The time is approaching when your child will wear the proud title of first grader. And in this regard, parents have a lot of worries and worries: where and how to prepare the child for school, is it necessary, what the child should know and be able to do before school, send him to the first grade at six or seven years old, and so on. There is no universal answer to these questions - each child is individual. Some children are fully ready for school at the age of six, and with other children at the age of seven there is a lot of trouble. But one thing is for sure - it is imperative to prepare children for school, because it will be an excellent help in the first grade, will help in learning, and will greatly facilitate the adaptation period.

Being ready for school does not mean being able to read, write and count.

To be ready for school means to be ready to learn all this, the child psychologist L.A. Wenger.

What does preparation for school include?

Preparing a child for school is a whole complex of knowledge, skills and abilities that a preschooler should possess. And this includes not only the totality of the necessary knowledge. So, what does quality preparation for school mean?

In the literature, there are many classifications of a child's readiness for school, but they all come down to one thing: readiness for school is divided into a physiological, psychological and cognitive aspect, each of which includes a number of components. All types of readiness should be harmoniously combined in the child. If something is not developed or not fully developed, then it can serve as problems in schooling, communicating with peers, acquiring new knowledge, and so on.

The physiological readiness of the child for school

This aspect means that the child must be physically ready for school. That is, the state of his health should allow him to successfully complete the educational program. If a child has serious deviations in mental and physical health, then he must study in a special correctional school that provides for the peculiarities of his health. In addition, physiological readiness implies the development of fine motor skills (fingers), coordination of movement. The child must know in which hand and how to hold the pen. And also, when a child enters the first grade, he must know, observe and understand the importance of observing basic hygiene standards: the correct posture at the table, posture, etc.

Psychological readiness of the child for school

The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.

Intellectual readiness for school means:

• by the first grade, the child should have a stock of certain knowledge
• he is supposed to navigate in space, that is, to know how to get to school and back, to the store, and so on;
• the child should strive to acquire new knowledge, that is, he should be inquisitive;
• development of memory, speech, thinking should be age-appropriate.

Personal and social readiness implies the following:

• the child must be sociable, that is, be able to communicate with peers and adults; aggression should not be shown in communication, and when quarreling with another child, he should be able to evaluate and look for a way out of a problem situation; the child must understand and recognize the authority of adults;
• tolerance; this means that the child must adequately respond to constructive comments from adults and peers;
• moral development, the child must understand what is good and what is bad;
• the child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completing it, he must adequately evaluate his work, admit his mistakes, if any.

The emotional-volitional readiness of the child for school involves:

• understanding by the child why he goes to school, the importance of learning;
• interest in learning and acquiring new knowledge;
• the ability of the child to perform a task that he does not quite like, but the curriculum requires it;
• perseverance - the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and affairs.

Cognitive readiness of the child for school

This aspect means that the future first grader must have a certain set of knowledge and skills that will be needed for successful schooling. So, what should a child of six or seven years old know and be able to do?

Attention.

• Do something without distraction for twenty to thirty minutes.
• Find similarities and differences between objects, pictures.
• To be able to perform work according to a model, for example, accurately reproduce a pattern on your sheet of paper, copy human movements, and so on.
• It is easy to play mindfulness games where quick reaction is required. For example, name a living creature, but discuss the rules before the game: if a child hears a pet, then he should clap his hands, if it is wild, tap his feet, if a bird, wave his arms.

Mathematics.
Numbers from 1 to 10.

1. Counting forward from 1 to 10 and counting backward from 10 to 1.
2. Arithmetic signs ">", "< », « = ».
3. Dividing a circle, a square in half, four parts.
4. Orientation in space and a sheet of paper: right, left, above, below, above, below, behind, etc.

Memory.

• Memorization of 10-12 pictures.
• Telling rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.
• Retelling a text of 4-5 sentences.

Thinking.

• Finish the sentence, for example, “The river is wide, but the stream ...”, “The soup is hot, but the compote ...”, etc.
• Find an extra word from a group of words, for example, “table, chair, bed, boots, armchair”, “fox, bear, wolf, dog, hare”, etc.
• Determine the sequence of events, what happened first, and what - then.
• Find inconsistencies in drawings, verses-fictions.
• Putting together puzzles without the help of an adult.
• Fold a simple object out of paper together with an adult: a boat, a boat.

Fine motor skills.

• It is correct to hold a pen, pencil, brush in your hand and adjust the force of their pressure when writing and drawing.
• Color objects and hatch them without going beyond the outline.
• Cut with scissors along the line drawn on the paper.
• Run applications.

Speech.

• Make sentences from several words, for example, cat, yard, go, sunbeam, play.
• Recognize and name a fairy tale, riddle, poem.
• Compose a coherent story based on a series of 4-5 plot pictures.
• Listen to the reading, the story of an adult, answer elementary questions about the content of the text and illustrations.
• Distinguish sounds in words.

The world.

• Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
• Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions are.

What do parents need to know when working with a child at home?

Homework with a child is very useful and necessary for a future first grader. They have a positive effect on the development of the child and help in bringing all family members closer together, establishing trusting relationships. But such classes should not be forced for the child, he must first of all be interested, and for this it is best to offer interesting tasks, and choose the most suitable moment for classes. No need to tear the child away from the games and put him at the table, but try to captivate him so that he himself accepts your offer to work out. In addition, when working with a child at home, parents should know that at the age of five or six, children are not distinguished by perseverance and cannot perform the same task for a long time. Classes at home should not last more than fifteen minutes. After that, you should take a break so that the child is distracted. It is very important to change activities. For example, at first you did logical exercises for ten to fifteen minutes, then after a break you can do drawing, then play outdoor games, then make funny figures from plasticine, etc.

Parents should also know one more very important psychological feature of preschool children: their main activity is a game through which they develop and gain new knowledge. That is, all tasks should be presented to the baby in a playful way, and homework should not turn into a learning process. But while studying with a child at home, it is not even necessary to set aside some specific time for this, you can constantly develop your baby. For example, when you are walking in the yard, draw your child's attention to the weather, talk about the season, notice that the first snow has fallen or the leaves have begun to fall off the trees. On a walk, you can count the number of benches in the yard, porches in the house, birds on the tree, and so on. On vacation in the forest, introduce the child to the names of trees, flowers, birds. That is, try to make the child pay attention to what surrounds him, what is happening around him.

Various educational games can be of great help to parents, but it is very important that they match the age of the child. Before showing the game to a child, get to know it yourself and decide how useful and valuable it can be for the development of the baby. We can recommend a children's loto with images of animals, plants and birds. It is not necessary for a preschooler to purchase encyclopedias, most likely they will not interest him or interest in them will disappear very quickly. If your child has watched a cartoon, ask them to talk about its content - this will be a good speech training. At the same time, ask questions so that the child sees that this is really interesting for you. Pay attention to whether the child pronounces words and sounds correctly when telling, if there are any mistakes, then gently talk about them to the child and correct them. Learn tongue twisters and rhymes, proverbs with your child.

We train the child's hand

At home, it is very important to develop the child's fine motor skills, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents make a big mistake by forbidding their child to pick up scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to properly handle scissors, what can and cannot be done, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line. To do this, you can draw geometric shapes and ask the child to carefully cut them out, after which you can make an appliqué out of them. This task is very popular with children, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Teach finger warm-ups with your child - in stores you can easily buy a book with finger warm-ups that are exciting and interesting for the baby. In addition, you can train the hand of a preschooler by drawing, hatching, tying shoelaces, stringing beads.

When a child completes a written task, make sure that he holds a pencil or pen correctly so that his hand is not tense, for the posture of the child and the location of the sheet of paper on the table. The duration of the written assignments should not exceed five minutes, while the importance is not the speed of the assignment, but its accuracy. You should start with simple tasks, for example, tracing an image, gradually the task should become more complicated, but only after the child copes well with an easier task.

Some parents do not pay due attention to the development of fine motor skills of the child. As a rule, due to ignorance, how important this is for the success of a child in the first grade. It is known that our mind lies at our fingertips, that is, the better fine motor skills a child has, the higher its overall level of development. If a child has poorly developed fingers, if it is difficult for him to cut and hold scissors in his hands, then, as a rule, his speech is poorly developed and he lags behind his peers in his development. That is why speech therapists recommend parents whose children need speech therapy classes to simultaneously engage in modeling, drawing and other activities for the development of fine motor skills.

To ensure that your child is happy going to first grade and is prepared for school, so that his studies are successful and productive, heed the following recommendations.

1. Don't be too hard on your child.

2. The child has the right to make mistakes, because mistakes are common to all people, including adults.

3. Make sure that the load is not excessive for the child.

4. If you see that the child has problems, then do not be afraid to seek help from specialists: a speech therapist, a psychologist, etc.

5. Study should be harmoniously combined with rest, so arrange small holidays and surprises for your child, for example, go to the circus, museum, park, etc. on weekends.

6. Follow the daily routine so that the child wakes up and goes to bed at the same time, so that he spends enough time in the fresh air so that his sleep is calm and full. Exclude outdoor games and other vigorous activities before going to bed. Reading a book before bed as a family can be a good and useful family tradition.

7. Nutrition should be balanced, snacks are not recommended.

8. Observe how the child reacts to various situations, how he expresses his emotions, how he behaves in public places. A child of six or seven years old must control his desires and adequately express his emotions, understand that not everything will always happen the way he wants it. Special attention should be paid to the child if, at preschool age, he can publicly make a scandal in the store, if you do not buy something for him, if he reacts aggressively to his loss in the game, etc.

9. Provide the child with all the necessary materials for homework so that at any time he can take plasticine and start sculpting, take an album and paints and draw, etc. Take a separate place for materials so that the child can manage them independently and keep them in order .

10. If the child is tired of studying without completing the task, then do not insist, give him a few minutes to rest, and then return to the task. But still, gradually accustom the child so that for fifteen to twenty minutes he can do one thing without being distracted.

11. If the child refuses to complete the task, then try to find a way to interest him. To do this, use your imagination, do not be afraid to come up with something interesting, but in no case do not scare the child that you will deprive him of sweets, that you will not let him go for a walk, etc. Be patient with the whims of your desire.

12. Provide your child with a developing space, that is, strive for your baby to be surrounded by as few useless things, games, and objects as possible.

13. Tell your child how you studied at school, how you went to first grade, look through your school photos together.

14. Form a positive attitude towards school in your child, that he will have many friends there, it is very interesting there, the teachers are very good and kind. You can’t scare him with deuces, punishment for bad behavior, etc.

15. Pay attention to whether your child knows and uses "magic" words: hello, goodbye, sorry, thank you, etc. If not, then perhaps these words are not in your vocabulary. It is best not to give the child commands: bring this, do that, put them away, but turn them into polite requests. It is known that children copy the behavior, manner of speaking of their parents.

Sending a child to first grade, any family radically changes the previously adopted lifestyle. This is especially true for the child himself, who begins to feel excessive fatigue, sometimes gets sick, mopes and even cries - the parents themselves begin to worry along with him. Is it possible to somehow help in this case, not only the first-grader, but also yourself? Naturally, any parent tries to do everything possible for this, however, not everyone can confidently say that he is moving in the right direction.

Initially, it all starts in modern "scarecrows", when experienced parents narrate to those. Who still has everything ahead, about what a complex program and high demands await their children in the near future. This leads to the fact that as soon as the child leaves the tender toddler age, parents try to seat them in reading and counting, as a result of which the child reads at school and considers the best of the class combined, however, he does not have fewer problems from this. becomes.

In school, the child may well be doing well, however, at the same time, he may experience a sharp gap in the ability to communicate and self-confidence.

Only with age will understanding and knowledge of many things come to him. Perhaps the child has not yet learned to fix his attention and switch it to the right objects. He is characterized by absent-mindedness and forgetfulness, he cannot yet live by the rules of the school and get along with all his classmates.

Any primary school teacher can attest to the fact that sometimes more than the inability to read, a child is hindered by the fact that he slowly changes clothes or has difficulty collecting a briefcase.

Parents should initially think about the fact that the child needs to be taught first of all to communicate with peers - these are the skills that will be useful to him at school. In addition, it must be borne in mind that in any school there are certain rules that primarily relate to the teacher-student relationship. The kid, who first got into such a team as the most ordinary school class, still does not understand elementary, it would seem, things, such as respect for the hierarchy, the need to raise his hand in order to answer a question or ask something himself, or get up in that the moment when the teacher appears in the classroom is still incomprehensible to him.

Parents of all future first graders want their children to have a good time at school. What does it mean? To make new friends in the class, communication with which brings pleasure. So that the child goes to school in a good mood, and he would like to study and learn something new every day. It is not enough to teach a preschooler to write, read and count. Psychological preparation is also extremely important, because school is a completely new life, a new world. Stay in the status of a schoolboy for many years. The child needs to be comfortable in it.

Creating a positive image of the school

In order for the child to want to go to school, to wait for September 1 with joy and impatience, parents must create a positive image of the educational institution.

You can talk about the school only in a positive way, and not only in conversations with the child. A preschooler should not hear adult talk about how teachers are now bad, children at school are ill-mannered monsters, and homework is given too much. It is absolutely unacceptable to intimidate a child with school, which, unfortunately, some parents sin. “You will get only deuces”, “Here the teacher will show you at school for such behavior”, - a preschooler should not hear anything like this from the lips of his parents.

The child must be sure that he will like the school, the teacher will be friendly and benevolent, and friends will appear among classmates. It is important not to deceive the child, not to tell that school is a continuous holiday, because it is not. You can read children's stories about schoolchildren, watch feature films about them. Those who go to school with a positive attitude are more likely to do well there.

Motivation must be right

It is necessary to form a child's motivation for learning in the right way. Some preschoolers seem to have an interest in going to school, but it is external. Such children want to try on a new status of a student, walk with a beautiful backpack, use brand new stationery, be like older sisters or brothers. It is important to form a child's desire, passion, interest in cognitive activity, to tell that learning is a mass of new information. Be sure to tell the preschooler what lessons will be in the first grade, what they are studying.

What skills do first graders need?

Patience, self-discipline, the ability to listen without interrupting, perseverance - all this will be needed at school. Psychologists believe that all of the above skills are trained very well in the process of joint games. Especially useful among them are those where there are clearly defined rules: checkers and chess, “walkers”, everything else that requires following the rules. Another, no less useful game is a children's school. Let the child have the opportunity to try himself as a student and be a teacher.

The skill of self-service is very important for a preschooler. Children at school have to change clothes and shoes in the wardrobe, put on and take off their physical education uniform, deftly manage the contents of the school backpack - get and put away the necessary things. Those who do it too slowly are worried and nervous to see more agile classmates. Therefore, self-care of the child must be taught necessarily.

The ability to communicate and make friends is very important!

Which of the children is easier to adapt to an unusual school environment? After all, school is not only lessons, but also extra-curricular activities, sports competitions, communication in a team. Those who easily find a common language with classmates and know how to make friends. Children love and appreciate friendliness, responsiveness, the ability not to be offended over trifles, not to conflict in their peers. Another important quality is the ability to seek and find compromises in different situations. Children who have the above skills feel more comfortable in school. The task of parents is to instill them in their child. The sooner the better.

It can be especially difficult for those children who have not attended kindergarten, do not have sufficient experience in communicating in teams, are shy in nature, and have low self-esteem. Adults should help children join the company, teach them to communicate and make friends.

Get to know the school first

For a preschooler, school is something completely new and incomprehensible. Most children are anxious and apprehensive about everything unfamiliar. Children who have already been in the walls of its building go to school much more calmly, they imagine what the classes look like from the inside. Now many educational institutions offer future students something like preparatory courses. If parents have the opportunity to take a child there, it is worth using it. Perhaps the child will not receive some fundamentally new knowledge in the courses. But he learns in practice how the lessons are held at school, how to behave during school, how to answer the teacher.

At breaks, it is worth taking a walk along the corridors, showing the child where the dining room, gym, toilet, wardrobe are located. When a newly minted student crosses the threshold of an educational institution on September 1, he will feel much more confident.

To prevent learning from becoming a torment for a child, it is not enough just to teach him to read and count. The kid should understand what is expected of him in the new role of a first grader, and he was internally ready for it. How to achieve this?

Why do we need a school?

Many psychologists like to ask children a question, the essence of which boils down to the following: do you want to study because they will buy you a new beautiful satchel and a pencil case, or in order to know more? Often the motivation for school is external in nature - it is associated with the attributes of a student, but not with learning. The same thing happens if a child goes to school because of friends who will be in the same class with him, or to be like an older brother or sister.

Your task is to create a positive image of the school itself, education, teachers and the child himself as a student in the future first grader. If the kid is already dreaming about any profession, explain to him that all people study in order to become what they want.

Valuable skills of a preschooler

Even with good reading and numeracy skills, a student will have a hard time if he is undisciplined. It is necessary to develop in the child the ability to listen and hear others, and not only the teacher, but also other children, in a pair with whom it is often necessary to complete the task. But will the kid be able to postpone his games at home or on the street if he needs to prepare lessons?

To develop discipline in your child, play with him games with rules - “walkers” with a cube and chips, checkers, chess, various board games. This will teach him to properly respond to limitations and calmly relate to the success of others.

Another valuable skill of a preschooler is household self-organization. If your kid constantly scatters things and toys that he forgets to clean up, he will have a hard time at school. Form a useful habit of putting everything in its place, just act without aggression. This will be useful not only at school, but also in later life.

Child psychology: learning to communicate

In his class, the child will become part of a large team. And what place he will take in it depends on how much he knows how to interact with other children. If your baby is the only child in the family, a pet, and even not visited, and on a walk in everyone you come to the rescue, urgently change this picture! Take your child to activities that are interesting to him, let him play with other children on his own, without interfering unnecessarily, go to visit friends with children and invite them to your place, in a word, teach him to communicate. Communication in child psychology plays a very significant role!

Watch how the child behaves in the crowd (in the store, at the airport), how he communicates with other adults. If the baby has a fear of large crowds and strangers, start entrusting him with responsible tasks, for example, buying bread yourself. Praise your child every time and say how much his help is worth.

Child's self-esteem

Both insecure boys and girls and children who consider themselves the center of the universe will have a hard time at school. The first, even knowing everything perfectly, will be embarrassed to answer, and they will be eclipsed by more mediocre, but uninhibited classmates. And for those who are accustomed to adoration from relatives, it will not be easy to realize that not everyone treats them the same way, and success still needs to be achieved.

To prevent this from happening, praise the child deservedly. No need to admire his every action, as if he were one year old. He tries, he succeeds - praise sincerely. If it's difficult, help, but don't do everything for him.

If the kid is pathologically shy and not self-confident, let him open up, find something he likes, in which he will definitely achieve success. This will help him gain confidence and not get lost among the brisk comrades in the class.

Tricks can be a great help, only the child needs to learn them properly. And then the applause of the audience will not keep you waiting, and with them the self-esteem of the child will grow!

Psychological aspects of preparing children for school

Before the child goes to school, parents need to be sure that he is ready for a new step in his life. And an important factor here is the psychological aspects of preparing children for school. :

• he has a desire to learn;
• can bring the work started to the end;
• able to overcome difficulties in achieving the goal;
• knows how to concentrate his attention on something and keep it;
• understands the purpose for which he will study at school;
• does not shy away from society;
• feels comfortable in a team;
• knows how to get to know peers;
• has the skills of analytical thinking - is able to compare anything.

Psychological preparation for school: exercises

In order for the child to feel confident at school, he needs to be prepared for admission to the first grade. A very important aspect of this process is the psychological preparation for school.

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psychological training school

The problem of psychological readiness for schooling of children of 6 and 7 years of age is extremely relevant. On the one hand, the definition of the goals and content of education and upbringing in preschool institutions depends on the definition of its essence, readiness indicators, ways of its formation, on the other hand, the success of the subsequent development and education of children at school. Psychological readiness for learning is a multidimensional concept. It does not provide for individual knowledge and skills, but a certain system of the main elements of readiness: volitional, mental, social, and motivational readiness. The most significant of these areas is the formation of motivational readiness. It is the lack of motivational readiness that entails a huge number of difficulties that will contradict the successful systematic education of the child at school.

The problem of psychological readiness for school is not new for psychology. In foreign studies, it is reflected in works that study the school maturity of children.

Under the psychological readiness for school education is understood the necessary and sufficient level of psychological development of the child for the assimilation of the school curriculum under certain learning conditions. The psychological readiness of a child for schooling is one of the most important outcomes of psychological development during preschool childhood.

We live in the 21st century and now the very high demands of life on the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life. In this sense, the problem of readiness of preschoolers to study at school is of particular importance.

Determining the goals and principles of organizing training and education in preschool institutions is connected with the solution of this problem. At the same time, the success of the subsequent education of children in school depends on its decision. The main goal of determining the psychological readiness for schooling is the prevention of school maladaptation.

To successfully achieve this goal, various classes have recently been created, the task of which is to implement an individual approach to the issue of teaching children, both ready and not ready for school, in order to avoid school maladaptation.

At different times, psychologists have dealt with the problem of readiness for school; many methods have been developed for diagnosing school readiness in children and psychological assistance in the formation of components of school maturity.

But in practice, it is difficult for a psychologist and educator to choose from a variety of methods one that can comprehensively determine the child's readiness for learning, help prepare the child for school.

The object of my research was children of 6 - 7 years of age of kindergarten No. 89

The subject of the study was the psychological preparation of the object for school

The relevance of this problem determined the theme of my work "Psychological foundations for preparing preschool children for schooling."

The purpose of the work: to confirm the need for psychological preparation of preschool children for schooling

Job task:

1. Carefully and thoroughly study the psychological and pedagogical literature on the topic to define the concept of "school maturity".

2. Analyze diagnostic techniques and programs of psychological assistance to the child at the stage of preparation for school, determine the need for preparation for school.

3. Carry out diagnostics of children of senior preschool age and develop a training program aimed at providing psychological assistance to children who are not prepared for schooling.

conceptreadinessToschoollearning.Mainaspects ofschoolmaturity

Preparing children for school is a complex task, covering all spheres of a child's life. Psychological readiness for school is only one aspect of this task. But, within this aspect, different approaches stand out:

1. Research aimed at developing in preschool children certain changes and skills necessary for schooling.

2. Studies of neoplasms and changes in the child's psyche.

3. Research into the genesis of individual components of educational activity and the identification of ways of their formation.

4. The study of the changes in the child, consciously subordinate their actions to the given one while consistently following the verbal instructions of the adult.

This skill is associated with the ability to master the general way of fulfilling the verbal instructions of an adult.

Readiness for school in modern conditions is considered, first of all, as readiness for schooling or learning activities. This approach is substantiated by a view of the problem from the side of the periodization of the child's mental development and the change of leading activities. According to E.E. Kravtsova, the problem of psychological readiness for schooling gets its concretization as the problem of changing the leading types of activity, i.e. this is a transition from role-playing games to educational activities. This approach is relevant and significant, but readiness for learning activities does not fully cover the phenomenon of readiness for school.

Back in the 1960s, L. I. Bozhovich pointed out that the readiness to study at school is made up of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation, one's own cognitive activity for the social position of the student. Similar views were developed by A.V. Zaporozhets, noting that the readiness to study at school is an integral system of interrelated qualities of a child's personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms.

To date, it is practically universally recognized that readiness for schooling is a multicomponent education that requires complex psychological research.

Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception (perceptual maturity), including the selection of a figure from the background; concentration of attention; analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization; the ability to reproduce the pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity, understood in this way, largely reflects the functional maturation of brain structures.

Emotional maturity is mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time.

Social maturity includes the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as the ability to play the role of a student in a school situation.

Based on the selected parameters, tests for determining school maturity are created. If foreign studies of school maturity are mainly aimed at creating tests and to a much lesser extent focused on the theory of the question, then the works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school, rooted in the works of L.S. Vygotsky (see Bozhovich L.I., 1968; D.B. Elkonin, 1989; N.G. Salmina, 1988; E.E. Kravtsova, 19991, etc.)

Is not it. Bozhovich (1968) singles out several parameters of a child's psychological development that most significantly affect the success of schooling. Among them is a certain level of the child's motivational development, including the cognitive and social motives of learning, the sufficient development of voluntary behavior and the intellectuality of the sphere. She recognized the motivational plan as the most important in the psychological readiness of the child for school. Two groups of learning motives were distinguished:

1. Broad social motives for learning, or motives related “to the child’s needs in communicating with other people, in their assessment and approval, with the student’s desire to take a certain place in the system of social relations available to him”;

2. Motives directly related to educational activities, or "cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge" (L.I. Bozhovich, 1972, p. 23-24).

A school-ready child wants to learn because he wants to know a certain position in the society of people that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, named by L.I. Bozovic "internal position of the schoolboy" (1968). This neoplasm L.I. Bozhovich attached great importance, believing that the "internal position of the student" and the broad social motives of the teaching are purely historical phenomena.

The new formation "internal position of the student", which occurs at the turn of preschool and primary school age and is a fusion of two needs - cognitive and the need to communicate with adults at a new level, allows the child to be included in the educational process as a subject of activity, which is expressed in social formation and fulfillment of intentions and goals, or, in other words, the arbitrary behavior of the student.

Almost all authors who study psychological readiness for school give arbitrariness a special place in the problem under study. There is a point of view that the weak development of arbitrariness is the main stumbling block of psychological readiness for school. But to what extent arbitrariness should be developed by the beginning of schooling is a question that has been very poorly studied in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a neoplasm of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntariness interferes with the beginning of schooling.

D.B. Elkonin (1978) believed that voluntary behavior is born in a role-playing game in a team of children, which allows the child to rise to a higher level of development than he can do in the game alone, because. in this case, the collective corrects the violation in imitation of the intended image, while it is still very difficult for the child to independently exercise such control.

In the works of E.E. Kravtsova (1991), when characterizing the psychological readiness of children for school, the main blow is placed on the role of communication in the development of the child. There are three areas - the attitude towards an adult, towards a peer and towards oneself, the level of development, which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.

N.G. Sallina (1988) also singled out the intellectual development of the child as indicators of psychological readiness.

It should be emphasized that in Russian psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also not an unimportant factor, but on the level of development of intellectual processes. “... The child should be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions” (L.I. Bozhovich, 1968, p. 210). For successful learning, the child must be able to highlight the subject of his knowledge.

In addition to these components of psychological readiness for school, we additionally single out one more - the development of speech. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must have developed phonemic hearing.

Summing up all that has been said, we list the psychological spheres, according to the level of development of which one judges psychological readiness for school: affective-need, arbitrary, intellectual and speech.

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1. Intellectual readiness for schooling.

Intellectual readiness for schooling is associated with the development of thought processes. From solving problems that require the establishment of connections and relationships between objects and phenomena with the help of external orienting actions, children move on to solving them in their minds with the help of elementary mental actions using images. In other words, on the basis of the visual-effective form of thinking, a visual-figurative form of thinking begins to take shape. At the same time, children become capable of the first generalizations based on the experience of their first practical objective activity and fixed in the word. A child at this age has to resolve increasingly complex and diverse tasks that require the selection and use of connections and relationships between objects, phenomena, and actions. In playing, drawing, designing, when performing educational and labor tasks, he not only uses learned actions, but constantly modifies them, obtaining new results.

Developing thinking gives children the opportunity to foresee the results of their actions in advance, to plan them.

As curiosity and cognitive processes develop, thinking is increasingly used by children to master the world around them, which goes beyond the tasks put forward by their own practical activities.

The child begins to set cognitive tasks for himself, looking for explanations for the observed phenomena. He resorts to a kind of experiments to clarify the issues of interest to him, observes phenomena, reasoning and drawing conclusions.

At preschool age, attention is arbitrary. The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention by the age of 6-7 are already quite large.

Similar age patterns are observed in the process of memory development. A goal can be set for the child to memorize the material. He begins to use techniques aimed at increasing the efficiency of memorization: repetition, semantic and associative linking of material. Thus, by the age of 6-7, the structure of memory undergoes significant changes associated with a significant development of arbitrary forms of memorization and recall.

The study of the features of the intellectual sphere can begin with the study of memory - a mental process that is inextricably linked with thinking. To determine the level of mechanical memorization, a meaningless set of words is given: year, elephant, sword, soap, salt, noise, hand, floor, spring, son. The child, having listened to this whole series, repeats the words that he remembered. Replay can be used - after additional reading of the same words - and delayed playback, for example, an hour after listening to L.A. Wegner cites the following indicators of mechanical memory, characteristic of 6-7 years of age: from the first time, the child perceives at least 5 words out of 10; after 3-4 readings reproduces 9-10 words; after one hour, forgets no more than 2 words reproduced earlier; in the process of sequential memorization of the material, “failures” do not appear when, after one of the readings, the child remembers fewer words than earlier and later (which is usually a sign of overwork)

Method A.R. Luria allows you to identify the general level of mental development, the degree of mastery of generalizing concepts, the ability to plan one's actions. The child is given the task of memorizing words with the help of drawings: for each word or phrase, he makes a concise drawing, which will then help him reproduce this word, i.e. the drawing becomes a means to help memorize words. For memorization, 10-12 words and phrases are given, such as, for example: a truck, a smart cat, a dark forest, a day, a fun game, frost, a capricious child, good weather, a strong person, punishment, an interesting fairy tale. After 1-1.5 hours after listening to a series of words and creating the corresponding images, the child receives his drawings and remembers for which word he made each of them.

The level of development of spatial thinking is revealed in different ways.

Effective and convenient technique A.L. Wenger "Labyrinth". The child needs to find a way to a certain house among others, wrong paths and dead ends of the labyrinth. Figuratively given instructions help him in this - he will pass by such objects (trees, bushes, flowers, mushrooms). The child must navigate in the labyrinth itself and in the scheme, displaying the sequence of the path, i.e. problem solving.

The most common methods for diagnosing the level of development of verbal-logical thinking are the following:

a) "Explanation of plot pictures": the child is shown a picture and asked to tell what is drawn on it. This technique gives an idea of ​​how correctly the child understands the meaning of what is depicted, whether he can highlight the main thing or is lost in individual details, how developed his speech is;

b) "Sequence of events" - a more complex technique. This is a series of story pictures (from 3 to 6), which depict the stages of some action familiar to the child. He must build the correct row from these drawings and tell how events developed.

A series of pictures can be of varying degrees of complexity in content. The "sequence of events" gives the psychologist and educator the same data as the previous method, but in addition, the child's understanding of cause-and-effect relationships is revealed here.

Generalization and abstraction, the sequence of inferences and some other aspects of thinking are studied using the method of subject classification. The child makes up groups of cards with inanimate objects and living beings depicted on them. By classifying various objects, he can single out groups according to their functional characteristics and give them generalized names. For example: furniture, clothes. Maybe on an external basis (“more and more” or “they are red”), on situational grounds (the wardrobe and the dress are combined into one group, because “the dress hangs in the closet”).

When selecting children for schools, the curricula of which are much more complicated, and there are increased requirements for the intellect of applicants (gymnasiums, lyceums), more difficult methods are used. Complex thought processes of analysis and synthesis are studied when children define concepts, interpret proverbs. The well-known method of interpreting proverbs has an interesting variant proposed by B.V. Zeigarnik. In addition to the proverb, the child is given phrases, one of which corresponds in meaning to the proverb, and the second does not correspond to the proverb in meaning, but outwardly resembles it. The child, choosing one of the two phrases, explains why it fits the proverb, but the choice itself clearly shows whether the child is guided by meaningful or external signs, analyzing judgments.

Thus, the intellectual readiness of the child is characterized by the maturation of analytical psychological processes, the mastery of the skills of mental activity.

2. Personal readiness for schooling.

In order for a child to study successfully, he, first of all, must strive for a new school life, for “serious” studies, “responsible” assignments. The appearance of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger ones and equalize in position with the older ones. The desire of the child to occupy a new social position leads to the formation of his inner position. L.I. Bozovic characterizes the internal position as a central personal positioning that characterizes the personality of the child as a whole. It is this that determines the behavior and activities of the child, and the whole system of his relations to reality, to himself and to the people around him. The schoolchild's way of life as a person engaged in a socially significant and socially valued business in a public place is perceived by the child as an adequate path to adulthood for him - he responds to the motive formed in the game "to become an adult and really carry out its functions."

From the moment the idea of ​​the school acquired the features of the desired way of life in the child's mind, we can say that his inner position received a new content - it became the inner position of the schoolchild. And this means that the child has psychologically moved into a new age period of his development - primary school age.

The internal position of the student can be defined as a system of needs and aspirations of the child associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need (“I want to go to school”).

The presence of the student's inner position is revealed in the fact that the child resolutely renounces the preschool-play, individual-direct mode of existence and shows a brightly positive attitude towards school-educational activity in general, especially to those aspects of it that are directly related to learning.

Such a positive orientation of the child to the school, as to his own educational institution, is the most important prerequisite for his successful entry into the school-educational reality, i.e. acceptance by him of the relevant school requirements and full inclusion in the educational process.

The class-lesson system of education presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. A new form of communication with peers takes shape at the very beginning of schooling.

Personal readiness for school also includes a certain attitude of the child towards himself. Productive educational activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness.

The personal readiness of a child for school is usually judged by his behavior in group classes and during a conversation with a psychologist or educator.

There are also specially developed conversation plans that reveal the position of the student (N.I. Gutkin's method), and special experimental techniques.

For example, the predominance of a cognitive and play motive in a child is determined by the choice of the activity of listening to a fairy tale or playing with toys. After the child has examined the toys for a minute, they begin to read fairy tales to him, but they stop reading at the most interesting place. The psychologist (educator) asks what he wants now - to finish listening to a fairy tale or to play with toys. Obviously, with personal readiness for school, preparatory interest dominates and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with a weak cognitive need, are more attracted to the game.

3.Volevaya readiness

Determining the child's personal readiness for school, it is necessary to identify the specifics of the development of an arbitrary sphere. The arbitrariness of the child's behavior is manifested in the fulfillment of the requirements of specific rules set by the teacher when working according to the model. Already at preschool age, the child is faced with the need to overcome the difficulties that arise and to subordinate his actions to the set goal.

This leads to the fact that he begins to consciously control himself, controls his internal and external actions, his cognitive processes and behavior in general. This gives reason to believe that the will arises already at preschool age. Of course, volitional actions of preschoolers have their own specifics: they coexist with unintentional actions under the influence of situational feelings and desires.

L.S. Vygotsky considered volitional behavior to be social, and he saw the source of the development of the child's will in the relationship of the child with the outside world. At the same time, the leading role in the social conditioning of the will was assigned to his verbal communication with adults.

In genetic terms, Vygotsky considered will as a stage in mastering one's own behavioral processes. First, adults regulate the behavior of the child with the help of words, then, assimilating the content of the requirements of adults, he gradually regulates his behavior by speech, thereby making a significant step forward along the path of volitional development. After mastering speech, the word becomes for schoolchildren not only a means of communication, but also a means of organizing behavior.

L.S. Vygotsky and S.AL. Rubinscheint believe that the appearance of the act is prepared by the previous development of the voluntary behavior of the preschooler.

In modern scientific research, the concept of volitional action is practiced in different aspects. Some psychologists consider the choice of a decision and goal setting to be the initial link, while others limit volitional action to its executive part. A.V. Zaporozhets considers the transformation of well-known social and, above all, moral requirements into certain moral motives and qualities of a person that determine his actions to be the most significant for the psychology of will.

One of the central questions of the will is the question of the motivational conditionality of those specific volitional actions and deeds that a person is capable of at different periods of his life.

The question is also raised about the intellectual and moral foundations of the preschooler's volitional regulation.

During preschool childhood, the nature of the volitional sphere of the personality becomes more complicated and its share in the general structure of behavior changes, which is manifested in an increasing desire to overcome difficulties. The development of the will at this age is closely related to the change in the motives of behavior, subordination to them.

The appearance of a certain volitional orientation, the promotion of a group of motives that become the most important for the child, leads to the fact that, guided by their behavior by these motives, the child consciously achieves the goal, without succumbing to the distracting influence of the environment. He gradually mastered the ability to subordinate his actions to motives that are significantly removed from the goal of the action. In particular, for motives of a social nature, he develops a level of purposefulness typical of a preschooler.

At the same time, despite the fact that volitional actions appear at preschool age, the scope of their application and their place in the child's behavior remain extremely limited. Studies show that only the older preschooler is capable of long-term volitional efforts.

Features of voluntary behavior can be traced not only when observing a child in individual and group classes, but also with the help of special techniques.

The rather well-known orientational text of Kern-Jirasek's school maturity includes, in addition to drawing a male figure from memory, two tasks - drawing, simultaneously following a model in his work (the task is given to draw exactly the same drawing point by point as a given geometric figure) and a rule (a condition is stipulated : you can not draw a line between the same points, i.e. connect a circle with a circle, a cross with a cross and a triangle with a triangle). The child, trying to complete the task, can draw a figure similar to the one given, neglecting the rules and focusing on it.

Thus, the methodology reveals the level of orientation of the child to a complex system of requirements.

From this it follows that the development of arbitrariness for purposeful activity, work according to the model, largely determines the school readiness of the child.

4. Moral readiness for schooling

The moral formation of a preschooler is closely connected with a change in character, his relationship with adults and the birth in them of moral ideas and feelings on this basis, named by L.S. Vgotsky internal ethical authorities.

D.B. Elkonin connects the emergence of ethical instances with a change in the relationship between adults and children. He writes that in preschool children, in contrast to children of early childhood, a new type of relationship develops, which creates a special relationship characteristic of a given social development.

In early childhood, the child's activities are carried out mainly in cooperation with adults: at preschool age, the child becomes able to independently satisfy many of his needs and desires. As a result, his joint activity with adults seems to fall apart together, with which the direct fusion of his existence with the life and activity of adults and children weakens.

However, adults continue to be a constant attraction center around which the life of a child is built. This creates in children the need to participate in the lives of adults, to act according to the model. At the same time, they want not only to reproduce the individual actions of an adult, but also to imitate all the complex forms of his activity, his actions, his relationships with other people - in a word, the entire way of life of adults.

In the conditions of everyday behavior and his communication with adults, as well as in the practice of role-playing, a preschool child develops social knowledge of many social norms, but this meaning is not yet fully recognized by the child and is directly soldered to his positive and negative emotional experiences.

The first ethical instances are still relatively simple systemic formations, which are the embryos of moral feelings, on the basis of which already quite mature moral feelings and beliefs are formed in the future.

Moral instances generate moral motives of behavior in preschoolers, which can be stronger in their impact than many immediate needs, including elementary needs.

A.N. Leontiev, on the basis of numerous studies conducted by him and his collaborators, put forward the position that preschool age is the period in which a system of subordinate motives first arises that create the unity of the personality, and that is precisely why it should be considered, as expressed by "the period of the initial, actual personality structure" .

The system of subordinate motives begins to control the child's behavior and determine his entire development. This position is supplemented by data from subsequent psychological studies. In preschool children, firstly, not just subordination of motives arises, but a relatively stable extra-situational subordination.

At the head of the emerging hierarchical system are motives mediated in their structure.

In preschoolers, they are mediated by the appeals of the behavior and activities of adults, their relationships, social norms, fixed in the corresponding moral instances.

The emergence of a relatively stable hierarchical structure of motives in a child by the end of preschool age transforms him from a situational being into a being with a certain internal unity and organization, capable of being guided by the social norms of life that are stable to him. This characterizes a new stage, which allowed A.N. Leontiev to speak of preschool age as a period of "initial, actual personality make-up".

Thus, summarizing all of the above, we can say that preschool readiness is a complex phenomenon that includes intellectual, personal, volitional readiness. For successful education, the child must meet the requirements for him.

MaincausesunpreparednesschildrenToschoollearning

Psychological readiness for schooling is a multi-component phenomenon; when children enter school, insufficient formation of any one component of psychological readiness is often revealed. This leads to difficulty or disruption of the child's adaptation at school. Conventionally, psychological readiness can be divided into academic readiness and socio-psychological readiness.

Pupils with a socio-psychological unpreparedness for learning, showing childish spontaneity, answer at the lesson at the same time, without raising their hands and interrupting each other, share their thoughts and feelings with the teacher. They are usually included in the work only when the teacher directly addresses them, and the rest of the time they are distracted, do not follow what is happening in the class, and violate discipline. Having high self-esteem, they are offended by remarks when the teacher or parents express dissatisfaction with their behavior, they complain that the lessons are uninteresting, the school is bad and the teacher is angry.

There are various options for the development of children 6-7 years old with personal characteristics that affect success in schooling.

1. Anxiety. High anxiety acquires stability with constant dissatisfaction with the child's educational work on the part of the teacher and parents, an abundance of comments and reproaches. Anxiety arises from the fear of doing something bad, wrong. The same result is achieved in a situation where the child studies well, but parents expect more from him and make excessive demands, sometimes not real.

Due to the increase in anxiety and the low self-esteem associated with it, educational achievements are reduced, and failure is fixed. Uncertainty leads to a number of other features - the desire to madly follow the instructions of an adult, to act only according to patterns and patterns, the fear of taking the initiative in the formal assimilation of knowledge and methods of action.

Adults, dissatisfied with the low productivity of the child's academic work, focus more and more on these issues in communicating with him, which increases emotional discomfort.

It turns out a vicious circle: the unfavorable personal characteristics of the child are reflected in the quality of his educational activities, the low performance of the activity causes a corresponding reaction from others, and this negative reaction, in turn, enhances the characteristics that have developed in the child. This vicious cycle can be broken by changing the assessment attitudes of both the parent and the teacher. Close adults, focusing on the smallest achievements of the child, without blaming him for individual shortcomings, reduce the level of his anxiety and thus contribute to the successful completion of educational tasks.

2. Negativistic demonstrativeness. Demonstrativeness is a personality trait associated with an increased need for success and attention from others. A child with this property behaves in a mannered way. His exaggerated emotional reactions serve as a means to achieve the main goal - to draw attention to himself, to receive approval. If for a child with high anxiety the main problem is the constant disapproval of adults, then for a demonstrative child it is a lack of praise. Negativism extends not only to the norms of school discipline, but also to the educational requirements of the teacher. Without accepting educational tasks, periodically “falling out” of the educational process, the child cannot acquire the necessary knowledge and methods of action, and successfully learn.

The source of demonstrativeness, which is clearly manifested already at preschool age, is usually the lack of attention of adults to children who feel “abandoned”, “unloved” in the family. It happens that the child receives sufficient attention, but it does not satisfy him due to the hypertrophied need for emotional contacts.

Excessive demands are made, as a rule, by spoiled children.

Children with negative demonstrativeness, violating the rules of behavior, achieve the attention they need. It can even be unkind attention, but it still serves as a reinforcement for demonstrativeness. The child, acting on the principle: "it's better to be scolded than not noticed," reacts perversely to attention and continues to do what he is punished for.

It is desirable for such children to find an opportunity for self-realization. The best place for demonstrativeness is the stage. In addition to participating in matinees, concerts, performances, other types of artistic activity, including fine art, are similar to children.

But the most important thing is to remove or at least reduce the reinforcement of unacceptable forms of behavior. The task of adults is to do without notations and edifications, not to turn, to make comments and punish as emotionally as possible.

3. "Departure of reality" is another option for unfavorable development. It manifests itself when demonstrativeness is combined with anxiety in children. These children also have a strong need for attention to themselves, but they cannot realize it in a sharp theatrical form because of their anxiety. They are inconspicuous, afraid of arousing disapproval, striving to fulfill the requirements of adults.

An unsatisfied need for attention leads to an increase in anxiety and even greater passivity, invisibility, which are usually combined with infantility, lack of self-control.

Without achieving significant success in learning, such children, just like purely demonstrative ones, “drop out” of the learning process in the classroom. But it looks different; did not violate discipline, did not interfere with the work of the teacher and classmates, they "hover in the clouds."

Children love to fantasize. In dreams, various fantasies, the child gets the opportunity to become the main character, to achieve the recognition he lacks. In some cases, fantasy manifests itself in artistic and literary creativity. But always in fantasizing, in detachment from educational work, the desire for success and attention is reflected. This is also the departure from a reality that does not satisfy the child. When adults encourage the activity of children, the manifestation of the results of their educational activities and the search for ways of creative self-realization, a relatively easy correction of their development is achieved.

Another urgent problem of the socio-psychological readiness of the child is the problem of the formation of qualities in children, thanks to which they could communicate with other children, the teacher. The child comes to school, a class in which children are engaged in a common cause and he needs to have sufficiently flexible ways of establishing relationships with other children, he needs the ability to enter a children's society, act together with others, the ability to retreat and defend himself.

Thus, socio-psychological readiness for learning involves the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, the developing ability to cope with the role of a schoolchild in a situation of schooling.

Psychological readiness for school is a holistic education. The lag in the development of one component sooner or later entails a lag or distortion in the development of others. Complex deviations are observed in cases where the initial psychological readiness for schooling can be quite high, but due to some personal characteristics, children experience significant difficulties in learning. The prevailing intellectual unreadiness for learning leads to the failure of learning activities, the inability to understand and fulfill the requirements of the teacher and, consequently, low grades. With intellectual unpreparedness, different options for the development of children are possible. Verbalism is a kind of variant.

4. Verbalism is associated with a high level of speech development, good memory development against the background of insufficient development of perception and thinking. These children develop speech early and intensively. They possess complex grammatical constructions, a rich vocabulary. At the same time, preferring purely verbal communication with adults, children are not sufficiently involved in practical activities, business cooperation with parents and games with other children. Verbalism leads to one-sidedness in the development of thinking, the inability to work according to a model, to correlate one's actions with given methods and some other features, which does not allow one to study successfully at school. Correctional work with these children consists in teaching the types of activities characteristic of preschool age - playing, designing, drawing, i.e. those that correspond to the development of thinking.

The educational readiness also includes a certain level of development of the motivational sphere. Ready for schooling is a child who is attracted to the school not by the external side (attributes of school life - a portfolio, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of preparatory processes. The future student needs to arbitrarily control his behavior, cognitive activity, which becomes possible with the formed hierarchical system of motives. Thus, the child must have a developed educational motivation.

Motivational immaturity often leads to problems in knowledge, low productivity of educational activities.

The admission of a child to school is associated with the emergence of the most important personal neoplasm - an internal position. This is the motivational center that ensures the child's focus on learning, his emotionally positive attitude towards school, the desire to match the model of a good student.

In cases where the student's internal position is not satisfied, he may experience sustained emotional distress: expectation of success at school, a bad attitude towards himself, fear of school, unwillingness to attend it.

Thus, the child has a feeling of anxiety, this is the beginning for the appearance of fear and anxiety. Fears are age-related and neurotic.

Age fears are noted in emotional, sensitive children as a reflection of the characteristics of their mental and personal development. They arise under the influence of the following factors: the presence of fears in parents (anxiety in relations with the child, excessive protection from dangers and isolation from communication with peers, a large number of prohibitions and threats from adults).

Neurotic fears are characterized by greater emotional intensity and direction, a long course or constancy. The social position of the student, imposing on him a sense of responsibility, duty, obligation, can provoke the fear of "being the wrong one." The child is afraid not to be in time, to be late, to do the wrong thing, to be condemned, punished.

First-graders who, for various reasons, cannot cope with the academic load, eventually fall into a number of underachievers, which, in turn, leads to both neurosis and school fear. Children who have not acquired the necessary experience of communicating with adults and peers before school are not self-confident, they are afraid not to meet the expectations of adults, they experience difficulties in adapting to the school team and fear of the teacher.

All of the above says that the lack of formation of one component of school readiness leads the child to psychological difficulties and problems in adapting to school.

This makes it necessary to provide psychological assistance at the stage of preparing the child for school in order to eliminate possible deviations.

Psychological assistance to children with insufficient readiness for schooling.

The problem of psychological readiness for schooling is extremely relevant. On the one hand, the definition of the goals and content of education and upbringing in preschool institutions depends on the definition of its essence, readiness indicators, ways of its formation, on the other hand, the success of the subsequent development and education of children at school. Many teachers (Gutkina N.N., Bityanova M.R., Kravtsova E.E., Bezrukikh M.I.) and psychologists associate the successful adaptation of a child in the 1st grade with readiness for schooling.

In schools, for a certain readiness of the child for learning and the prevention of possible school difficulties associated with unpreparedness in one or another school aspect, an early diagnosis of school maturity is carried out.

Determining the psychological readiness for schooling, a practical child psychologist must clearly understand why he is doing this. The following goals can be identified to follow when diagnosing school readiness:

1. Understanding the characteristics of the psychological development of children in order to determine an individual approach to them in the educational process.

2. Identification of children who are not ready for schooling, in order to carry out activities with them aimed at preventing school failure.

3. The distribution of future first-graders into classes in accordance with their "zone of proximal development", which allows each child to develop in the optimal mode for him.

4. Postponing for 1 year the start of education for children who are not ready for school, which is possible only for children of six years of age.

Based on the results of the diagnostic examination, it is possible to create a special group and a development class in which the child will be able to prepare for the beginning of systematic education at school. Correction and development groups are also created according to the main parameters.

Such classes can be held during the period of adaptation at school. For example, the course of G.A. Zuckerman "Introduction to School Life" is held precisely at the beginning of schooling.

This course was created in order to help the child build a meaningful image of a “real schoolchild” on the threshold of school, between preschool and school childhood. This is a kind of ten-day initiation into a new age, into a new system of relationships with adults, peers, and oneself.

The introduction is of an intermediate nature, corresponding to the child's sense of self. In form, in the manner of communication, “the introduction is built as teaching a beginner to educational cooperation. But the material with which the children work is purely preschool: didactic games for design, classification, seriation, reasoning, memorization, attention. Offering these, in fact, developing tasks, we do not seek to teach them to perform everything perfectly. The efforts of children should be focused on the basis of relationships: on the ability to negotiate, exchange opinions, understand and evaluate each other and themselves in the same way “as real schoolchildren do”.

There is another program of adaptation classes for first-graders "Introduction to school life", developed by the candidate of psychological sciences Sanko A.I., psychologist of Chelyabinsk MOU No. 26 Kafeeva Yu. This course helps children to realize new requirements, forms an internal need to fulfill the established order.

A special place in the course is occupied by motivational conversations that allow you to identify children with educational and cognitive motivation.

Classes contribute to the accelerated acquaintance of first-graders with each other and the creation of a favorable psychological climate in the classroom.

The course provides for gaming sessions that involve a consolidated form of communication. Mobile exercises are possible here, not as hard as in the lesson, time is limited. Classes are conducted by a psychologist during the first training days. He receives information about new students.

Thus, the following methods are used to organize psychological assistance to a child at the stage of preparation for schooling: preparation in a kindergarten, diagnostics at school, followed by remedial classes.

Practicalpart

The study was conducted on the basis of kindergarten No. 89 on undergraduate practice from February 19 to March 29

Number of children - 19

Girls - 9

Boys - 10

Psychological readiness for schooling is one of the most important problems in child and educational psychology. From its solution depends both the construction of an optimal program for the upbringing and education of preschoolers, and the formation of a full-fledged educational activity for primary school students. We found that the psychological preparation of children for school is much more important than physical education or the Russian language. Therefore, I propose to conduct several diagnostics to identify the preparation of children for school.

Purpose: to assess the readiness of older children for school

1. Diagnose children

2. Compile corrective work

3. Reveal whether corrective work is effective

The goals and objectives made it possible to determine the content of the diagnostics: "an indicative test of school maturity" - Kern-Jierasik, diagnostics for imagination, attention, memory and thinking.

"Indicative test of school maturity" - Kerna-Jierasika

This technique is relevant for 5-7 year old children, its purpose is to test their readiness for schooling. This includes an assessment of the child’s personal maturity (task 1), his fine motor skills of the hands and visual coordination (task 2), the test also allows you to identify the visual-spatial perception of the future first-grader, visual memory (task 3) and thinking (based on the overall test score)

Task number 1. Drawing of a male figure

Children are invited to draw a man, as he knows how (nothing more is said when voicing the task, repeat the instructions to the questions of the children without their own explanation).

Task number 2. Imitation of written letters

Children are invited to look at the inscription and try to write the same.

Task number 3. Drawing a group of points

Children are invited to consider a group of dots on a sheet and try to draw the same ones next to them.

1. Imagination "Turn shapes into interesting objects"

Purpose: to diagnose children's creative thinking, i.e. imagination

Tasks: to determine the level of creative imagination of students

2. Attention "Find the letter"

Purpose: to diagnose children for attention

Tasks: determine the level of attention

3. Speech "name all the objects depicted"

Purpose: To diagnose children for the pronunciation of individual sounds

Objectives: to identify the clarity and correctness of pronunciation of sounds

4. Memory "remember and name"

Purpose: To diagnose the memory of children

Tasks: to determine the level of visual memory

5. Thinking "name each group of objects with one word"

Purpose: to diagnose the thinking of children

Tasks: to reveal the thinking of children

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