lines along which special preparation for schooling is carried out:

1. General development. By the time an older preschooler becomes a younger student, his general development must be at a certain level. First of all, this concerns the development of attention, memory and especially intelligence. From this point of view, of greatest interest is both the stock of ideas and knowledge already available to the child, and the ability to function internally, or, in other words, to carry out certain actions in the mind.

2. Education of the ability to voluntarily control oneself. An older preschooler has a vivid perception, easy switching of attention and a well-developed memory, but the child still does not know how to manage them arbitrarily properly. An older preschooler is able to remember in detail and for a long time a certain conversation of adults or an event if it somehow attracted the attention of a child. But it is quite difficult for him to concentrate for a long time on something that does not arouse direct interest in a preschooler. But this ability must be developed by the time he enters the first grade, as well as the ability of a much broader plan - to do not only what he wants, but also what he needs, although, quite possibly, he does not want to at all.

3. Formation of motives that encourage learning. This is not at all the natural interest shown by preschool children in learning at school. This refers to the upbringing of a deep and real motivation that can become an incentive for the desire of children to gain knowledge Kozlova SA Moral education of preschoolers in the process of getting to know the outside world. - M.: 1988.

According to Kozlova S.A., these lines are equally important, and none of them, in any case, should be overlooked, so that the education of children does not go lame at the very beginning.

There are a huge number of different methods that allow you to check the readiness of the child for schooling. But, no matter which method is used to prepare older preschoolers for schooling, and no matter what recommendations they use, and no matter what screening tests they perform in advance, it is not worth training a preschooler for training.

According to S.A. Kozlova, special preparation for school is a painstaking task, and excellent results are possible only with systematic and systematic studies.

Thus, it must be remembered that in education, it is impossible to achieve something with a one-time effort. It follows from this that only constant and systematic activity can provide the necessary results. It is difficult to name certain tests and tasks that are most effective, due to the fact that they are determined depending on the specialization of the class and the school as a whole. Available special schools, in which some subjects are studied in depth, schools where a number of school disciplines do not begin with the upper grades, but already from the first grade of education, children are taught foreign language, or in-depth study of mathematics. There are also special gymnasium classes, the conditions for admission to which are somewhat stricter than in ordinary general education classes.

Kozlova S.A. argues that the basis of any knowledge is the knowledge, skills and abilities that a preschooler masters in order to successfully study in school after entering school.

Special preparation for school is a multifaceted process. And it should be noted that starting to work with children, as mentioned above, should not only be immediately before entering school, but far before that, from early preschool age. And not only in special classes, but also in the independent activities of the children - in games, in work, in communication with adults and peers.

Kozlova S.A. identifies the following types of readiness for school:

psychological readiness;

physical readiness: state of health, physical development, development of small muscle groups, development of basic movements;

special mental readiness: the ability to read, count, write

moral and volitional readiness;

Personal readiness.

Let's consider these types in more detail.

Not infrequently, various aspects that relate to the development of various mental processes, including motivational readiness, are united by the term psychological readiness.

According to Kozlova S.A. it lies in the fact that by the time the child enters school, the psychological traits inherent in a schoolboy should be formed. The child should have a desire to become a schoolboy, to perform serious activities, to study. But this appears in children only towards the end of preschool age and is associated with another crisis of mental development. The child psychologically outgrows the game, and the position of a schoolboy acts for him as a stepping stone to adulthood, and study is a responsible matter, to which everyone treats with respect.

And at the present stage, it is important that parents who are an authority for their child in everything, both in actions and in words, do not allow negative conversations in the presence of the child about school, about schooling, about how difficult it is for children to study now. Such conversations may have a negative impact in the future.

But if the school is described only in rosy tones, then a collision with reality can cause such strong disappointment that an older preschooler may have a sharply negative attitude towards school. Therefore, it is important to find the edge that will be for the benefit of the child.

An important aspect of psychological readiness for school is also emotional-volitional readiness:

The ability to manage one's behavior

the ability to organize workplace and keep order

The desire to overcome difficulties

· Desire to achieve the result of their activities.

Kozlova S.A. claims that the general physical readiness of the child for school includes: height, normal weight, muscle tone, chest volume, proportions and other indicators that correspond to the standards of physical development of school-age children. The state of hearing, vision, motor skills (especially small movements of the fingers and hands). The state of the nervous system of the child: the degree of its balance and excitability, mobility and strength. General health.

According to Kozlova S.A., the future first grader must have the following moral and volitional qualities:

persistence,

hard work,

perseverance,

Discipline

· Attention

curiosity, etc.

It depends on these qualities whether the child will study with pleasure or study will turn into a heavy burden for him. And just at preschool age it is necessary to develop these qualities Kozlova S.A. "I am a Man": A program for introducing a child to the social world. - M.: 1996.

An important task for parents is to teach the child to complete the work that has been started, whether it be work or drawing, it does not matter. This requires certain conditions: nothing should distract him. Much depends on how the children have prepared their workplace. For example, if a child sat down to draw, but did not prepare everything necessary in advance, then he will be constantly distracted: he needs to sharpen pencils, pick up the appropriate sheet. As a result, the child loses interest in the idea, wastes time, and even leaves the case unfinished.

The attitude of adults to the affairs of children is of great importance. If a child sees an attentive, benevolent, but at the same time demanding attitude towards the results of his activity, then he himself treats it with responsibility.

Readiness for school also implies a certain level mental development. The child needs a store of knowledge. According to S. A. Kozlova, parents should remember that the amount of knowledge or skills alone cannot serve as an indicator of development. The school is waiting not so much for the educated as for the psychologically prepared for educational work child. Much more important is not the knowledge itself, but how children know how to use it. Parents are sometimes pleased that the child memorized the text of the poem, fairy tale. Indeed, children have a very good memory, but it is more important for mental development to understand the text, to be able to retell it without distorting the meaning and sequence of events.

One of the most important tasks of preparing children for school, according to S.A. Kozlova, is the development of the child’s “manual skill” necessary for writing. It is necessary to give the child more to sculpt, collect small mosaics, paint pictures, but at the same time pay attention to the quality of coloring. Every year, a seminar on the problem of continuity between kindergarten and school is held at the 15th gymnasium, and teachers highlight the following difficulties that they face when children enter school: first of all, insufficiently developed motor skills of the hand, organization of the workplace, independence in everyday life, the level of self-regulation.

And, of course, a special place for children in school is occupied by mastering some special knowledge and skills - literacy, counting, solving arithmetic problems. Appropriate classes are held in kindergarten.

S. A. Kozlova refers to intellectual readiness not only the outlook, vocabulary, special skills, but also the level of development of cognitive processes, namely their orientation to the zone of proximal development, the highest forms visual-figurative thinking; the ability to single out a learning task, turning it into an independent goal of the work.

Under socio-psychological and personal readiness, according to S. A. Kozlova, is understood:

formation social position("internal position of the student");

group formation moral qualities, which are necessary for teaching;

creation of arbitrariness of behavior, as well as the qualities of communication with adults and peers.

Emotional-volitional readiness is considered to be formed if children are able to make a decision, set a goal, outline an action plan, making certain efforts to implement it, overcoming obstacles. Children develop arbitrariness of mental processes.

Depending on the choice of a certain concept of readiness of children for systematic education at school, it is necessary to choose its main criteria, as well as to select the necessary methods for their diagnosis.

Kozlova S.A. cites the following indicators as criteria for identifying the level of readiness of children for schooling:

1. desire to learn;

2. normal physical development and coordination of movements;

3. managing your behavior;

4. manifestation of independence;

5. possession of methods of mental activity;

6. attitude towards comrades and adults;

7. ability to navigate in space and notebooks;

8. attitude to work.

Readiness according to the first criterion implies the presence of motives for learning, namely, the attitude towards it as a rather important and significant matter, interest in certain training sessions and children's desire to acquire knowledge.

The second criterion presupposes a sufficient degree of development of muscles, accuracy of movements, readiness of the hand to perform precise, small and various movements, consistency of the eye and hand movements, the ability to hold a pencil, pen, brush.

The content of the third criterion is reduced to the arbitrariness of external motor behavior, which provides an opportunity to withstand the school regime and organize oneself in the lesson; arbitrary control of internal mental actions for the purpose of purposeful observation of phenomena and concentration of attention in order to memorize the information contained in the textbook or presented by the teacher.

The fourth criterion reflects the manifestation of independence, it can be considered as a desire to look for certain ways of explaining and solving everything surprising and new, an incentive to use different ways, to give a variety of solutions, doing without the help of outsiders in their practical work.

The fifth criterion is the possession of certain techniques in mental activity, which implies a specific level of development of children's cognitive processes. This is a differentiation of perception, which allows you to observe phenomena and objects, highlighting certain aspects and properties in them, mastering logical operations, as well as ways of meaningful memorization of material.

The sixth criterion includes the formation in the child of the habit and desire to work both for himself and for others, awareness of the importance and responsibility of the assignment he is performing.

The seventh criterion includes orientation in time and space, knowledge of units of measurement, the presence of sensory experience and an eye.

The eighth criterion is the ability to work in a team, take into account the desires and interests of comrades, and also have the skills to communicate with adults and peers. Kozlova S. A., Artamonova O. V. How to introduce a child to the creative activity of an adult / / Preschool education. - M .: 1993

When accepting older preschoolers to school, in the process of their adaptation to learning and in organizing the educational process, it is necessary to take into account knowledge about psychological characteristics children of primary school age.

In connection with the above criteria, according to Kozlova S.A., parents of future first-graders should adhere to the following recommendations:

Develop perseverance, diligence of the child, the ability to bring things to the end

· Form his thinking abilities, observation, inquisitiveness, interest in learning about the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.

If possible, do not give the child ready-made answers, make him think, explore

Place the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.

Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed actions actors, whether he is able to prove why he condemns some heroes, approves others Kozlova S. A. "I am a Man": A program for introducing a child to the social world. - M.: 1996.

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The transition to school childhood is characterized by a serious change in the place of children in the system of relations available to them and in the whole way of life. In this regard, it is necessary to emphasize the fact that the situation of schoolchildren creates a special moral direction in the personality of children. For them, learning is not just a way of preparing themselves for the future and not only an activity for the assimilation of knowledge, learning at school is experienced and realized by children as their own labor duties, as their participation in the lives of those around them. In this regard, how young schoolchildren will cope with their duties at school, failure or success in educational activities, has a sharp affective coloring for them. From the foregoing, it follows that the issues of schooling are not just issues of the intellectual development and educational activities of children, but also the formation of their personality and issues of education.

According to Kozlova S.A., there are three main lines along which special preparation for schooling is carried out:

1. General development. By the time an older preschooler becomes a younger student, his general development should be at a certain level. First of all, this concerns the development of attention, memory and especially intelligence. From this point of view, of greatest interest is both the stock of ideas and knowledge already available to the child, and the ability to function internally, or, in other words, to carry out certain actions in the mind.

2. The development of the ability to voluntarily control oneself. An older preschooler has a vivid perception, easy switching of attention and a well-developed memory, but the child still does not know how to manage them arbitrarily properly. An older preschooler is able to remember in detail and for a long time a certain conversation of adults or an event if it somehow attracted the attention of a child. But it is quite difficult for him to concentrate for a long time on something that does not arouse direct interest in a preschooler. But this ability must be developed by the time he enters the first grade, as well as the ability of a much broader plan - to do not only what he wants, but also what he needs, although, quite possibly, he does not want to at all.

3. Formation of motives that encourage learning. This is not at all the natural interest shown by preschool children in learning at school. This refers to the upbringing of a deep and real motivation that can become an incentive for the desire of children to gain knowledge Kozlova SA Moral education of preschoolers in the process of getting to know the outside world. - M.: 1988.

According to Kozlova S.A., these lines are equally important, and none of them, in any case, should be overlooked, so that the education of children does not go lame at the very beginning.

According to S.A. Kozlova, special preparation for school is a painstaking task, and excellent results are possible only with systematic and systematic studies.

Thus, it must be remembered that in education, it is impossible to achieve something with a one-time effort. It follows from this that only constant and systematic activity can provide the necessary results. It is difficult to name certain tests and tasks that are most effective, due to the fact that they are determined depending on the specialization of the class and the school as a whole. There are special schools in which certain subjects are studied in depth, schools where a number of school disciplines do not begin with the upper grades, but already from the first grade, children are taught a foreign language, or an in-depth study of mathematics. There are also special gymnasium classes, the conditions for admission to which are somewhat stricter than in ordinary general education classes.

Kozlova S.A. argues that the basis of any knowledge is the knowledge, skills and abilities that a preschooler masters in order to successfully study in school after entering school.

Kozlova S.A. identifies the following types of readiness for school:

psychological readiness;

physical readiness: state of health, physical development, development of small muscle groups, development of basic movements;

special mental readiness: the ability to read, count, write

moral and volitional readiness;

Personal readiness.

Let's consider these types in more detail.

Not infrequently, various aspects that relate to the development of various mental processes, including motivational readiness, are united by the term psychological readiness.

An important aspect of psychological readiness for school is also emotional-volitional readiness:

The ability to manage one's behavior

· Ability to organize the workplace and maintain order

The desire to overcome difficulties

· Desire to achieve the result of their activities.

According to Kozlova S.A., the future first-grader must have the following moral-volitional qualities:

persistence,

hard work,

perseverance,

Discipline

· Attention

curiosity, etc.

Readiness for school also implies a certain level mental development. The child needs a store of knowledge. According to S. A. Kozlova, parents should remember that the amount of knowledge or skills alone cannot serve as an indicator of development. The school is waiting not so much for an educated child, as for a child psychologically prepared for academic work. Much more important is not the knowledge itself, but how children know how to use it. Parents are sometimes pleased that the child memorized the text of the poem, fairy tale. Indeed, children have a very good memory, but it is more important for mental development to understand the text, to be able to retell it without distorting the meaning and sequence of events.

S.A. Kozlova refers to intellectual readiness not only horizons, vocabulary, special skills, but also the level of development of cognitive processes, namely their orientation to the zone of proximal development, the highest forms of visual-figurative thinking; the ability to single out a learning task, turning it into an independent goal of the work.

Under socio-psychological and personal readiness, according to S. A. Kozlova, is understood:

Formation of the social position ("internal position of the student");

formation of a group of moral qualities that are necessary for teaching;

creation of arbitrariness of behavior, as well as the qualities of communication with adults and peers.

Kozlova S.A. cites the following indicators as criteria for identifying the level of readiness of children for schooling:

1. desire to learn;

2. normal physical development and coordination of movements;

3. managing your behavior;

4. manifestation of independence;

5. possession of methods of mental activity;

6. attitude towards comrades and adults;

7. ability to navigate in space and notebooks;

8. attitude to work.

Readiness according to the first criterion implies the presence of motives for learning, namely, the attitude towards it as a rather important and significant matter, interest in certain educational activities and the desire of children to acquire knowledge.

The seventh criterion includes orientation in time and space, knowledge of units of measurement, the presence of sensory experience and an eye.

When admitting older preschoolers to school, in the process of their adaptation to learning and in organizing the educational process, it is necessary to take into account knowledge about the psychological characteristics of children of primary school age.

In connection with the above criteria, according to Kozlova S.A., parents of future first-graders should adhere to the following recommendations:

Develop perseverance, diligence of the child, the ability to bring things to the end

If possible, do not give the child ready-made answers, make him think, explore

· Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.

Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal relationship of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some heroes, approves others Kozlova S. A. "I - Man": A program for introducing a child to the social world. - M.: 1996.

Readiness for school ("school maturity")- the level of morphofunctional, mental development of the child, at which the requirements of systematic education will not be excessive and will not lead to a violation of the child's health.

Reasons for being unprepared for school:

Organic - Various deviations in the physical and neuropsychic development of the child, a delay in the formation of individual functions, poor health.

Educational - Ineffective tactics of the pedagogical approach. Unfavorable conditions in which the child grows and develops.

Readiness for school involves the general and special preparation of children for school.

special readiness- The presence of the child's special knowledge, skills and abilities that are necessary for the study of such subjects as mathematics, reading, writing, the world around.

General readiness- The result of all educational and educational work for the comprehensive education of preschoolers. General readiness includes:

Morphofunctional readiness:

Biological maturity of the organism:

Anthropometric indicators,

Development of the skeletal, muscular, respiratory and cardiovascular systems,

Appropriate development of physiological functions (the ability to inhibit, which is necessary for a sufficiently long sitting at a desk, good coordination of movements, in particular, small movements of the fingers, relatively rapid formation and strengthening of conditioned connections and sufficient development of the 2nd signaling system).

Physical readiness- This is a good state of health of the child, hardiness, a certain endurance, working capacity of the body, high degree disease resistance, harmonious physical and neuropsychic development of the child.

Motivational readiness - positive attitude to school, to teaching, as to a serious, complex, but necessary activity.

Motivational readiness is the main component of social maturity - the degree of readiness of the child to change his place in the system of social relations, to accept the position of a schoolchild.

Components of motivational readiness:

1. The correct idea of teaching, of the school.

2. Desire to go to school.

3. Cognitive interest in the environment, cognitive activity.

Intellectual readiness- Preparedness in terms of mental development. Defined by several interrelated components:

1. The presence in children of a sufficiently wide stock of knowledge about the environment (knowledge must be complete, accurate, conscious and systematized. The ability of children to independently operate knowledge is also important.)

2. The general level of development of mental activity (the ability to observe, analyze, generalize, classify).

3. The appropriate level of development of cognitive activity, cognitive mental processes (the ability to arbitrarily memorize and reproduce material, planned perception of objects and phenomena, accuracy of sensations, completeness of perception, i.e. the quality of cognitive processes).

4. The appropriate level of speech development (possession simple forms monologic speech, sufficient vocabulary, culture of verbal communication).

5. The presence of prerequisites for educational activity (the ability to understand, remember the tasks set, the ability to analyze, isolate the method of action, apply it to solve the task, the ability to control one’s actions, evaluate them and the result of work, the ability to consciously subordinate one’s activity and behavior to certain requirements and rules ).

Emotional-volitional readiness- The ability of the child to regulate their behavior in sufficient difficult situations associated with stress and anxiety.

Volitional readiness involves the development of a certain level of independence, responsibility, the ability to bring the work begun to the end, overcome difficulties, be disciplined, diligent.

Emotional readiness involves the child experiencing positive emotions associated with learning, the joy of learning new things, satisfaction from the success of what has been done, self-confidence and self-confidence.

Readiness in the field of communication - ability to build relationships with adults and peers.

Assumes a stable positive type of relationship with adults, i.e. the ability to calmly and responsibly relate to assessments, comments of an adult. Communication activity. With peers: interest and activity in communication, the ability to defend one's point of view without conflicts and insults, not to curry favor with others and not to oppose oneself to them, the ability to treat another as oneself, and oneself as another.

To determine the readiness of children for school in the preparatory group, diagnostics are carried out at the beginning and at the end of the year. School readiness diagnostics- a survey conducted by a psychologist, teacher, medical worker using specially selected, evidence-based and proven methods in order to determine the degree of readiness of preschool children for schooling. In kindergarten, in practice, we observed that morphofunctional readiness is determined by the age criterion of biological age (weight, height, ratio of the volume of the head and chest, the number of permanent teeth), physical readiness is determined by tests of physical fitness (shuttle run, pull-ups, bends, etc. .), motivational, emotional-volitional readiness and readiness in the field of communication is revealed as a result of conversations and observations, to determine the intellectual readiness, the teacher conducted tests to determine the level of development of attention, memory, thinking, imagination (give examples), in addition to observing children in the process of learning activities, talking with children and parents are also effective methods diagnostics. But the most effective method is the Kern-Irasek test, which includes 3 tasks: draw a human figure, copy 10 drawn points from a stencil, and reproduce a short phrase of three words. Each task is evaluated in accordance with the criteria and a conclusion is made about the state of the main functional systems and school maturity.

Analyzing the preparation of children for school in preschool educational institutions in practice, I take into account that in kindergarten the emphasis in preparing children is on special training and intellectual readiness, we can recommend teachers to pay due attention to motivational readiness and readiness in the field of communication and emotional-volitional readiness, i.e. to. the readiness of children for school is the result of the entire upbringing and educational work of preschool educational institution throughout the preschool years.