Psychological readiness of the child for school; problems of school maladjustment. Types of children's psychological readiness for school

What is a child's readiness for school?

During his life, a person experiences several age crises, denoting a milestone, a transition from one age stage to another, and the degree of "crisis" depends on how prepared a person is for the next age stage, for the demands that life will present to him during this period. More prepared people (by the system of upbringing, health status, development of abilities, including communicative and intellectual, social and professional skills, etc.) experience age crises (three-year-olds, adolescence, middle age, retirement) softer, calmer, more cheerful. And on the contrary, the more accumulated (not solved) problems, the more critical the transition from one age group to another will occur.

This fully applies to the period of the beginning of a child's education in school, the transition from preschool to primary school age, when the child's life changes radically in the physiological, psychological, and social spheres. The overwhelming majority of children turn out to be ready for the new demands of life, changing loads (social, intellectual, psychological and physical) by the age of 7. Some of the children, and unfortunately, it has been increasing for a number of reasons recently, only by the age of 8. And none (!) Of the children, taking into account the complex of all (!) Their capabilities, and not only physical and intellectual, turns out to be capable painlessly and successfully adapt to school(in its current version) at 6 years old. This is not about the first weeks or months of schooling, but about how successful the child will be during the school years.

What determines the success of a student? We will build on those specific requirements that will fall on the child from the first days at school. It is clear that

1. physically fit and resilient accustomed to a healthy regime of day and night, to a healthy lifestyle;

2. intellectually capable , who knows how to count, read, understands what he has read and is able to retell it in his own words, with a good memory and attention, the child will not experience big difficulties at school at first, and in the future he will not, but only if, if it turns out

3. able to manage their emotional state and communicate in a work, not a play mode, with a sufficiently large number of children and adults (teachers), who in completely different ways, due to their personal characteristics, will expect and demand certain efforts and results from him;

4. able to take responsibility for these efforts and results, to accept the fact that both mom and dad should work, so I should study, and not be guided by my “want / don’t want”, “can / cannot”, “like / dislike”, “it turns out / does not work ", etc.

As experience shows, those indicated in paragraphs. 3 and 4, the emotional, communicative and personal qualities of a child can play a decisive role in the adaptation of a child to school: with their adequate development, they can even compensate for the lack of physical health and intellectual abilities and initially a child who does not promise much, can turn out to be a good student and an excellent specialist in the profession, and vice versa, with the underdevelopment of these qualities, even with good intellectual and physical indicators, the child may turn out to be unsuccessful in educational and further work.

What is the child's readiness for school? This a complex concept that includes the qualities, abilities, skills and abilities that, due to heredity, development and upbringing, the child possesses by the time of entering school and which, in combination, determine the level of adaptation, success / failure of the child at school, which is not limited only to excellent and good grades in all or a number of subjects, but make the child absolutely-quite-not-quite-partially-completely dissatisfied with his status as a student.

So, when we talk about school readiness, we mean the totalityintellectual , physical, emotional, communicative, personal qualities that help the child as easily and painlessly as possible enter a new school life, accept a new social position of a "student", successfully master a new educational activity and painlessly and without conflict to enter a new world of people for him... Experts, speaking of readiness for school, sometimes focus on different aspects of children's development, based on their own experience of working with them. Therefore, below are several classifications in order to get the most complete picture of the components of the concept of a child's readiness for school:

1. Intellectual readiness.

By intellectual readiness, many parents mistakenly mean the ability to read words, count, write letters. In fact, an intellectually ready child is primarily a child with curiosity and an inquiring mind. Cognitive activity, the ability to observe, reason, compare, generalize, hypothesize, draw conclusions - these are the intellectual skills and abilities that will help the child master the school disciplines. These are his main companions and assistants in such a difficult and new educational activity for him.

2. Social readiness - it is the possession of the skills and abilities necessary for a child to coexist in a team.

Ability to join the team by accepting its rules and laws. - Ability to correlate their desires and interests with the needs and interests of other team members. As a rule, these skills are inherent in children who attended kindergarten or raised in a large family. Social preparedness also includes the ability to build relationships with adults ... The future student should not be afraid to answer the teacher's questions and not one, but several, and not similar to each other, but very different questions to himself, if something is not clear, to be able to ask for help, to express his point of view.

3. Personal readiness. Personal readiness is the degree of formation of a child's personal qualities that help him to feel his changed position, to realize his new social role - the role of a schoolchild. This is the ability to understand and accept his new responsibilities, to find his place in a new school routine for him.have a new level of freedom and responsibility. He is no longer satisfied with the position of a kindergarten kid - he is equal to older children. The emergence of such a new self-awareness signals the child's readiness for a new social role - the position of a “schoolboy”.

-the ability for adequate self-esteem.

This is the child's ability to assess himself, more or less realistic, without going to the extremes "I can do anything" or "I can not do anything." The prerequisites for an adequate assessment of oneself, the results of one's work - will help the future student to orientate himself in the school's assessment system. This is the start to the emergence of the ability to assess their abilities, the degree of mastery of academic disciplines. When a child, even without the teacher's marks, feels what he has learned, and what else needs to be worked on.

-the ability to subordinate the motives of behavior.

This is when the child understands the need to do homework first, and then play toy soldiers, that is, the motive “to be a good student, to earn the praise of the teacher” takes precedence over the motive “to enjoy the game”. Of course, at this age there can be no persistent priority of the educational motive over the play one. It is formed during the first 2-3 years of school. Therefore, educational assignments are often presented to children in an attractive playful way.

In order for a child to successfully cope with the new requirements of school life, he must have a set of qualities that are closely intertwined.
These qualities cannot be viewed in isolation from the child's “life world”, from the environment of a particular school, from the way of life in the family. Therefore, the current definition of “school readiness” takes into account all these factors and defines “school readiness” as a set of “competencies”.

Unfortunately, the concept of "competence", its meaning, is often not clearly disclosed. However, this concept is of key importance in modern education and, in particular, in determining readiness for school. If the child has a well-developed speech, that is, he basically knows how to speak well and understands what he has heard, this does not mean that he has developed communication skills- the most important property that a person needs in the conditions of modern life. For example, in a large class situation, he may suddenly become speechless and, coming to the blackboard, will not be able to connect two words. This often happens with adults. This means that he is not ready to speak in front of a group of people, his speech abilities, albeit well developed, are not enough to this particular situation communicate successfully. It turns out that in order for speech abilities to be able to manifest themselves in various situations of concrete communication in life, it is necessary to combine the development of speech with emotional stability, the development of will (with the ability to overcome one's insecurity, fear), the need to express one's thoughts and the senses.

Or another example. A person, in principle, has a well-developed speech. He understands what is being told to him and can express his thoughts adequately and clearly. But nevertheless, he is not a “sociable person”, does not create an atmosphere of easy communication in the team, “does not like” to communicate, is not interested in other people. Openness, a tendency to communicate, interest in other people - these are the components (along with the ability to understand speech and clearly articulate your thoughts) communicative competence, which are the key to successful communication in life.

School readiness is not a “program” that can be simply taught (trained). Rather, it is an integral property of the child's personality, which develops under general favorable conditions in diverse situations of life experience and communication, in which the child is included in the family and other social groups. It develops not through special activities, but indirectly through "participation in life."

If we recall the requirements that school life imposes on the child, and try to analyze the competencies that the child should have, then they can be grouped into four large groups .

Emotional readiness for school implies a set of qualities that allow the child to overcome emotional insecurity, various blockages that interfere with the perception of learning impulses or lead to the fact that the child withdraws into himself.

It is clear that not all tasks and situations are easy for a child to cope with. Difficult tasks, as well as the teacher's explanations, can cause the child to feel: "I can never cope with this" or "I do not understand at all what she (the teacher) wants from me." Such experiences can be a burden on the child's psyche and lead to the fact that the child generally ceases to believe in himself and stops actively studying. Resistance to such loads, the ability to deal with them constructively is an important part of emotional competence.

When a child knows something, wants to show his knowledge and draws his hand, then, naturally, it does not always work out so that he is really called out. When a teacher summons another, and the child certainly wants to show his knowledge, this can be a great disappointment. The child may think: "If I am not called, then you should not try"- and stop actively participating in the lessons. In school life, there are a variety of situations in which he has to experience disappointment. The child may react to these situations with passivity or aggression. Ability to adequately tolerate and cope with disappointments– another side of emotional competence.

Social readiness for school closely related to the emotional. School life includes the child's participation in various communities, entering and maintaining a variety of contacts, connections and relationships.

First of all, it is the class community. The child should be prepared for the fact that he will no longer be able to follow only his desires and impulses, regardless of whether he interferes with other children or the teacher due to his behavior. Relationships in the classroom community greatly affect the extent to which your child will be able to successfully perceive and process learning experiences, that is, to benefit from it for their development.

Let's imagine this more specifically. If everyone who wants to say something or ask a question speaks or asks at the same moment, chaos will arise, and no one will be able to listen to anyone. For normal productive work, it is important that children listen to each other, let the interlocutor finish talking. So the ability to refrain from one's own impulses and listen to others–it is an important component of social competence.

It is important that the child can feel like a member of a group, a group community, in the case of school teaching - a class. The teacher cannot address each child individually, but addresses the entire class. In this case, it is important that each child understands and feels that the teacher, referring to the class, is also speaking to him personally. So feel like a member of a group–this is another important property of social competence.

Children are all different, with different interests, impulses, desires, etc. These interests, impulses and desires must be realized in accordance with the situation and not to the detriment of others. In order for a heterogeneous group to function successfully, various rules for a common life are created. So social readiness for school refers to the child's ability to understand the meaning of the rules of behavior and how people deal with each other and the willingness to follow these rules.

Conflicts belong to the life of any social group. Class life is no exception here. The point is not whether conflicts arise or not, but how they are resolved. It is important to teach them other, constructive models for resolving conflict situations: talking to each other, looking for solutions to conflicts together, involving third parties, etc. The ability to constructively resolve conflicts and behave in a socially acceptable manner in controversial situations is an important part of a child's social readiness for school.

Motor readiness for school . Motor readiness for school is understood not only to the extent to which the child controls his body, but also his ability to perceive his body, to feel and voluntarily direct movements (to control internal mobility), to express his impulses with the help of the body and movement.

When we talk about motor readiness for school, we mean the coordination of the “eye-hand” system and the development of fine motor skills necessary for learning to write. Here it must be said that the speed of mastering hand movements associated with writing may be different for different children. This is due to the uneven and individual maturation of the corresponding areas of the human brain. Many modern methods of teaching writing take this fact into account and do not require the child from the very beginning to write small letters in lined notebooks with strict adherence to boundaries. Children first “write” letters and “draw” shapes in the air, then - with a pencil on large sheets of paper, and only at the next stage do they move on to writing letters in notebooks. This gentle method takes into account that a child can enter school with an underdeveloped hand. However, most schools still require you to write right away in small print (according to the prescription) and observe the appropriate boundaries. This is difficult for many children. Therefore, it is good if, already before school, the child has mastered to a certain extent the movement of the hand, hand and fingers. Fine motor skills are an important characteristic of a child's motor readiness for school.

The manifestation of will, self-initiative and activity largely depends on how much the child controls his body as a whole and is able to express his impulses in the form of bodily movement.

Participation in general games and the joy of movement is more than a way of establishing oneself in a children's collective (social relations). The fact is that the educational process proceeds rhythmically. Periods of concentration, attention, work requiring a certain amount of stress should be followed by periods of activity that bring joy and rest. If the child cannot fully live such periods of bodily activity, then the load associated with the educational process and the general stress associated with school life will not be able to find a full counterbalance. Generally the development of the so-called "gross motor skills", without which the child cannot jump rope, play ball, keep balance on the bar, etc., as well as enjoy different types of movement, is an important part of being ready for school.

The perception of one's own body and its capabilities (“I can do this, I can handle it!”) Gives the child an overall positive feeling of life. A positive sense of life is expressed in the fact that it gives children pleasure to perceive obstacles, overcome difficulties and test their skills and dexterity (climbing trees, jumping from a height, etc.). Be able to adequately perceive obstacles and interact with them–an important part of a child's motor readiness for school.

Cognitive readiness for school , which for a long time was considered and is still considered by many to be the main form of readiness for school, although not the main, but still a very significant role.

It is important that the child can concentrate on a task for a while and complete it. It is not so simple: at every moment of time we are exposed to the effects of stimuli of the most varied kinds. These are noises, optical impressions, smells, other people, etc. In a large class, there are always some distracting events. So the ability to concentrate for some time and keep attention on the task at hand is the most important prerequisite for successful learning... It is believed that a good concentration of attention is developed in a child if he can carefully perform the task assigned to him for 15–20 minutes without getting tired.

The educational process is designed in such a way that when explaining or demonstrating any phenomena, it often becomes necessary to link what is happening at the moment with what has been explained or demonstrated recently. Therefore, along with the ability to listen carefully, it is necessary for the child to remember what he heard and what he saw and at least some time to keep it in memory. So the ability for short-term auditory (auditory) and visual (visual) memory, which allows mentally processing incoming information, is an important prerequisite for the success of the educational process. It goes without saying that hearing and vision must also be well developed.

Children are happy to do what they are interested in. Therefore, when the topic or task given by the teacher corresponds to their inclinations, to what they like, problems do not arise. When they are not interested, they often just do nothing, start going about their business, that is, they stop learning. However, it is completely unrealistic to require the teacher to offer children only topics that are interesting for them, interesting always and for everyone. Something is interesting for some children, but not for others. It is impossible, and indeed wrong, to build all teaching solely on the basis of the child's interest. Therefore, schooling always contains moments when children have to do something that they are not interested in and bored, at least at first. A prerequisite for a child to engage in content that is initially alien to him is a general interest in learning, curiosity and curiosity in relation to new things. This curiosity, curiosity, desire to learn and learn something is an important prerequisite for successful learning.

Learning is largely a systematic accumulation of knowledge. This accumulation can proceed in different ways. It's one thing when I memorize individual elements of information without connecting them with each other, without passing them through individual understanding. This leads to rote learning. This learning strategy is dangerous as it can become a habit. Unfortunately, we have to admit that in recent years the number of university students has increased who understand learning exactly in this way - as a mechanical reproduction of incomprehensible material, definitions, schemes and structures without any interconnection, out of touch with reality. Such "knowledge" does not serve the development of thinking and personality as a whole, it is quickly forgotten.

The reason for this is the wrong learning habits enshrined in school teaching. The strategy of cramming (rote memorization) is established when the child is offered material that he cannot yet understand, or as a result of an ill-conceived methodology that does not take into account the child's current level of development. It is important that the knowledge that the child receives in school and outside of school is added up into an extensive network of interrelated elements passed through individual understanding. In this case, knowledge serves development and can be applied in natural situations. Such knowledge is an indispensable part of competence - the ability to successfully cope with problems in various situations of life. Intelligent knowledge is built step by step not only in the process of schooling, but also from the diverse information and experience that the child receives outside the school.

In order for the child to be able to integrate the received information into the existing one and build on its basis an extensive network of interconnected knowledge, it is necessary that by the time of learning he already possesses the rudiments of logical (sequential) thinking and understands the interconnections and patterns (expressed by the words “if”, “then ", "because"). At the same time, we are not talking about some special "scientific" concepts, but about simple interrelationships found in life, in language, in human activity. If we see puddles outside in the morning, then it is natural to conclude that it rained at night or early in the morning the street was watered by a sprinkler. When we hear or read a story (fairy tale, story, hear a message about an event), then in this story individual statements (sentences) are built into an interconnected thread thanks to the language. The language itself is logical.

And, finally, our daily actions, the use of simple tools in the household, also obey a logical pattern: in order to pour water into a cup, we put the cup upside down, not up, etc. According to modern logic and psychology, logical connections in natural phenomena, language and everyday actions are the basis of logical laws and their understanding. So the ability for consistent logical thinking and understanding of relationships and patterns at the level of everyday life is an important prerequisite for a child's cognitive readiness to learn.

Let us now present all the elements we have named in the form of a general table of "basic competencies" of school readiness.

The question arises: should a child possess all these qualities to the fullest in order to be “ready for school”? There are practically no children who would fully meet all the described characteristics. But a child's readiness for school can still be determined.

The main thing- it psychological readiness child to school. This concept means the formation of the necessary psychological prerequisites for educational activity, helping the child to adapt to the conditions of the school and to start systematic learning.

The set of psychological properties and qualities is diverse, since the concept of psychological readiness for school includes several aspects. All of them are closely interconnected.

> Functionalthe child's readiness indicates the level of general development, his eye, spatial orientation, the ability to imitate, as well as the degree of development of complex-coordinated hand movements.

> Intelligent readiness presupposes the acquisition by the child of a certain stock of specific knowledge, understanding of general connections, principles, laws; the development of visual-figurative, visual-schematic thinking, creative imagination, the presence of basic ideas about nature and social phenomena.

> Assessment of readiness for school according to the level of intellectual development –the most common parenting mistake. The parents' efforts are directed towards "stuffing" all kinds of information into the child. But it is not so much the volume of knowledge that is important as their quality, the degree of awareness, the clarity of ideas. It is desirable to develop the ability to listen, to understand the meaning of what has been read, to retell the material heard, the ability to compare, compare, to express one's attitude to what has been read, to show interest in the unknown.

Intellectual readiness has another aspect - the formation of certain skills in the child. These include, first of all, the ability to single out an educational task and turn it into an independent goal of activity.

By the age of 6, the basic elements of volitional action are gradually formed: the child is able to set: a goal, make a decision, outline an action plan, execute it, show a certain effort to overcome an obstacle. But all these components are still underdeveloped: volitional behavior and inhibition processes are weak. Conscious control of one's own behavior is given to a child with great difficulty. Parents' help in this direction can be expressed in the formation of children’s ability to overcome difficulties, in expressing approval and praise, in creating situations of success for him.

The ability to control one's own behavior is closely related to the level of development of the ability to control one's actions by an effort of will. This is expressed in the ability to listen, understand and accurately follow the instructions of an adult, act in accordance with the rule, use a model, focus and hold attention on a certain activity for a long time.

> Strong-willed readiness for school will allow a first-grader to get involved in common activities, to accept the system of school requirements, to comply with new rules for him.

> Motivational readiness for school is a desire to go to school, to acquire new knowledge, a desire to take the position of a student. The interest of children in the world of adults, the desire to be like them, interest in new activities, the establishment and maintenance of positive relationships with adults in the family and at school, self-esteem, self-affirmation - all these are possible options for motivating learning , giving rise to the desire in children to engage in educational work.

One of the most significant needs at this age is the cognitive need. The level of her development is one of the indicators of her psychological readiness for school. Cognitive need means the attractiveness of the very content of knowledge acquired in school, interest in the process of cognition.

Cognitive interests develop gradually. The greatest difficulties in elementary school are experienced not by those children who have a small amount of knowledge and skills, but those who have not formed a desire to think, to solve problems that are not directly related to any game or everyday situation of interest to the child.

> Socio-psychological readiness for school means the presence of such qualities that help the first grader build relationships with classmates, learn to work collectively. The ability to communicate with peers will help him get involved in teamwork in the classroom. Not all children are ready for this. Pay attention to the process of your child's play with peers. Does he know how to negotiate with other children? Does he coordinate his actions with the rules of the game? Or maybe he ignores his playmate? Educational activities–collective activity, and therefore its successful assimilation becomes possible in the presence of friendly and business communication between its participants, with the ability to cooperate, to unite efforts to achieve a common goal.

Despite the importance of each of the previously mentioned criteria for psychological readiness, the child's self-awareness seems to be special. It is associated with the attitude to oneself, to one's capabilities and abilities, to one's activity and its results.

Parents will be of great help to teachers, educators, the school as a whole and, above all, their children, if they try to form only a positive attitude towards learning and school in the beginning student, they will encourage the child's desire to learn.

What must a future first grader be able to do?

Throughout our life, you and I have different types of activities: play, learning, communication, etc. From birth to school, the child's primary activity is play. Therefore, when you ask your parents: “Have your children learned to play?”, Usually everyone nods their heads in agreement and wonders why such a question arose. The question is actually very serious, because what does it mean to learn to play? These are: 1) know the name (what is the game about?), 2) rules and penalties (how to play, observe or violate?), 3) the number of players (how many and who does what?), 4) the end of the game (the ability to win and lose ).

The passage of the next phase of development - learning - will depend on how successfully the child has mastered the phase of the game. Because school is a big and long game for 9-11 years. It has its own rules (general school and classroom), players (director, teachers, children), penalties (deuces, notes in the diary), winnings (fives, certificates, awards, certificate). Ability to follow the rules and the ability to lose are especially important. Many children perform precisely these moments with difficulty, and when they lose, they react violently emotionally: they cry, shout, throw things. Most likely, they will inevitably have to face difficulties at school. In elementary school, many learning moments are played in a playful way for this very purpose - to finally give the child the opportunity to master the game and fully engage in learning.

But for you, dear parents, this is a serious reason to think about your child's readiness for school: even if your child reads fluently, counts skillfully, writes, speaks well, analyzes, dances, draws; he is sociable, shows leadership qualities and, in your opinion, is just a child prodigy, but at the same time he has not mastered the phase of the game - help him! Play at home any games with your child: educational, board, role-playing, mobile. Thus, you will improve your child's school readiness and give yourself and him unforgettable moments of communication! And one more thing: you do not need to form a love for school before the start of the school year, since it is impossible to love something that you have not yet encountered. It is enough to make it clear to the child that learning is the duty of every modern person, and the attitude of many of the people around him depends on how successful he is in learning. Good luck, patience and sensitivity!

Observation questionnaire.

Circle or cross the corresponding number.

Body development - movement and perception

How does the child move on the playground: does he show agility, dexterity, confidence and courage, or is he afraid and afraid? 0 1 2 3

Can he keep his balance on a crossbar located relatively high above the ground or on a tree branch, or is he looking for support and grabbing for additional support? 0 1 2 3

Can the child imitate typical movements, such as sneaking up like an Indian, etc.? 0 1 2 3

Can he throw the ball at the target? 0 1 2 3

Can he catch the ball thrown to him? 0 1 2 3

Does the child like to move, such as playing tag or catch-up? Does he move a lot? 0 1 2 3

Does the child know how to correctly pick up a pencil using the thumb and forefinger, draw and “write” them with different pressure? 0 1 2 3

Does the child succeed in observing the boundaries by painting over the pictures? 0 1 2 3

Can he button and unfasten buttons or zippers without assistance? 0 1 2 3

Does the child know how to cut simple shapes with scissors: 0 1 2 3

If the child is in pain, how does he react: adequately or exaggerated? 0 1 2 3

Can the child find the correct shapes in the picture (for example, similar or different from each other)? 0 1 2 3

Can he correctly “localize” a sound source in space (for example, a mobile phone ringing, etc.)? 0 1 2 3

Cognitive sphere: thinking, speech, imagination, attention, memory.

Does the child understand small stories (fairy tales, coherent stories) and can he convey their content simply, but correctly (in meaning)? 0 1 2 3

Does the child understand simple causal relationships? 0 1 2 3

Can the child recognize and name basic colors and shapes? 0 1 2 3

Does he show an interest in letters and numbers, in reading and counting? Does he want to write his name or other simple words? 0 1 2 3

Does he remember the names of other people (children and acquaintances of adults), does he remember simple poems and songs? 0 1 2 3

As the child says: clear, distinct and understandable for everyone around? 0 1 2 3

Does he speak in full sentences and can he clearly describe what happened (that is, an event or experience)? 0 1 2 3

When he makes something, carves, sculpts, draws - does he work with concentration, purposefulness, does he show patience and perseverance when something goes wrong? 0 1 2 3

Is the child able to do any one thing for at least 10-15 minutes and bring it to the end? 0 1 2 3

Does he play with enthusiasm alone with his toys for a longer time, inventing games and imaginary situations for himself? 0 1 2 3

Is he capable of performing a simple task thoroughly and properly? 0 1 2 3

Emotions and sociality

Does the child have developed confidence in himself and his abilities? 0 1 2 3

Does he express his feelings adequately to the situation? 0 1 2 3

Has the child managed to overcome his fearfulness at times? 0 1 2 3

Can he wait for the fulfillment of what he wants? 0 1 2 3

Can he be for some time in an unfamiliar environment without a loved one or an acquaintance of an adult in whom he has confidence? 0 1 2 3

Can the child himself (without the help of an adult) defend himself in a difficult situation? 0 1 2 3

Is he glad he is going to school soon? 0 1 2 3

Does he like to play with other children, does he take into account the interests and desires of others? Does he adequately respond to controversial situations? 0 1 2 3

Does he understand and follow the general rules of the game? 0 1 2 3

Does he make contact with other children on his own? 0 1 2 3

How does the child behave in the event of conflicts, is he attuned to a positive resolution of the situation and does he accept them? 0 1 2 3

Summing up the observations

If most of the signs of readiness for school are poorly expressed, then there is a high probability that the child will find it difficult to adapt to school and learn successfully at the initial stage.

He will need additional support. If the child is not yet 7 years old, it makes sense to wait a year before enrolling in the first grade. But one should not passively wait for the child to "mature" on its own. He needs pedagogical support. If, for example, a child is well developed intellectually, but he has difficulties in the emotional and social sphere, it makes sense to look for a play group for him, where he could play with his peers for some time without parents, without feeling fear. In this case, abrupt transitions to a situation that is unusual for the child should be avoided. If it is difficult for him without parents in the play group, you need to make the transition gradually: at first, one of the people close to the child should be present in the group until he gets used to the new environment. It is important that the composition of the group is constant. Then the child will have the opportunity to build stable emotional relationships in a new social environment.

If only a few of the signs indicated in the questionnaire turn out to be weak, the child should not have any special difficulties with learning.

In the life of any child, sooner or later, there comes a time when it is time to go to school. The future first grader does not yet know what awaits him. Carelessness, carelessness and immersion in the game will be replaced by many restrictions, responsibilities and requirements. Now you have to go to classes every day, do your homework.

How can you determine if the baby is ready for a new stage of life? There are special criteria for school readiness: intellectual, motivational, psychological, social, physical.

Parents are wrong when they think that their baby is ready for school, because he can read and write. Despite this, the child may find it difficult to be given the school curriculum. The reason is the lack of intellectual preparation for entering an educational institution. Intellectual readiness for school is determined by thinking, memory, attention.

1. Thinking

Before starting school, the child should be given knowledge about the world around him: about other people and about the relationship between them, about nature. The kid should:

• know a little information about yourself (name, surname, place of residence);
• distinguish between geometric shapes (circle, rectangle, triangle, square);
• know colors;
• understand the meanings of the following words: “less”, “more”, “low”, “high”, “narrow”, “wide”, “right”, “left”, “between”, “about”, “above”, “ under";
• be able to compare various objects and find differences in them, generalize, analyze, determine the signs of phenomena and objects.

2. Memory

It is much easier for a student to study if he has a well-developed memory. To determine the child's readiness for school, you can read him a short text and ask him to retell it in a couple of weeks. You can also prepare 10 different objects and pictures and show them to your child. Then he will have to name those that he remembered.

3. Attention

The effectiveness of future teaching at school will directly depend on whether the child knows how to listen carefully to the teacher and not be distracted by other students. The attention and readiness of preschoolers to school can be checked by a simple task - to read aloud several pairs of words and ask them to identify in each of them the word that is the longest. If the baby asks again, it means that his attention is poorly developed, and he was distracted by something during the exercise.

Motivational school readiness

Parents, preparing a child for a new period of life, should form his motivation to study, because it is the key to future success. Motivational readiness for school is formed if the kid:

• wants to attend classes;
• seeks to learn new and interesting information;
• wants to acquire new knowledge.

Psychological readiness for school

In an educational institution, strict requirements will be presented to the child, which differ from the requirements with which he was introduced at home and in kindergarten, and all of them will have to be fulfilled. Psychological readiness for school is determined by the following aspects:

• the presence of such qualities as independence and organization;
• the ability to manage their own behavior;
• readiness for new forms of cooperation with adults.

Social readiness for school

A child who is ready for school should have a desire to communicate with his peers. He must be able to establish relationships with both other children and adults. It is worth noting that the child's relationship with others is a mirror of those relationships that reign at home in the family. It is from his parents that the baby takes an example.

To assess social readiness for school, it is recommended to check:

• whether the child easily joins in the company of playing children;
• Does he know how to listen to someone else's opinion without interrupting;
• whether he observes the queue in situations when it is necessary;
• whether he will be able to participate in a conversation with several people, whether he can maintain a conversation.

Physical fitness for school

Healthy children adapt much faster to those changes in their lives that are associated with the beginning of school. It is physical development that determines physical readiness for school.

You can assess the development and determine whether the child is ready for a new stage of life as follows:

• check his hearing;
• check your vision;
• assess the child's ability to sit quietly for a while;
• check if he has developed coordination of motor skills (whether he can play with a ball, jump, climb and descend stairs);
• evaluate the child's appearance (whether he looks rested, vigorous, healthy).

Testing the future first grader

Children undergo special testing before entering an educational institution. It is not aimed at taking only strong students for training and rejecting the weak. The legislation states that the school does not have the right to refuse parents to admit a baby to the first grade, even if he cannot pass an interview.

Tests are necessary for teachers to determine the strengths and weaknesses of the child, the level of his intellectual, psychological, social and personal readiness for classes.

For determining intellectual readiness the following tasks can be given to study at school:

• count from 1 to 10;
• perform simple arithmetic operations in the problem;
• change nouns by number, gender;
• come up with a story for a picture;
• lay out figures from matches;
• arrange the pictures in order;
• read the text;
• classify geometric shapes;
• draw something.

For rate psychological readiness the teacher offers to take a test to assess the level of development of fine motor skills of the hand, identify the ability to work for some time without being distracted, the ability to imitate a specific model. Testing may include the following tasks to determine the child's readiness for school:

• draw a person;
• sketch letters or a group of points.

Also, in this block, the child can be asked questions, the answers to which can be used to determine how he is oriented in reality.

When evaluating social readiness the teacher offers to draw a drawing according to reflection in the mirror, solve situational problems, paint the figures according to a specific instruction, drawing the child's attention to the fact that other children will continue the drawing.

Personal readiness is determined by the teacher during the conversation with the child. Diagnostics of a child's readiness for school is carried out thanks to the questions that are asked to crumbs about school, about how they would act in certain situations, with whom they would like to be at the same desk, with whom they would like to be friends. In addition, the teacher will ask the kid to express an opinion about himself, talk about his qualities or choose them from the proposed list.

Second time to first grade, or the willingness of parents

Not only children should be ready for school, but also their parents. It is important to understand that putting your child into first grade is a rather costly process. Mom and Dad need to be prepared for big expenses. The child will need office supplies, clothes, shoes, and a briefcase. The school may need financial support. Monthly expenses will include the cost of paying for meals, security services.

Plays an important role psychological readiness of parents for school. Many moms and dads often worry about their child when there is absolutely no reason for it. You need to understand that the baby has already matured and wiser, moved to a new stage in his life. He no longer needs to be treated like a little one. Let him get used to living on his own. If the child encounters a failure or finds himself in any unpleasant situation, then you should immediately come to his aid.

What if the child does not meet the preparedness criteria?

Many parents are now faced with the problem of school readiness, when a child is found to have deficiencies and say that it is too early for him to learn. Inattention, distraction, lack of perseverance are manifested in almost every 6-7-year-old child.

Parents shouldn't panic in this situation. If the child is only 6 or 7 years old, then it is not necessary to send him to school at this time. Many children start learning only after the age of 8. By this time, all the problems that were noticed earlier can disappear.

Do not forget about classes... It is advisable for parents to teach their son or daughter to read and write before school. If the child, according to the indicators of readiness for school, revealed that there are some problems with memory or thinking, then there are a huge number of different tasks and exercises that can develop this. If the baby has any deviations, then you can contact a specialist, for example, a psychologist or speech therapist.

Parents should know that today the child has 3 serious enemies: computer, TV and food. Many children spend all their free time in front of the TV or computer. Parents should pay attention to this and introduce a strict regime, allowing them to watch TV programs or play computer games for only 1 hour a day.

The rest of the time is better spent doing boring activities, walking more in the fresh air. All harmful products containing chemical additives and carcinogenic substances must be excluded from the child's diet. It is advisable to have more natural foods in the diet.

If the child is already 8 years old, and his characteristics of readiness for school are not ideal, then it is worthwhile to understand the specific reasons and try to solve them. Additional exercises at home, special exercises can be continued. If something does not work out for the child, then you should not put pressure on him. This can only upset him, he will be disappointed in his studies.

In conclusion, it should be noted that it is difficult for an unprepared child to adapt to changes. Going to school is undoubtedly stressful as the way of life changes. Against the background of delight, joy and surprise, feelings of anxiety and confusion arise. Parents' help at this time is very important. Their duty is to prepare a son or daughter and diagnose school readiness.

Answer

Readiness for school is a set of certain properties and methods of behavior (competencies) of a child, necessary for the perception, processing and assimilation of educational stimuli at the beginning and during the further continuation of school education. School readiness should be seen as a ramified network of interconnected whole: it always depends on the conditions in a particular school, on the qualities of the child and on the professional qualifications of the teachers working at the school.

In order for a child to successfully cope with the new requirements of school life, he must have a set of qualities that are closely intertwined with each other.

These qualities cannot be viewed in isolation from the child's “life world”, from the environment of a particular school, from the way of life in the family. Therefore, the current definition of “school readiness” takes into account all these factors and defines “school readiness” as a set of “competencies”.

Unfortunately, the concept of "competence", its meaning, is often not clearly disclosed. However, this concept is of key importance in modern education and, in particular, in determining readiness for school.

If a child has a well-developed speech, that is, in principle, he can speak well and understand what he has heard, this does not mean that he has developed communicative competence - the most important property that a person needs in the conditions of modern life. For example, in a large class situation, he may suddenly become speechless and, coming to the blackboard, will not be able to connect two words. This often happens with adults. This means that he is not ready to speak in front of a group of people, his speech abilities, albeit well developed, are not enough to communicate successfully in this particular situation. It turns out that in order for speech abilities to be able to manifest themselves in various situations of concrete communication in life, it is necessary to combine the development of speech with emotional stability, the development of will (with the ability to overcome one's insecurity, fear), the need to express one's thoughts and feelings must also be formed.

Or another example. A person, in principle, has a well-developed speech. He understands what is being told to him and can express his thoughts adequately and clearly. But nevertheless, he is not a “sociable person”, does not create an atmosphere of easy communication in the team, “does not like” to communicate, is not interested in other people. Openness, a tendency to communicate, interest in other people - these are the constituent components (along with the ability to understand speech and clearly formulate one's thoughts) of communicative competence, which are the key to successful communication in life. It is clear that readiness for school cannot be reduced to some two or three indicators isolated from each other. For example, if a child already knows how to read and count, then he is ready for school, etc. Readiness for school is characterized by a large number of features that are closely interrelated and interdependent.

School readiness is not a “program” that can be simply taught (trained). Rather, it is an integral property of the child's personality that develops under general favorable conditions in the diverse situations of life experience and communication, in which the child is included in the family and other social groups. It develops not through special studies, but indirectly through "participation in life."

If we recall the requirements that school life imposes on a child, and try to analyze the competencies that a child should have, then they can be grouped into four large groups.

Emotional readiness school implies a set of qualities that allow the child to overcome emotional insecurity, various blockages that interfere with the perception of learning impulses or lead to the fact that the child withdraws into himself. It is clear that the child cannot easily cope with all tasks and situations. Difficult tasks, as well as the teacher's explanations, can cause the child to feel: "I can never cope with this" or "I do not understand at all what she (the teacher) wants from me." Such experiences can be a burden on the child's psyche and lead to the fact that the child generally ceases to believe in himself and stops actively studying. Resistance to such loads, the ability to deal with them constructively is an important part of emotional competence.

When a child knows something, wants to show his knowledge and draws his hand, then, naturally, it does not always turn out that he is really called out. When a teacher calls out to another, and the child wants to show his knowledge without fail, this can become a great disappointment. The child may think: "If I am not called, then you shouldn't try" - and stop actively participating in the lessons. In school life, there are a variety of situations in which he has to experience disappointment. The child may react to these situations with passivity or aggression. The ability to adequately tolerate and cope with disappointments is another aspect of emotional competence.

Social readiness school is closely related to the emotional. School life includes the child's participation in various communities, entering and maintaining a variety of contacts, connections and relationships. First of all, it is the class community. The child must be prepared for the fact that he will no longer be able to follow only his desires and impulses, regardless of whether he interferes with other children or the teacher due to his behavior. Relationships in the classroom community greatly affect how well your child will be able to successfully absorb and process learning experiences, that is, to benefit from them for their development. If everyone who wants to say something or ask a question immediately speaks or asks, chaos will arise, and no one will be able to listen to anyone. For normal productive work, it is important that children listen to each other, let the interlocutor finish talking. Therefore, the ability to refrain from one's own impulses and listen to others is an important component of social competence.

It is important that the child can feel like a member of a group, a group community, in the case of schooling - a class. The teacher cannot speak to each child individually, but speaks to the whole class. In this case, it is important that each child understands and feels that the teacher, referring to the class, is also speaking to him personally. Therefore, feeling like a member of a group is another important property of social competence.

Children are all different, with different interests, impulses, desires, etc. These interests, impulses and desires must be realized in accordance with the situation and not to the detriment of others. In order for a heterogeneous group to function successfully, various rules for a common life are created. Therefore, social readiness for school includes the child's ability to understand the meaning of the rules of behavior and how people deal with each other and the willingness to follow these rules. Conflicts belong to the life of any social group. Class life is no exception here. The point is not whether conflicts arise or not, but how they are resolved. It is important to teach them other, constructive models for resolving conflict situations: talking to each other, looking for solutions to conflicts together, involving third parties, etc. The ability to constructively resolve conflicts and behave in a socially acceptable manner in controversial situations is an important part of a child's social readiness for school.

Motor readiness for school... Motor readiness for school is understood not only to the extent to which a child controls his body, but also his ability to perceive his body, to feel and voluntarily direct movements (to control internal mobility), to express his impulses with the help of the body and movement. school, they mean the coordination of the "eye-hand" system and the development of fine motor skills necessary for learning to write. Here it must be said that the speed of mastering hand movements associated with writing may be different for different children. This is due to the uneven and individual maturation of the corresponding areas of the human brain. Many modern methods of teaching writing take this fact into account and do not require a small letter from the very beginning from the very beginning in lined notebooks with strict adherence to boundaries. Children first “write” letters and “draw” shapes in the air, then - with a pencil on large sheets of paper, and only at the next stage do they move on to writing letters in notebooks. This gentle method takes into account that a child can enter school with an underdeveloped hand. However, most schools still require you to write in small print right away (by prescription) and observe the appropriate boundaries. This is difficult for many children. Therefore, it is good if, already before school, the child has mastered to a certain extent the movement of the arm, hand and fingers. Fine motor skills are an important characteristic of a child's motor readiness for school. The manifestation of will, self-initiative and activity largely depends on how much the child controls his body as a whole and is able to express his impulses in the form of bodily movement.

Participation in general games and the joy of movement is more than a way of establishing oneself in a children's collective (social relations). The fact is that the educational process proceeds rhythmically. Periods of concentration, attention, work requiring a certain amount of stress should be followed by periods of activity that bring joy and rest. If a child cannot fully live such periods of bodily activity, then the load associated with the educational process and the general stress associated with school life will not be able to find a full counterbalance. In general, the development of the so-called "gross motor skills", without which the child cannot jump rope, play ball, keep balance on the bar, etc., as well as enjoy different types of movement, is an important part of being ready for school. own body and its capabilities (“I can do this, I can handle it!”) gives the child an overall positive feeling of life. A positive sense of life is expressed in the fact that it gives children pleasure to perceive obstacles, overcome difficulties and test their skills and dexterity (climbing trees, jumping from a height, etc.). Being able to adequately perceive obstacles and interact with them is an important part of a child's motor readiness for school.

Cognitive readiness school, which for a long time was considered and is still considered by many to be the main form of readiness for school, although not the main, but still a very significant role. It is important that the child can concentrate on a task for a while and complete it. It is not so simple: at every moment of time we are exposed to stimuli of various kinds. These are noises, optical impressions, smells, other people, etc. In a large classroom, there are constant distractions. Therefore, the ability to concentrate for some time and keep attention on the task at hand is the most important prerequisite for successful learning. It is believed that a good concentration of attention is developed in a child if he can carefully perform the task assigned to him for 15–20 minutes without getting tired. The educational process is designed in such a way that when explaining or demonstrating any phenomena, it is often necessary to link what is happening at the moment with what has been explained or demonstrated recently. Therefore, along with the ability to listen carefully, it is necessary for the child to remember what he has heard and seen and at least some time to keep it in his memory. Therefore, the ability for short-term auditory (auditory) and visual (visual) memory, which allows mentally processing incoming information, is an important prerequisite for the success of the educational process. It goes without saying that hearing and vision must also be well developed. Children are happy to do what they are interested in. Therefore, when the topic or task given by the teacher corresponds to their inclinations, to what they like, problems do not arise. When they are not interested, they often just do nothing, start going about their business, that is, they stop learning. However, it is completely unrealistic to require the teacher to offer children only topics that are interesting for them, interesting always and for everyone. Something is interesting for some children, but not for others. It is impossible, and indeed wrong, to build all teaching solely on the basis of the child's interest. Therefore, schooling always contains moments when children have to do something that they are not interested and bored, at least at first. A prerequisite for a child to engage in content that is initially alien to him is a general interest in learning, curiosity and curiosity in relation to new things. This curiosity, curiosity, desire to learn and learn something is an important prerequisite for successful learning.

Learning is largely a systematic accumulation of knowledge. This accumulation can proceed in different ways. It's one thing when I memorize individual elements of information without connecting them with each other, without passing them through individual understanding. This leads to rote learning. This learning strategy is dangerous as it can become a habit. Unfortunately, we have to admit that in recent years the number of university students has increased who understand learning exactly in this way - as a mechanical reproduction of incomprehensible material, definitions, schemes and structures without any interconnection, in isolation from the relationship to reality. Such "knowledge" does not serve the development of thinking and personality as a whole, it is quickly forgotten. The reason for this is the wrong learning habits enshrined in school teaching. The strategy of cramming (rote memorization) is established when the child is offered material that he cannot yet understand, or as a result of an ill-conceived methodology that does not take into account the child's current level of development. It is important that the knowledge that the child receives at school and outside of school is added up into an extensive network of interrelated elements passed through individual understanding. In this case, knowledge serves development and can be applied in natural situations. Such knowledge is an indispensable part of competence - the ability to successfully cope with problems in various situations of life. Intelligent knowledge is built step by step not only in the process of school education, but also from the diverse information and experience that the child receives outside the school.

In order for a child to be able to integrate the received information into the existing one and build on its basis a ramified network of interconnected knowledge, it is necessary that by the time of learning he already possesses the rudiments of logical (sequential) thinking and understands interconnections and patterns (expressed by the words “if”, “then ", "because"). In this case, we are not talking about any special "scientific" concepts, but about simple interconnections found in life, in language, in human activity. If we see puddles outside in the morning, then it is natural to conclude that it rained at night or early in the morning the street was watered by a sprinkler. When we hear or read some kind of story (fairy tale, story, hear a message about an event), then in this story individual statements (sentences) are built into an interconnected thread thanks to the language. The language itself is logical.

And, finally, our daily actions, the use of simple tools in the household, also obey a logical pattern: in order to pour water into a cup, we put the cup upside down, not up, etc. According to modern logic and psychology, logical connections in natural phenomena, language and everyday actions are the basis of logical laws and their understanding. Therefore, the ability for consistent logical thinking and understanding of relationships and patterns at the level of everyday life is an important prerequisite for a child's cognitive readiness to learn.

Let us now present all the elements we have named in the form of a general table of "basic competencies" of school readiness.

The question arises: should a child have all these qualities to the fullest in order to be “ready for school”? There are practically no children who would fully meet all the described characteristics. But a child's readiness for school can still be determined.

Since psychology does not yet have a common understanding of psychological readiness for schooling, different authors: L.I.Bozhovich, I.V. Dubrovina, A.V. Zaporozhets, E.E. Kravtsova, N.G. Salmina, G. Vitzlak, Y. .Schvantsara and others suggest different structures.

School readiness includes a number of reciprocal components. This is how the famous Czech psychologist J. Schwanzara singles out the mental, social and emotional components of psychological readiness.

The German psychologist G. Witzlack refers to such components as a certain level of mental development, the ability to concentrate, endurance, certain levels of striving for achievements, the development of interests, learning abilities, and social behavior.

Russian psychologists, defining the structure of psychological readiness for schooling, proceed primarily from the fact that it is a multi-component education. At the origins of this approach was L.I.Bozhovich, who identified several parameters of the child's mental development that most significantly affect the success of education at school: a certain level of motivational development of the child, including cognitive and social motives of learning, sufficient development of voluntary behavior and the intellectual sphere.

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

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

N.G. Salmina singles out arbitrariness as one of the prerequisites for educational activity. In addition, she pays attention to the level of formation of the sign function as characteristics, including the features of communication, the ability to act together to solve the assigned tasks, and the development of the emotional sphere.

Thus, psychological readiness is a complex education that presupposes a sufficiently high level of development of motivational, intellectual spheres and the sphere of arbitrariness.

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

Psychomotor (functional);

Intellectual;

Emotional-strong-willed;

Motivational;

Personal;

Socio-psychological readiness.

There is no doubt that any component of the structure, as well as the entire structure as a whole, is important both for the child's successful activity to be successful, and for his early adaptation to new conditions, painless entry into a new system of attitudes. Psychomotor (functional) readiness is understood as the correspondence of the degree of maturation of certain brain structures, neuropsychic functions to the conditions and tasks of school education. The functional readiness of a child indicates the level of general development, his eye, spatial orientation, the ability to imitate, as well as the degree of development of complex-coordinated hand movements. Psychomotor readiness includes those transformations taking place in the child's body, which contribute to an increase in its performance and endurance, greater functional maturity. Among them, first of all, it is required to name:

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

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

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

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

Intelligent readiness includes:

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

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

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

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

a) the formation of sensory standards.

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

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

d) a certain degree of decentration of thinking

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

f) development of imagination.

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

6. development of speech.

A special place is occupied by the preschooler's mastering some special knowledge skills: literacy, counting, solving arithmetic problems.

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

Emotional-volitional readiness includes:

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

D.B. Elkonin singled out manifestations of voluntary behavior as necessary prerequisites for educational activity, indicating the following parameters:

The ability of children to deliberately subordinate their actions to a rule, a generally defined mode of action.

Ability to focus on a given system of requirements.

Ability to listen carefully to the speaker and accurately perform tasks offered orally.

Ability to independently complete the required task according to a visually perceived sample.

2. the formation of the basic elements of volitional action, goal setting, decision-making, construction of an action plan, its implementation, the manifestation of a certain effort in the event of overcoming an obstacle, an assessment of the results of one's action.

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

3. a new character of the emotionality of children in comparison with an earlier age. Restraint and awareness in the manifestations of emotions, the stability of emotional states increase. The child learns to control his mood, and sometimes mask it, becomes more balanced. The processes of emotional decentration are developing, which are implemented along two lines: expanding the range of objects of empathy and sympathy, mediating identification and complicity with social principles and rules.

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

Personal readiness is a core component. It includes:

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

As a result, the child develops the inner position of the student. LI Bozhovich notes that the child's new position changes, becomes more meaningful over time. Initially, children are attracted by the external attributes of school life - a portfolio, pencil cases, pens. There is a need for new impressions, a new environment, a desire to make new friends. And only then there is a desire to learn, to learn something new, to receive marks for their work.

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

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

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

Productive educational activity presupposes his adequate attitude to his abilities, work results, behavior. If the student's self-esteem is overestimated and undifferentiated, one cannot speak of personal readiness for learning.

Socio-psychological (communicative readiness) for school means the presence of such qualities that help the first grader build relationships with classmates, learn to work collectively. The ability to communicate with peers will help him get involved in teamwork in the classroom. As the older preschooler grows up, he becomes more and more attracted to the world of people, and not the world of things. He tries to penetrate into the meaning of human relations, the norms that govern them. Adherence to socially acceptable norms of behavior becomes meaningful for the child, especially if it is supported by a positive hail from the adults. This becomes the content of the child's communication with them.

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

1. outside situational and personal communication with an adult, which forms the child's ability to listen carefully and understand him, perceive him as a teacher and take the position of a student in relation to him. The adult becomes an indisputable authority, a role model. His requirements are fulfilled, they do not take offense at his comments, on the contrary, they try to correct the mistake.

2. communication with children, specific relationships with them. Learning activity is essentially collective. Students should learn to communicate with each other in business, the ability to successfully interact, performing joint educational activities is necessary for communicating with classmates, help to enter the class team, find their place in it, get involved in common activities - general motives of behavior, the rules of behavior learned by the child in relation to to other people, the ability to establish and maintain relationships with peers - is formed in the joint activities of preschoolers.

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

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:

• correct maturation of the preschooler's body (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 that he developed;
• the presence of basic universal educational skills.

Let us present the main types of readiness for schooling and their characteristics in the table.

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

Physical readiness

This kind of readiness for schooling as physical readiness is determined on the basis of the compliance of the level of development of the child's body with the basic age norms. There are a number of criteria to consider.

1. Biological development level:

• growth;
• weight;
• working capacity;
• system of conditioned verbal reactions;
• maturity of the digestive and urinary system.

1. Health status and analyzer systems. To determine the state of health before entering school, the child must undergo a medical examination and receive a conclusion that he is healthy and can study in a general educational institution. Special attention is paid to examinations of 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 grade, undergo a course of treatment or take care of creating special educational conditions for the child.

General physical development. Determined by the presence of basic physical qualities:

• agility;
• speed;
• power;
• coordination of movements.

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;
• transfer small items;
• fold a sheet of paper.

Hygiene skills, self-service skills. The child must independently:

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

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

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

Physically healthy and prepared child, 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 baggage of knowledge about the world around;
• the ability to operate with the available knowledge to solve various problems;
• curiosity, the need to acquire new knowledge;
• the level of mental activity, which will ensure the assimilation of new knowledge;
• the presence of verbal-logical and figurative thinking;
• developed speech, sufficient vocabulary;
• formed sensory skills;
• sustained attention;
• strong memory.

Intellectual preparation for entering school is a prerequisite for successfully mastering the curriculum.

Social readiness is based on the following components:

• communicativeness;
• the desire to communicate with peers, to establish friendly relations with them;
• the ability to listen to the interlocutor;
• willingness to follow the queue;
• willingness to follow a leader or show leadership qualities himself;
• understanding of social hierarchy, readiness to obey the requirements of elders.

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

Personal readiness to enter school is associated with the degree of formation of the child's inner attitude to the fact that his role in society is changing, the attitude of adults and their system of requests to him changes. The first grader must consciously accept the position of the student and have. It is important that his positive motivation is not based on external aspects (purchasing new clothes, possessing stationery, 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 the family will consider him more adult and independent. Therefore, the number of demands and family responsibilities will increase. In this regard, a particularly difficult situation is developing in families where there are still children of preschool age.

Emotional-volitional readiness implies the presence of such aspects:

• joyful anticipation of entering school;
• acceptance of the goals of educational activities and a positive attitude towards them;
• the ability to subordinate their motives to collective ones;
• the ability to consciously manage their behavior in accordance with moral principles;
• the desire to overcome difficulties;
• striving to achieve high results in their activities;
• a conscious determination of some of the positive and negative qualities of one's character and a 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

A special readiness for schooling lies in the fact that the child has some universal educational skills:

• name letters;
• read syllables or words;
• count, add and subtract within 10;
• write individual elements;
• draw simple objects;
• perform simple physical exercises.

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

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