Social readiness of the child for school. School Readiness - What is it?

In the life of any child, sooner or later there comes a moment 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, duties and requirements. Now I have to go to class every day, do homework.

How can you determine whether the baby is ready for a new life stage? 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. The child, despite this, can be 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 child must:

• know some information about yourself (name, surname, place of residence);
• distinguish geometric shapes (circle, rectangle, triangle, square);
• know colors;
• understand the meanings of the following words: "less", "greater", "low", "high", "narrow", "wide", "right", "left", "between", "near", "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 learn if he has a well-developed memory. To determine the readiness of the child for school, you can read a short text to him 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 schooling will directly depend on whether the child is able to listen carefully to the teacher, not to be distracted by other students. The attention and readiness of preschoolers for school can be checked by a simple task - read aloud a few pairs of words and ask them to determine 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 readiness for school

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

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

Psychological readiness for school

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

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

Social readiness for school

A child ready for school should have a desire to communicate with their peers. He must be able to establish relationships both with other children and with adults. It is worth noting that the relationship of the child with others is a mirror of those relationships that prevail 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:

• is it easy for the child to join the company of children playing;
• whether he knows how to listen to someone else's opinion without interrupting;
• whether he observes the queue in situations where it is necessary;
• whether he knows how to participate in a conversation with several people, whether he can keep up the conversation.

Physical readiness for school

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

To assess development and determine whether a child is ready for a new life stage, you can do the following:

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

Testing a future first grader

Before entering an educational institution, children undergo special testing. It is not aimed at accepting only strong students and refusing weak ones. The legislation states that the school does not have the right to refuse parents to accept a child in the first grade, even if he cannot pass the 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 may be assigned to schooling:

• count from 1 to 10;
• perform simple arithmetic operations in the problem;
• change nouns by number, gender;
• come up with a story for the 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 be tested to assess the level of development of fine motor skills of the hand, to identify the ability to work for some time without being distracted, the ability to imitate a specific model. On testing, the following tasks may be given to determine the readiness of the child for school:

• draw a person
• draw letters or a group of dots.

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

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

Personal readiness determined by the teacher during the conversation with the child. Diagnosis of a child's readiness for school is carried out thanks to the questions that are asked to the crumbs about the 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 child to express his opinion about himself, talk about his qualities or choose them from the proposed list.

The second time in the first class, or the readiness of parents

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

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

What if the child does not meet the eligibility criteria?

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

Parents should not panic in such a situation. If the baby is only 6 or 7 years old, then it is not necessary to send him to school at this time. Many children start school only after the age of 8. By this time, all the problems that were noticed earlier may disappear.

Do not forget about classes. It is desirable for parents to teach their son or daughter to read and write before school. If a child, according to indicators of school readiness, has been found to have 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 a speech therapist.

Parents should know that today the child has 3 serious enemies: computer, TV and food. Many children spend all their free time watching TV or a 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 carcinogens should be excluded from the child's diet. It is desirable that there are more natural products in the diet.

If the child is already 8 years old, and his characteristic of readiness for school is not ideal, then it is worth understanding the specific reasons and trying to solve them. Additional homework, special exercises can be continued. If the child does not succeed, then do not put pressure on him. This can only upset him, he will be disappointed in his studies.

In conclusion, it is worth noting that it is difficult for an unprepared child to adapt to change. Admission to school is undoubtedly stressful, because the usual way of life changes. Against the background of delight, joy and surprise, feelings of anxiety and confusion arise. The help of parents during this time is very important. Their duty is to prepare a son or daughter and diagnose readiness for school.

Answers

The positive orientation of the child to school as a special educational institution is the most important prerequisite for a successful entry into the school-educational reality, acceptance of school requirements, and full inclusion in the educational process. A child is considered ready for schooling, whom the school attracts not with its external side (attributes of school life - a portfolio, textbooks, notebooks), but with the opportunity to acquire new knowledge, which involves the development of cognitive interests. Many children explain their desire to go to school by the fact that at school they will be engaged in new socially important educational activities: “I want to study in order to be like dad”, “at school, tasks are solved interesting”. The future student needs to arbitrarily control his behavior, cognitive activity. Thus, the child must have a developed educational motivation. Starting schooling, the child must be ready not only for the assimilation of knowledge, but also for a radical restructuring of the entire lifestyle.

A new internal position of the student arises by the age of 7. In a broad sense, it can be defined as a system of needs and aspirations of the child associated with the school, when the participation in them is experienced by the child as his own need (“I want to go to school”). This is an attitude towards entering school and staying in it as a natural and necessary event in life, when the child does not think of himself outside of school and understands the need for learning. He shows a special interest in the new, proper school content of the classes, preferring literacy and numeracy lessons to preschool-type activities (drawing, music, etc.). The child refuses from preschool childhood, when he prefers collective classroom lessons to individual learning at home, has a positive attitude towards the attributes of discipline, prefers the socially developed, traditional for educational institutions way of assessing achievements (marks) to other types of encouragement (sweets, gifts). He recognizes the authority of the teacher as the organizer of his learning. The formation of the internal position of the student takes place in two stages. At the first stage, a positive attitude towards school appears, but there is no orientation towards the meaningful moments of school and educational activities. The child highlights only the external, formal side, he wants to go to school, but at the same time maintain a preschool lifestyle. And at the next stage, there is an orientation towards social, although not strictly educational, aspects of activity. The fully formed position of a schoolchild includes a combination of orientation towards both social and actually educational moments of school life, although only a few children reach this level by the age of 7.

Thus, the inner position of the student is a subjective reflection of the objective system of the child's relations with the world of adults. These relations characterize the social situation of development from its external side. The internal position is the central psychological neoformation of the crisis of 7 years. The formation of the main points of volitional action occurs by the age of six: the child is able to set a goal, make a decision, outline an action plan, execute it, show a certain effort in case of overcoming an obstacle, evaluate the result of his action. And although all these components are still insufficiently developed, the behavior of the older preschooler is arbitrariness. He is able to control his movements, attention, deliberately memorize poems, subordinate his desires to the need to do something, follow the instructions of an adult and act according to the rules of school life. Behind the implementation of the rules and their awareness lies the system of relations between the child and the adult. The arbitrariness of behavior is precisely connected with the transformation of the rules of behavior into an internal psychological instance (A.N. Leontiev), when they are carried out without the control of an adult. In addition, the child must be able to set and achieve a goal, overcoming some obstacles, showing discipline, organization, determination, initiative, perseverance, independence.

The most important neoplasm of senior preschool age is the emergence of moral motives (sense of duty), which encourage children to engage in activities that are not attractive to them (L.I. Bozhovich, D.B. Elkonin By the beginning of schooling, the child should have achieved relatively good emotional stability, against the background of which development and the course of educational activity are possible.

Many psychologists rightly argue that if a child is not ready for the social position of a schoolchild, then even if he is intellectually ready for school, it is difficult for him to study (A.N. Leontiev, D.B. Elkonin, L.I. Bozhovich). The success of such children, as a rule, is extremely unstable. However, those preschoolers who do not want to go to school are of particular concern. Some of them are guided by the sad experience of “the school life of older brothers or sisters”, “I don’t want to, they give deuces there, and then they scold at home”, “when you go to school, they will show you there!” - one can hardly count on the fact that he has a desire to learn.

In the most obvious form, the features of the internal position of children of 6-7 years of age are manifested in the game at school. It has long been noted that the central moment of play in a preschool child always becomes the most important and essential experience for him at the moment, i.e. the content of the game always corresponds to the actual needs of the child. Therefore, the child needs to be psychologically prepared for school. This is especially important for 6 year olds. Research shows that information about the school given to children should be understandable and emotionally rich. To do this, they use excursions to the school, conversations, stories about the school and teachers, etc.

The socio-psychological component of readiness consists in the formation of qualities in children, thanks to which they could communicate with other children, the teacher. The child comes to school, a class where 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 yield and defend himself in a new community.

Relationships with other people are born and develop most intensively in the early preschool years. The experience of these first relationships is the foundation for the further development of the child's personality and largely determines the characteristics of a person's self-awareness, his attitude to the world, his behavior and well-being among people, as well as the desire or unwillingness to attend school.

A very important aspect of a child's readiness for school is related to his relationship with adults. Communicating and interacting with adults, by the end of preschool age, he begins to focus not only on direct, situational relations with them, but also on certain norms and rules. Now children feel the need for the attention and empathy of an adult, they are able to distinguish between the functions of an adult corresponding to different situations of communication (on the street, at home, in an institution).

In connection with the transition to school, the attitude of adults towards the child also changes. He is given greater independence than a preschooler: he must allocate time himself, monitor the implementation of the daily routine, do not forget about his duties, do homework on time and with high quality. With the beginning of schooling, surrounded by a child, a new adult enters - a teacher. The teacher performed maternal functions, providing all the life processes of the pupils. Relations with him were direct, trusting and intimate. The preschooler was forgiven for pranks and whims. Adults, even if they were angry, soon forgot about it, as soon as the baby said: "I won't do it again." Assessing the activity of a preschooler, adults often paid attention to the positive aspects. And if something did not work out for him, then they were encouraged for diligence. It was possible to argue with the teacher, to prove one's case, to insist on one's opinion, often appealing to the opinion of the parents: "But my mother told me!".

The teacher occupies a different place in the activity of the child. This is, first of all, a social person, a representative of society, whom it entrusted to give the child knowledge and evaluate academic success. Therefore, the teacher is the bearer of new standards, the most authoritative person for the child. The student accepts his point of view and often declares to his peers and parents: "And the teacher at school told us ..." In addition, the assessment given by the teacher at school does not express his subjective personal attitude, but shows an objective measure of the significance of the student's knowledge and the performance of his educational assignments. In the field of activity and communication, the main components of readiness for schooling include the formation of the prerequisites for educational activity, when the child accepts a learning task, understands its conventionality and the conventionality of the rules by which it is solved; regulates its own activities on the basis of self-control and self-assessment; understands how to complete the task and shows the ability to learn from an adult.

In order to learn how to solve educational problems, the child must pay attention to the ways of performing actions. He must understand that he is acquiring knowledge for use in future activities, "for future use."

The ability to learn from an adult is determined by extra-situational-personal, contextual communication (E.E. Kravtsova). moreover, the child understands the position of an adult as a teacher and the conditionality of his requirements. Only such an attitude towards an adult helps a child to accept and successfully solve a learning problem.

The effectiveness of teaching a preschool child depends on the form of his communication with an adult. In the situational-business form of communication, an adult acts as a partner in the game in any, even educational, situation. Therefore, children cannot concentrate on the words of an adult, accept and keep his task. Children are easily distracted, switch to extraneous tasks and almost do not react to the comments of an adult.

The encouragement and censure of an adult are treated adequately. Blame encourages them to change their mind, to look for a better way to solve the problem. Rewards give confidence. The prerequisites for learning activity, according to A.P. Usova, arise only with specially organized training, otherwise children experience a kind of "learning disability" when they cannot follow the instructions of an adult, control and evaluate their activities.

Thus, entering school marks the beginning of a qualitatively new stage in a child's life: it changes his attitude towards adults, peers, himself and his activities. The school determines the transition to a new way of life, position in society, conditions of activity and communication. The study of readiness components in the literature indicates the potential for the emergence of specific regulatory difficulties in case of insufficient attention and the formation of all or some part of its structural characteristics.

Currently, there are a large number of diagnostic programs that study goth Methods for diagnosing psychological readiness for schooling Gutkina N.I. The diagnostic program consists of 7 methods, 6 of which are original author's developments, and allows you to determine the degree of readiness of the child for schooling. The diagnostic program includes the following methods:

• - orientation test of school maturity;
• - a technique for determining the dominance of cognitive or play motives in the affective-need sphere of the child;
• - experimental conversation to identify the "internal position of the student";
• - Method "House" (the ability to focus on the sample, arbitrariness of attention, sensorimotor coordination, fine motor skills of the hand);
• - technique "Yes and no" (the ability to act according to the rule);
• - methodology "Boots" (study of learning);
• -method "Sequence of events" (development of logical thinking, speech and ability to generalize);
• - "Sound Hide and Seek" technique (phonemic hearing).

Its advantage is that, for all its compactness, it allows you to evaluate the most important components of psychological readiness; the selection of tasks is theoretically justified; the characteristic of psychological readiness is distinguished by reasonable necessity and sufficiency. The technique of N. I. Gutknaya has been tested and has good prognostic indicators. Gutkina has developed a system of corrective and educational games, which makes it possible to form the psychological readiness of children for school.

Even in the norm, the psychological prerequisites for a child's readiness for school are formed only by the age of 6-7, and sometimes even later, and are accompanied by great individual variability. An even greater variety of personal development options can be observed in children with reduced intelligence. Many studies have convincingly shown that the level of a child's cognitive orientation, his social adaptability, emotional reactions to success and failure, performance, ability to volitional regulation, other personality traits, as well as situational circumstances significantly affect his performance of intellectual tasks.

Obtaining generalized and systematized knowledge plays a significant role in the psychological preparation of children for school. The ability to navigate in specific cultural areas of reality (in the quantitative relations of things, in the sound matter of the language) helps to master certain skills on this basis. In the process of such learning, children develop those elements of a theoretical approach to reality that will enable them to consciously assimilate a variety of knowledge.

Subjectively, readiness for school grows along with the inevitability of going to school on the first of September. In the case of a healthy, normal attitude close to this event, the child is eagerly preparing for school.

FINAL QUALIFICATION WORK

Factors affecting the child's social readiness for school

Introduction

Focusing on the intellectual preparation of the child for school, parents sometimes lose sight of the emotional and social readiness, which includes such learning skills, on which future school success significantly depends. Social readiness implies the need to communicate with peers and the ability to subordinate one's behavior to the laws of children's groups, the ability to take on the role of a student, the ability to listen and follow the teacher's instructions, as well as the skills of communicative initiative and self-presentation.

Social, or personal, readiness to study at school is the child's readiness for new forms of communication, a new attitude towards the world around him and himself, due to the situation of schooling.

Often, parents of preschoolers, when telling their children about the school, try to create an emotionally unambiguous image. That is, they talk about the school only in a positive or only negative way. Parents believe that by doing so they instill in the child an interested attitude towards learning activities, which will contribute to school success. In reality, a student tuned in to a joyful, exciting activity, having experienced even minor negative emotions (resentment, jealousy, envy, annoyance), may lose interest in learning for a long time.

Neither an unambiguously positive nor an unambiguously negative image of the school is beneficial to the future student. Parents should focus their efforts on a more detailed acquaintance of the child with school requirements, and most importantly - with himself, his strengths and weaknesses.

Most children enter kindergarten from home, and sometimes from an orphanage. Parents or caregivers usually have more limited knowledge, skills and opportunities for child development than preschool workers. People belonging to the same age group have many common features, but at the same time many individual characteristics - some of them make people more interesting and original, while others prefer to remain silent. The same applies to preschoolers - there are no perfect adults and perfect people. Children with special needs come more and more often to an ordinary kindergarten and a regular group. Modern kindergarten teachers need knowledge in the field of special needs, willingness to cooperate with specialists, parents and teachers of orphanages, and the ability to create a child's growth environment based on the needs of each individual child.

aimcourse work was to identify the social readiness of children with special needs to study at school on the example of the Liikuri kindergarten and orphanage.

The course work consists of three chapters. The first chapter provides an overview of the social readiness of preschool children for schooling, important factors in the family and in the orphanage that affect the development of children, as well as children with special needs living in the orphanage.

In the second chapter, the tasks and methodology of the study are specified, and in the third chapter, the analysis of the obtained research data is carried out.

The course work uses the following words and terms: children with special needs, motivation, communication, self-esteem, self-awareness, school readiness.

1. Social readiness of the child for school

According to the law on preschool institutions of the Republic of Estonia, the task of local governments is to create conditions for the receipt of primary education by all children living in their administrative territory, as well as to support parents in the development of preschool children. Children aged 5-6 should have the opportunity to attend kindergarten or participate in the work of a preparatory group, which creates the prerequisite for a smooth, unhindered transition to school life. Based on the needs of the development of preschool children, it is important that acceptable forms of joint work of parents, social and educational advisers, defectologists / speech therapists, psychologists, family doctors / paediatricians, kindergarten teachers and teachers appear in the city / rural municipality. It is equally important to identify in a timely manner the families and children who need additional attention and specific assistance, taking into account the developmental characteristics of their children (Kulderknup 1998, 1).

Knowledge of the individual characteristics of students helps the teacher to correctly implement the principles of the developmental education system: a fast pace of material passage, a high level of difficulty, the leading role of theoretical knowledge, and the development of all children. Without knowing the child, the teacher will not be able to determine the approach that will ensure the optimal development of each student and the formation of his knowledge, skills and abilities. In addition, determining a child's readiness for school makes it possible to prevent some learning difficulties and significantly smooth out the process of adaptation to school (A child's readiness for school as a condition for his successful adaptation, 2009).

To social readinessincludes the child's need to communicate with peers and the ability to communicate, as well as the ability to play the role of a student and follow the rules established in the team. Social readiness consists of the skills and ability to get in touch with classmates and teachers (School Ready 2009).

The most important indicators of social readiness are:

· the desire of the child to learn, gain new knowledge, motivation to start learning;

· the ability to understand and carry out orders and tasks given to the child by adults;

· cooperation skill;

· effort to complete the work begun;

· the ability to adapt and adapt;

· the ability to solve his simplest problems himself, to serve himself;

· elements of volitional behavior - set a goal, create an action plan, implement it, overcoming obstacles, evaluate the result of one's action (Neare 1999 b, 7).

These qualities will provide the child with a painless adaptation to the new social environment and contribute to the creation of favorable conditions for his further education at school. The child, as it were, should be ready for the social position of a schoolboy, without which it will be difficult for him, even if he is intellectually developed. Parents should pay special attention to social skills, which are so necessary at school. They can teach the child how to relate to peers, create an environment at home that makes the child feel confident and want to go to school (School Ready 2009).

1.1 Readiness of children for school

School readiness means the physical, social, motivational and mental readiness of the child for the transition from the main play activity to the directed activity of a higher level. Achieving school readiness requires an appropriate supportive environment and the child's own activity (Neare 1999a, 5).

Indicators of such readiness are changes in the physical, social and mental development of the child. The basis of the new behavior is the willingness to fulfill more serious responsibilities, following the example of parents and the rejection of something in favor of another. The main sign of change will be the attitude to work. A prerequisite for mental readiness for school is the child's ability to perform a variety of tasks under the guidance of an adult. The child should also show mental activity, including a cognitive interest in solving problems. The emergence of volitional behavior is a manifestation of social development. The child sets goals and is ready to make certain efforts to achieve them. School readiness can be differentiated into a psycho-physical, spiritual and social aspect (Martinson 1998, 10).

By the time of entering school, the child has already passed one of the essential stages in his life and / or, relying on his family and kindergarten, has received the basis for the next stage of his personality formation. Readiness for school is formed both by innate inclinations and abilities, and the environment surrounding the child in which he lives and develops, as well as the people who communicate with him and direct his development. Therefore, children going to school may have very different physical and mental abilities, personality traits, as well as knowledge and skills (Kulderknup 1998, 1).

Of the preschool children, the majority attend kindergarten, and about 30-40% are so-called home children. The year before the start of 1st grade is a good time to find out how a child has developed. Regardless of whether the child attends kindergarten or stays at home and goes to kindergarten, it is advisable to conduct a school readiness survey twice: in September-October and April-May (ibd.).

.2 The social dimension of the child's readiness for school

Motivation -it is a system of arguments, arguments in favor of something, motivation. The totality of motives that determine a particular act (Motivation 2001-2009).

An important indicator of the social aspect of school readiness is motivation for learning, which is manifested in the child's desire to learn, acquire new knowledge, emotional predisposition to the requirements of adults, and interest in learning about the surrounding reality. Significant changes and shifts must take place in his sphere of motivations. By the end of the preschool period, subordination is formed: one motive becomes the leading (main). With joint activities and under the influence of peers, the leading motive is determined - a positive assessment of peers and sympathy for them. It also stimulates the competitive moment, the desire to show one's resourcefulness, ingenuity and the ability to find an original solution. This is one of the reasons why it is desirable that even before school, all children get the experience of collective communication, at least the initial knowledge about the ability to learn, about the difference in motivations, about comparing themselves with others and independently using knowledge to satisfy their abilities and needs. It is also important to develop self-esteem. Academic success often depends on the child's ability to see and evaluate himself correctly, set feasible goals and objectives (Martinson 1998, 10).

The transition from one stage of development to another is characterized by a change in the social situation in the development of the child. The system of connections with the outside world and social reality is changing. These changes are reflected in the restructuring of mental processes, renewal and change of connections and priorities. Perception is now the leading mental process only at the level of comprehension, much more primary processes are put forward in the first place - analysis - synthesis, comparison, thinking. The child is included at school in a system of other social relations, where new demands and expectations will be presented to him (Neare 1999 a, 6).

In the social development of a preschool child, communication skills play a leading role. They allow you to distinguish between certain situations of communication, to understand the state of other people in different situations, and on the basis of this adequate to build your behavior. Finding himself in any situation of communication with adults or peers (in kindergarten, on the street, in transport, etc.), a child with developed communication skills will be able to understand what are the external signs of this situation and what rules should be followed in it. In the event of a conflict or other tense situation, such a child will find positive ways to transform it. As a result, the problem of individual characteristics of communication partners, conflicts and other negative manifestations is largely removed (Diagnostics of a child's readiness for school 2007, 12).

1.3 Social readiness for school of children with special needs

Children with special needs -these are children who, based on their abilities, state of health, linguistic and cultural background and personal characteristics, have such developmental needs, in order to support which it is necessary to introduce changes or adaptations to the child’s growth environment (facilities and premises for playing or studying, teaching and educational methods, etc.). .d.) or in the group's activity plan. Thus, the special needs of a child can only be determined after a thorough study of the development of the child and taking into account his particular growth environment (Hyaidkind 2008, 42).

Classification of children with special needs

There is a medical-psychological and pedagogical classification of children with special needs. The main categories of impaired and deviant development include:

· giftedness of children;

· mental retardation in children (ZPR);

· emotional disorders;

· developmental disorders (disorders of the musculoskeletal system), speech disorders, analyzer disorders (visual and hearing disorders), intellectual disabilities (mentally retarded children), severe multiple disorders (Special Preschool Pedagogy 2002, 9-11).

When determining the readiness of children for school, it becomes obvious that in order to achieve this, some children need classes in preparatory groups and only a small part of the children have specific needs. With regard to the latter, timely assistance, the direction of the development of the child by specialists and the support of the family are important (Neare 1999 b, 49).

In the administrative territory, work with children and families is the responsibility of the Educational Adviser and/or the Social Adviser. The educational adviser, receiving data on preschool children with special developmental needs from the social adviser, inquires how to examine them in depth and what is the need for social development, and then activates the mechanism for supporting children with special needs.

Special educational assistance for children with special needs is:

· speech therapy assistance (both the general development of speech and the correction of speech defects);

· specific special pedagogical assistance (surdo- and typhlopedagogy);

· adaptation, ability to behave;

· a special technique for the formation of skills and preferences in reading, writing and counting;

· coping skills or household training;

· teaching in smaller groups/classes;

· earlier intervention (ibd., 50).

Specific needs may also include:

· increased need for medical care (many places in the world have hospital schools for children with severe somatic or mental illnesses);

· the need for an assistant - a teacher and for technical means, as well as in the room;

· the need to draw up an individual or special training program;

· receiving the service of an individual or special training program;

· receiving services individually or in groups at least twice a week, if for the child to develop school readiness, it is enough to correct the processes that develop speech and the psyche (Neare 1999 b, 50; Hyadekind, Kuusik 2009, 32).

When identifying the readiness to teach children to school, you can also find that children will be with special needs and the following points appear. It is necessary to teach parents how to develop their preschool child (outlook, observation, motor skills) and it is necessary to organize parental education. If you need to open a special group in a kindergarten, then you need to train educators, find a specialist teacher (speech therapist) for the group who can provide support to both children and their parents. It is necessary to organize the education of children with specific needs in the administrative territory or within several administrative units. In this case, the school will be able to prepare in advance for the feasible teaching of children with different readiness for school (Neare 1999 b, 50; Neare 1999 a, 46).

.4 Development of self-awareness, self-esteem and communication in preschoolers

self-awareness- this is awareness, assessment by a person of his knowledge, moral character and interests, ideals and motives of behavior, a holistic assessment of himself as an agent, as a feeling and thinking being (Self-Consciousness 2001-2009).

In the seventh year of life, the child is characterized by independence and an increased sense of responsibility. It is important for a child to do everything well, he can be self-critical and sometimes feels a desire to achieve perfection. In a new situation, he feels insecure, cautious and can withdraw into himself, but in his actions the child is still independent. He talks about his plans and intentions, is able to be more responsible for his actions, wants to cope with everything. The child is acutely aware of his failures and assessments of others, he wants to be good (Männamaa, Marats 2009, 48-49).

From time to time it is necessary to praise the child, this will help him learn to value himself. The child must get used to the fact that praise can follow with a significant delay. It is necessary to encourage the child to evaluate his own activity (ibd.).

Self-esteem- this is an assessment by a person of himself, his capabilities, qualities and place among other people. Relating to the core of the personality, self-esteem is the most important regulator of its behavior. Relationships of a person with others, his criticality, exactingness towards himself, attitude to successes and failures depend on self-esteem. Self-esteem is related to the level of a person's aspirations, i.e. the degree of difficulty in achieving the goals that he sets for himself. The discrepancy between the claims of a person and his real capabilities leads to incorrect self-esteem, as a result of which the behavior of the individual becomes inadequate (emotional breakdowns occur, increased anxiety, etc.). Self-esteem also receives an objective expression in how a person evaluates the opportunities and results of other people's activities (Self-esteem 2001-2009).

It is very important to form an adequate self-esteem in a child, the ability to see his mistakes and correctly evaluate his actions, as this is the basis of self-control and self-esteem in educational activities. Self-assessment plays an important role in the organization of effective management of human behavior. The characteristics of many feelings, the relationship of the individual to self-education, the level of claims depend on the characteristics of self-esteem. The formation of an objective assessment of one's own capabilities is an important link in the upbringing of the younger generation (Vologdina 2003).

Communication- a concept that describes the interaction between people (subject-subject relationship) and characterizes the basic human need - to be included in society and culture (Communication 2001-2009).

By the age of six or seven, friendliness towards peers and the ability to help each other significantly increase. Of course, the competitive, competitive beginning is preserved in the communication of children. However, along with this, in the communication of older preschoolers there appears the ability to see in a partner not only his situational manifestations, but also some psychological aspects of his existence - his desires, preferences, moods. Preschoolers not only talk about themselves, but also ask their peers questions: what he wants to do, what he likes, where he was, what he saw, etc. Their communication becomes non-situational.
The development of out-of-situation in the communication of children occurs in two directions. On the one hand, the number of off-site contacts is increasing: children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of others. On the other hand, the very image of a peer becomes more stable, independent of the specific circumstances of the interaction. By the end of preschool age, stable selective attachments arise between children, the first shoots of friendship appear. Preschoolers "gather" in small groups (two or three people each) and show a clear preference for their friends. The child begins to isolate and feel the inner essence of the other, which, although not represented in the situational manifestations of a peer (in his specific actions, statements, toys), but becomes more and more significant for the child (Communication of a preschooler with peers 2009). To develop communication skills, it is necessary to teach the child to cope with different situations, use role-playing games (Männamaa, Marats 2009, 49).

The influence of the environment on the social development of the child

In addition to the environment, the development of the child is undoubtedly influenced by innate properties. The growth environment at an early age gives rise to the further development of a person. The environment can both develop and inhibit various aspects of the development of children. The home environment of a child's growth is of paramount importance, but the environment of a children's institution also plays an important role (Anton 2008, 21).

The influence of the environment on a person can be threefold: overloading, underloading and optimal. In an overloading environment, the child cannot cope with the processing of information (information that is essential for the child goes past the child). In an underloaded environment, the situation is reversed: here the child is threatened with a lack of information. An environment that is too simple for a child is rather tiring (boring) than stimulating and developing. An intermediate option between these is the optimal environment (Kolga 1998, 6).

The role of the environment as a factor influencing the development of the child is very important. Four systems of mutual influences influencing the development and role of a person in society have been identified. These are microsystem, mesosystem, exosystem and macrosystem (Anton 2008, 21).

Human development is a process during which a child first gets to know his loved ones and his home, then the environment of the kindergarten, and only after that society in a broader sense. The microsystem is the immediate environment of the child. The microsystem of a young child is connected with the home (family) and kindergarten, with the age of these systems it increases. The mesosystem is a network between different parts (ibd., 22).

The home environment significantly affects the child's relationship and how he copes in kindergarten. The exosystem is the living environment of adults acting together with the child, in which the child does not directly participate, but which, nevertheless, significantly influences his development. A macrosystem is the cultural and social environment of a society with its social institutions, and this system affects all other systems (Anton 2008, 22).

According to L. Vygotsky, the environment directly affects the development of the child. It is undoubtedly influenced by everything that happens in society: laws, the status and skills of parents, time and the socio-economic situation in society. Children, like adults, are anchored in a social context. Thus, the behavior and development of a child can be understood by knowing its environment and social context. The environment affects children of different ages in different ways, since the child's consciousness and ability to interpret situations are constantly changing as a result of new experiences received from the environment. In the development of each child, Vygotsky distinguishes between the natural development of the child (growth and maturation) and cultural development (the assimilation of cultural meanings and tools). Culture, in Vygotsky's understanding, consists of physical frameworks (for example, toys), attitudes, and value orientations (TV, books, and in our days, for sure, the Internet). Thus, the cultural context affects the thinking and learning of various skills, what and when the child begins to learn. The central idea of ​​the theory is the concept of the zone of proximal development. The zone is formed between the levels of actual development and potential development. There are two levels involved:

· what the child is able to do independently when solving a problem;

· what a child does with the help of an adult (ibd.).

Family as a favorable environment for the development of self-awareness and self-esteem of the child

The process of human socialization occurs throughout life. In the period of preschool childhood, the role of a “social guide” is played by an adult. He passes on to the child the social and moral experience accumulated by previous generations. First, it is a certain amount of knowledge about the social and moral values ​​of human society. On their basis, the child develops ideas about the social world, moral qualities and norms that a person must possess in order to live in a society of people (Diagnostics ... 2007, 12).

Mental abilities and social skills of a person are closely interconnected. Congenital biological prerequisites are realized as a result of the interaction of the individual and his environment. The social development of the child should ensure the assimilation of the social skills and competencies necessary for social coexistence. Therefore, the formation of social knowledge and skills, as well as value attitudes, is one of the most important educational tasks. The family is the most important factor in the development of the child and the primary environment that has the greatest influence on the child. The influence of peers and a different environment appears later (Neare 2008).

The child learns to distinguish his own experience and reactions from the experience and reactions of other people, learns to understand that different people can have different experiences, have different feelings and thoughts. With the development of self-awareness and I of the child, he also learns to value the opinions and assessments of other people and reckon with them. He gets an idea about gender differences, gender identity and typical behavior for different sexes (Diagnostics ... 2007, 12).

Communication as an important factor in the motivation of preschoolers

With communication with peers, the real integration of the child into society begins. (Männamaa, Marats 2009, 7).

A child aged 6-7 needs social recognition, it is very important for him what other people think about him, he worries about himself. The self-esteem of the child rises, he wants to demonstrate his skills. The child's sense of security maintains stability in daily life. For example, at a certain time to go to bed, to gather at the table with the whole family. Self-awareness and the development of the self-image. The development of general skills in preschool children (Kolga 1998; Mustaeva 2001).

Socialization is an important condition for the harmonious development of the child. From the moment of birth, the baby is a social being, requiring the participation of another person to satisfy its needs. The development of culture, universal human experience by a child is impossible without interaction and communication with other people. Through communication, the development of consciousness and higher mental functions occurs. The ability of a child to communicate positively allows him to live comfortably in a society of people; thanks to communication, he not only gets to know another person (adult or peer), but also himself (Diagnostics ... 2007, 12).

The child likes to play both in a group and alone. I like being with others and doing things with my peers. In games and activities, the child prefers children of his own gender, he protects the younger ones, helps others, and, if necessary, asks for help himself. A seven-year-old child has already formed friendships. He enjoys belonging to the group, sometimes he even tries to “buy” friends, for example, he offers his friend his new computer game and asks: “Now will you be friends with me?”. At this age, the question of leadership in the group arises (Männamaa, Marats 2009, 48).

Equally important is the communication and interaction of children with each other. In the society of peers, the child feels “among equals”. Thanks to this, he develops independence of judgment, the ability to argue, defend his opinion, ask questions, and initiate the acquisition of new knowledge. The appropriate level of development of a child's communication with peers, laid down at preschool age, allows him to adequately act at school (Männamaa, Marats 2009, 48).

Communication skills allow the child to distinguish communication situations and, on this basis, determine their own goals and the goals of communication partners, understand the states and actions of other people, choose adequate ways of behaving in a particular situation and be able to transform it in order to optimize communication with others (Diagnostics ... 2007, 13 -fourteen).

.5 Education program for the formation of social readiness for school

readiness school self-awareness social

Basic education in Estonia is offered by pre-school childcare facilities both for children with normal (age-appropriate) development and for children with special needs (Häidkind, Kuusik 2009, 31).

The basis for the organization of study and education in each preschool institution is the curriculum of the preschool institution, which is based on the framework curriculum for preschool education. On the basis of the framework curriculum, the children's institution draws up its program and activities, taking into account the type and originality of the kindergarten. The curriculum defines the goals of educational work, the organization of educational work in groups, daily routines, and work with children with special needs. An important and responsible role in creating a growth environment belongs to the kindergarten staff (RTL 1999,152, 2149).

In a preschool, early intervention and the associated teamwork can be organized in different ways. Each kindergarten can harmonize its principles within the framework of the curriculum / activity plan of the institution. In a broader sense, the development of the curriculum of a particular children's institution is seen as a team effort - teachers, the board of trustees, management, etc. participate in the preparation of the program. (Near 2008).

In order to identify children with special needs and plan the group's curriculum/action plan, group workers should organize a special meeting at the beginning of each school year, after getting to know the children (Hyaidkind 2008, 45).

An individual development plan (IDP) is drawn up at the discretion of the group team for those children whose level of development in some areas differs significantly from the expected age level, and due to the special needs of which it is necessary to make the most changes in the group environment (Neare 2008).

The IEP is always compiled as a team effort, in which all employees of the kindergarten dealing with children with special needs, as well as their cooperation partners (social worker, family doctor, etc.) participate. The main prerequisites for the implementation of IRP are the readiness and training of teachers, and the presence of a network of specialists in the kindergarten or in the immediate environment (Hyaidkind 2008, 45).

Formation of social readiness in kindergarten

At preschool age, the place and content of education is everything that surrounds the child, that is, the environment in which he lives and develops. The environment in which a child grows up determines what value orientations he will have, his attitude to nature and relationships with people around him (Laasik, Liivik, Tyaht, Varava 2009, 7).

Learning and educational activities are considered as a whole due to the topics that cover both the life of the child and his environment. When planning and organizing educational activities, listening, speaking, reading, writing and various motor, musical and artistic activities are integrated. Observation, comparison and modeling are considered important integrated activities. Comparison occurs through systematization. Grouping, enumeration and measurement. Modeling in three manifestations (theoretical, gaming, artistic) integrates all of the above activities. This approach has been familiar to teachers since the 1990s (Kulderknup 2009, 5).

The goals of the educational activities of the direction "I and the environment" in kindergarten is that the child:

)understood and cognized the surrounding world holistically;

)formed an idea of ​​\u200b\u200bhis Self, his role and the role of other people in the living environment;

)valued the cultural traditions of both Estonian and his own people;

)valued their own health and the health of other people, tried to lead a healthy and safe lifestyle;

)appreciated a style of thinking based on a caring and respectful attitude towards the environment;

)noticed natural phenomena and changes in nature (Laasik, Liivik, Tyaht, Varava 2009, 7-8).

The goals of the educational activities of the direction "I and the environment" in the social environment are to:

)the child had an idea about himself and his role and the role of other people in the living environment;

)the child appreciated the cultural traditions of the Estonian people.

As a result of completing the curriculum, the child:

)knows how to introduce himself, describe himself, his qualities;

)describes his home, family and family traditions;

)names and describes various professions;

)understands that all people are different and that they have different needs;

)knows and names the state symbols of Estonia and the traditions of the Estonian people (ibd., 17-18).

Play is the main activity of the child. In games, the child achieves a certain social competence. He enters into various relationships with

children on the game. In joint games, children learn to take into account the desires and interests of their comrades, set common goals and act together. In the process of getting to know the environment, you can use all kinds of games, conversations, discussions, reading stories, fairy tales (language and game are interconnected), as well as looking at pictures, watching slides and videos (deepen and enrich understanding of the world around). Acquaintance with nature allows for a wide integration of various activities and topics, therefore, most of the educational activities can be associated with nature and natural resources (Laasik, Liivik, Tyaht, Varava 2009, 26-27).

The program of education for socialization in the orphanage

Unfortunately, in almost all types of institutions where orphans and children deprived of parental care are brought up, the environment, as a rule, is orphanage, orphanage. An analysis of the problem of orphanhood led to the understanding that the conditions in which these children live hinder their mental development and distort the development of their personality (Mustaeva 2001, 244).

One of the problems of the orphanage is the lack of free space in which the child could have a rest from other children. Each person needs a special state of loneliness, isolation, when inner work takes place, self-consciousness is formed (ibd., 245).

Going to school is a turning point in the life of any child. It is associated with significant changes throughout his life. For children growing up outside the family, this usually also means a change in the children's institution: from a pre-school orphanage they end up in a school-type children's institutions (Prikhozhan, Tolstykh 2005, 108-109).

From a psychological point of view, the entry of a child into school marks, first of all, a change in his social situation of development. The social situation of development in primary school age is significantly different from that which was in early and preschool childhood. First, the social world of the child is greatly expanded. He becomes not only a member of the family, but also enters society, mastering the first social role - the role of a schoolchild. In essence, for the first time, he becomes a “social person”, whose achievements, successes and failures are evaluated not only by loving parents, but also in the person of a teacher by society in accordance with socially developed standards and requirements for a child of this age (Prikhozhan, Tolstykh 2005, 108-109 ).

In the activities of the orphanage, the principles of practical psychology and pedagogy, taking into account the individual characteristics of children, are of particular relevance. First of all, it is advisable to involve pupils in activities that are interesting for them and at the same time ensure the development of their personality, i.e. The main task of the orphanage is the socialization of pupils. For this purpose, family modeling activities should be expanded: children should take care of the younger ones, have the opportunity to show respect for the elders (Mustaeva 2001, 247).

From the above, we can conclude that the socialization of children from the orphanage will be more effective if, in the further development of the child, they strive to increase caring, goodwill in relations with children and with each other, avoid conflicts, and if they arise, they try to extinguish them through negotiations. and mutual compliance. When such conditions are created, the orphanage preschoolers, including children with special needs, develop a better social readiness to study at school.

2. Purpose and methodology of the study

.1 Purpose, objectives and research methodology

aimcourse work is to identify the social readiness of children with special needs to study at school on the example of the Liikuri kindergarten in the city of Tallinn and the orphanage.

To achieve this goal, the following tasks:

1)give a theoretical overview of the social readiness for school in normal children, as well as in children with special needs;

2)to reveal the opinion about social readiness among pupils for school from teachers of a preschool institution;

)distinguish features of social readiness in children with special needs.

Research problem: to what extent children with special needs are socially prepared for school.

.2 Methodology, sampling and organization of the study

Methodologyterm papers are abstracting and interviews. The abstracting method is used to compose the theoretical part of the coursework. Interviewing was chosen for writing the research part of the work.

SampleThe research is formed by the teachers of the Liikuri Kindergarten in the city of Tallinn and the teachers of the orphanage. The name of the orphanage has been left anonymous and is known to the author and supervisor of the work.

The interview is conducted on the basis of a memo (Appendix 1) and (Appendix 2) with a list of mandatory questions that do not exclude discussion with the respondent of other problems related to the topic of the study. The questions were compiled by the author. The sequence of questions can be changed depending on the conversation. Responses are recorded using entries in the study diary. The average duration of one interview is on average 20-30 minutes.

The sample of interviews was formed by 3 kindergarten teachers and 3 orphanage teachers who work with children with special needs, which is 8% of the Russian-speaking and mostly Estonian-speaking groups of the orphanage, and 3 teachers working in the Russian-speaking groups of the Liikuri Kindergarten in Tallinn.

To conduct the interview, the author of the work obtained consent from the teachers of these preschool institutions. The interview was held individually with each teacher in August 2009. The author of the work tried to create a trusting and relaxed climate in which the respondents would reveal themselves most fully. To analyze the interviews, the teachers were coded as follows: Liikuri Kindergarten teachers - P1, P2, P3 and Orphanage teachers - V1, V2, V3.

3. Analysis of the results of the study

The results of the interviews with the teachers of the Liikuri Kindergarten in the city of Tallinn, 3 teachers in total, and then the results of the interviews with the teachers of the orphanage are analyzed below.

.1 Analysis of the results of interviews with kindergarten teachers

To begin with, the author of the study was interested in the number of children in the groups of Liikuri Kindergarten in Tallinn. It turned out that in two groups there were 26 children, which is the maximum number of children for this educational institution, and in the third group there were 23 children.

When asked if the children have a desire to go to school, the teachers of the group answered:

Most children have a desire to learn, but by spring, children get tired of 3 times a week classes in the preparatory class (P1).

At present, parents pay a lot of attention to the intellectual development of children, which very often leads to strong psychological tension, and this often causes children to fear schooling and, in turn, reduces the immediate desire to explore the world.

Two respondents agreed and answered in the affirmative to this question that children go to school with pleasure.

These answers show that in kindergarten the teaching staff makes every effort and their skills to instill in children the desire to study at school. Form the right idea about school and study. In a preschool institution, through play, children learn all kinds of social roles and relationships, developing their intelligence, they learn to manage their emotions and behavior, which positively affects the child's desire to go to school.

The above opinions of teachers also confirm what was stated in the theoretical part of the work (Kulderknup 1998, 1) that readiness for school depends on the environment surrounding the child in which he lives and develops, as well as on the people who communicate with him and direct his development. One teacher also noted that the readiness for school of children largely depends on the individual characteristics of the pupils and the parental interest in their learning ability. This statement is also very correct.

Physically and socially, children are ready to start school. Motivation can decrease from the loads on a preschooler (P2).

Teachers expressed about the methods of physical and social readiness:

In our garden, in each group we conduct tests for physical fitness, the following methods of work are used: jumping, running, in the pool the coach checks according to a certain program, the general indicator of physical fitness for us is the following indicators: how active, correct posture, coordination of eye movements and hands, how he knows how to dress, fasten buttons, etc. (P3).

If we compare what was given by the teacher with the theoretical part (Neare 1999 b, 7), then it is pleasant to note that teachers in their daily work consider activity and coordination of movements important.

Social readiness in our group is at a high level, all children can get along and communicate well with each other, as well as with teachers. Intellectually, children are well developed, memory is good, they read a lot. In motivation, we use the following methods of work: work with parents (we give advice, recommendations on what approach is needed for each specific child), as well as benefits and conduct classes in a playful way (P3).

In our group, children have a well-developed curiosity, the desire of children to learn something new, a fairly high level of sensory development, memory, speech, thinking, and imagination. To assess the development of the future first-grader, special tests help to diagnose the readiness of the child for school. Such tests check the development of memory, voluntary attention, logical thinking, general awareness of the world around, etc. According to these tests, we determine to what extent our children have developed physical, social, motivational and intellectual readiness for school. I believe that in our group the work is carried out at the proper level and the children have been brought up with a desire to study at school (P1).

From the above said by teachers, we can conclude that the social readiness of children is at a high level, intellectually children are well developed, teachers use various methods of work to develop motivation in children, involving parents in this process. Physical, social, motivational and intellectual readiness for school is carried out regularly, which allows you to get to know the child better and instill in children the desire to learn.

When asked about the ability of children to play the role of a student, respondents answered the following:

Children cope well with the role of a student, easily communicate with other children and teachers. Children are happy to talk about their experience, tell the texts they have heard, as well as from the pictures. Great need for communication, high ability to learn (P1).

% of children are able to successfully build relationships with adults and peers. 4% of children, who were brought up outside the children's team before school, they have poor socialization. Such children simply do not know how to communicate with their own kind. Therefore, at first they do not understand their peers and sometimes they are even afraid (P2).

The most important goal for us is to concentrate the attention of children for a certain amount of time, to be able to listen and understand tasks, follow the instructions of the teacher, as well as the skills of communicative initiative and self-presentation, which our children succeed in successfully. The ability to overcome difficulties and treat mistakes as a certain result of one's work, the ability to assimilate information in a group learning situation and change social roles in a team (group, class) (P3).

These answers show that basically children who are brought up in a children's team are able to play the role of a student and are socially ready for school, as teachers contribute to this and teach. Teaching children outside the kindergarten depends on the parents and their interest, activity in the future fate of their child. Thus, it can be seen that the opinions of Liikuri Kindergarten teachers obtained are consistent with the data of the authors (Readiness for School 2009), who believe that in preschool institutions, preschoolers learn to communicate and apply the role of a student.

Kindergarten teachers were asked to tell how the development of self-awareness, self-esteem and communication skills in preschoolers is carried out. The teachers agreed that the child for his better development need to create a favorable development environment and told the following:

Socialization and self-esteem are supported by a friendly communication environment in the kindergarten group. We use the following methods: we give the opportunity to independently try to evaluate the work of preschoolers, a test (ladder), draw oneself, the ability to negotiate among themselves (P1).

Through creative games, training games, everyday activities (P2).

Our group has its own leaders, just like every group has them. They are always active, they succeed, they like to demonstrate their abilities. Excessive self-confidence, unwillingness to reckon with others does not benefit them. Therefore, our task is to recognize such children, understand them and help. And if a child experiences excessive severity at home or in kindergarten, if the child is constantly scolded, praised little, made comments (often in public), then he has a feeling of insecurity, fear of doing something wrong. We help these children build their self-esteem. It is easier for a child of this age to give correct peer assessments than self-assessment. Here we need our authority. So that the child understands his mistake or at least accepts the remark. With the help of a teacher, a child at this age can objectively analyze the situation of his behavior, which is what we are doing, forming self-awareness in children in our group (P3).

From the answers of teachers, we can conclude that the most important thing is to create a favorable environment for development through games and communication with peers and adults who surround them.

The author of the study was interested in how important a favorable environment in an institution is for the development of a child's self-awareness and self-esteem in the opinion of teachers. All respondents agreed that, in general, the kindergarten has a favorable environment, but one of the teachers added that a large number of children in the group makes it difficult to see the child's difficulties, as well as devote enough time to solve and eliminate them.

We ourselves create a favorable environment for the development of self-awareness and self-esteem of the child. Praise, in my opinion, can benefit the child, increase his self-confidence, form adequate self-esteem, if we adults sincerely praise the child, express approval not only in words, but also by non-verbal means: intonation, facial expressions, gestures, touch. We praise for specific actions, while not comparing the child with other people. But it is impossible to do without critical remarks. Criticism helps my pupils form realistic ideas about their strengths and weaknesses, and ultimately contributes to the creation of adequate self-esteem. But in no case do I allow to reduce the already low self-esteem of the child in order to prevent the increase of his insecurity and anxiety (P3).

From the above answers it is clear that kindergarten teachers make every effort to develop children. They themselves create a favorable environment for preschoolers, despite the large number of children in groups.

Kindergarten teachers were asked to tell if the readiness of children in groups is checked and how it happens, the answers of the respondents were the same and complemented each other:

The readiness of children to study at school is always checked. In the kindergarten, special age levels for the assimilation of program content by preschoolers (P1) have been developed.

Readiness for school is checked in the form of testing. We also collect information, both in the process of daily activities, and by analyzing the crafts and work of the child, watching the games (P2).

Readiness of children for school is determined with the help of tests, questionnaires. Filling in the “School Readiness Card” and a conclusion is made on the readiness of the child for school. In addition, final classes are preliminarily held, where children's knowledge of various types of activities is revealed. The level of development of children is assessed on the basis of the program of preschool education. Quite a lot about the level of development of the child "says" the work they have done - drawings, workbooks, etc. All works, questionnaires, tests are collected in a development folder, which gives an idea of ​​the dynamics of development and reflects the history of the individual development of the child (P3).

Based on the answers of the respondents, it can be concluded that the assessment of a child's development is a long process in which all teachers throughout the year observe all types of children's activities, as well as conduct various types of testing, and all results are stored, tracked, recorded and documented. The development of the child's physical, social and intellectual abilities, etc. are taken into account.

Our children receive speech therapy in the kindergarten. Speech therapist who examines children of general kindergarten groups and works with those who need the help of a speech therapist. The speech therapist determines the degree of speech development, reveals speech disorders and conducts special classes, gives homework, advice to parents. The institution has a swimming pool, the teacher works with children, improving the physical fitness of the preschooler, as well as the health of children (P2).

The speech therapist is able to generally assess the child's condition, determine his level of adaptation, activity, outlook, development of speech and intellectual abilities (P3).

From the above answers it can be seen that without the ability to correctly and clearly express their thoughts, pronounce sounds, a child cannot learn to write correctly. If a child has a speech impediment, it can make learning difficult. For the correct formation of reading skills, it is necessary to eliminate the child's speech defects even before the start of schooling (Neare 1999 b, 50), which was also put forward in the theoretical part of this course. It can be seen how important speech therapy assistance is in kindergartens in order to eliminate all defects in preschoolers. And also classes in the pool give a good physical load to the whole body. This increases endurance, special exercises in the water develop all the muscles, which is not unimportant for the child.

Maps of individual development are drawn up, together with the parents we summarize the state of the children, give the parents the necessary recommendations for more appropriate developmental activities, after which we describe the development of all children. In the map of individual development, both weaknesses and strengths are recorded (P1).

At the beginning and at the end of the year, parents, together with the teacher, draw up an individual plan for the development of the child, determine the main directions for the current year. An individual development program is a document that defines the individual goals and content of training, assimilation and assessment of the material (P3).

We conduct testing 2 times a year, according to the tests provided by the kindergarten. Once a month, I sum up the results of the work done with the child and fix his progress during this period, and also conduct daily joint work with parents (P2).

An important role for the readiness of children for school is played by an individual development plan, which allows you to determine the strengths and weaknesses of the child and outline the necessary development goals, involving parents in this.

The author of the study was interested in how individual plans or special training and education programs are drawn up for the socialization of preschool children. From the results of the answers, it became clear and this confirms, given in the theoretical part (RTL 1999,152, 2149), that the basis for the organization of study and education in each preschool institution is the curriculum of the preschool institution, which proceeds from the framework curriculum of preschool education. On the basis of the framework curriculum, the children's institution draws up its program and activities, taking into account the type and originality of the kindergarten. The curriculum defines the goals of educational work, the organization of educational work in groups, daily routines, and work with children with special needs. An important and responsible role in creating a growth environment belongs to the kindergarten staff.

The family as a favorable environment in the development of children, so the author of the study was interested to know whether teachers work closely with parents and how important they consider the joint work of the kindergarten with parents. The teachers' responses were as follows:

The kindergarten provides assistance to parents in the education and development of their child. Specialists advise parents, there is a special schedule of appointments with kindergarten specialists. I consider it very important to work together with parents, but with the reduction of the budget of the kindergarten, not a single specialist will soon be left (P1).

We consider it very important to work with parents and therefore we work very closely with parents. We arrange joint events, teachers' councils, consultations, everyday communication (P2).

Only with the joint work of group teachers, teacher assistants, speech therapists involved in the preparation of curricula, an integrated calendar and thematic plan, the desired results can be achieved. Group specialists and teachers work in close contact with parents, involve them in active cooperation, meet with them at parent-teacher meetings and individually for a personal conversation or consultation. Parents can contact any employee of the kindergarten with questions and receive qualified assistance (P3).

The interview answers confirmed that all kindergarten teachers appreciate the need to work together with parents, while emphasizing the particular importance of individual conversations. The joint work of the whole team is a very important component in the upbringing and education of children. The harmonious development of the child's personality depends on the contribution of all members of the team of teachers and parents in the future.

.2 Analysis of the results of interviews with orphanage teachers

The following analyzes the results of interviews with three orphanage teachers who work with children with special needs, representing 8% of the Russian-speaking and mostly Estonian-speaking groups of the orphanage.

To begin with, the author of the study was interested in the number of children in the groups of the orphanage among the interviewees. It turned out that in two groups of 6 children - this is the maximum number of children for such an institution, and in the other - 7 children.

The author of the study was interested in whether all the children in the groups of these educators have special needs and what deviations they have. It turned out that educators know quite well the special needs of their pupils:

In the group, all 6 children with special needs. All members of the group need daily help and care, since the diagnosis of childhood autism is based on the presence of three main qualitative disorders: lack of social interaction, lack of mutual communication, and the presence of stereotypical behaviors (B1).

Children's diagnoses:

F72 - severe mental retardation, epilepsy, hydrocephalus, cerebral palsy;

F72 - severe mental retardation, spasticity, cerebral palsy;

F72 - severe mental retardation, F84.1 - atypical autism;

F72 - severe mental retardation, spasticity;

F72 - severe mental retardation;

F72 - severe mental retardation, cerebral palsy (B1).

There are currently seven children in the family. The orphanage now has a family system. All seven pupils are with special needs (with deviations in mental development.One pupil has moderate mental retardation. Four have Down's syndrome, of which three are moderate and one is severe. Two pupils are autistic (B2).

There are 6 children in the group, all children with special needs. Three children with moderate mental retardation, two with Down's syndrome and one pupil suffering from autism (B3).

It can be seen from the above answers that in this institution, out of the three groups given, in one group there are children with severe mental retardation, and in the other two families there are pupils with moderate intellectual disabilities. According to the educators, the groups are not very conveniently formed, since children with severe and moderate retardation are together in the same family. According to the author of this work, the fact that in all groups of children, autism is also added to the impairment of intelligence, which makes it especially difficult to communicate with the child and develop social skills in them, further complicates the work in the family.

When asked about the desire of pupils with special needs to study at school, educators gave the following answers:

Perhaps there is a desire, but very weak, because. it is difficult enough to catch the eyes of customers, to attract their attention. And in the future, it can be difficult to establish eye contact, children seem to look through, past people, their eyes are floating, detached, at the same time they can give the impression of being very smart, meaningful. Often, objects are more interesting than people: pupils can be fascinated for hours following the movement of dust particles in a beam of light or examine their fingers, twisting them in front of their eyes and not responding to the calls of the class teacher (B1).

Each student is different. For example, pupils with moderate Down syndrome and a pupil with mental retardation have a desire. They want to go to school, they are waiting for the school year to start, they remember both the school and the teachers. What can not be said about autists. Although, one of them, at the mention of the school, becomes alive, starts talking, etc. (IN 2).

Each of the pupils individually, in general, there is a desire (B3).

Based on the answers of the respondents, it can be concluded that depending on the diagnoses of pupils, their desire to learn depends, the more moderate their degree of backwardness, the greater the desire to study at school, and with severe mental retardation, there is a desire to learn in a small number of children.

The educators of the institution were asked to tell how developed the children's physical, social, motivational and intellectual readiness for school is.

Weak, because clients perceive people as carriers of certain properties that are of interest to them, use a person as an extension, a part of their body, for example, use an adult’s hand to get something or do something for themselves. If social contact is not established, then difficulties will be observed in other areas of life (B1).

Since all pupils have mental disabilities, the intellectual readiness for school is low. All pupils, except for autistic children, are in good physical shape. Their physical readiness is normal. Socially, I think it is a difficult barrier for them (B2).

The intellectual readiness of the pupils is quite low, which cannot be said about the physical one, except for an autistic child. In the social sphere, average readiness. In our institution, educators take care of children so that they can cope with daily simple things, for example, how to eat properly, fasten buttons, dress, etc., and in kindergartens where our pupils study, teachers prepare children for school, on homework is not given to children (B3).

From the above answers, it can be seen that children with special needs and who are educated only in an orphanage have low intellectual readiness for school; there is little time to give the child what he needs, i.e. The orphanage needs more help. Physically, children are generally well prepared, and socially educators do everything possible to improve their social skills and behavior.

These children have an unusual attitude towards their classmates. Often the child simply does not notice them, treats them like furniture, can examine them, touch them, like an inanimate object. Sometimes he likes to play next to other children, to watch what they do, what they draw, what they play, while not the children, but what they are doing attracts more interest. The child does not participate in a joint game, he cannot learn the rules of the game. Sometimes there is a desire to communicate with children, even delight at the sight of them with violent manifestations of feelings that children do not understand and are even afraid of, because. hugs can be suffocating and the child, loving, can be hurt. The child draws attention to himself often in unusual ways, for example, by pushing or hitting another child. Sometimes he is afraid of children and runs away screaming when they approach. It happens that in everything inferior to others; if they take him by the hand, he does not resist, and when they drive him away from himself, he does not pay attention to it. Also, the staff faces various problems in the course of communication with customers. These may be feeding difficulties, when the child refuses to eat, or, on the contrary, eats very greedily and cannot get enough. The task of the leader is to teach the child to behave at the table. It happens that an attempt to feed a child can cause a violent protest or, on the contrary, he willingly accepts food. Summarizing the above, it can be noted that it is very difficult for children to play the role of a student, and sometimes this process is impossible (B1).

They are friends with teachers and adults (downyata), they are also friends with classmates at school. For autists, teachers are like elders. The role of the student is able to perform (B2).

Many of the children are able to successfully build relationships with adults and peers, in my opinion, communication between children is very important, as it plays a big role in learning to reason independently, defend their point of view, etc., and they also know how to play the role of a student well ( IN 3).

Based on the answers of the respondents, it can be concluded that the ability to play the role of a student, as well as interaction with the teachers and peers around them, depends on the degree of lag in intellectual development. Children with a moderate degree of mental retardation, including children with Down syndrome, already have the ability to communicate with peers, and children with autism cannot take on the role of a student. Thus, from the results of the answers, it turned out and is confirmed by the theoretical part (Männamaa, Marats 2009, 48) that the communication and interaction of children with each other is the most important factor for the appropriate level of development, which allows him to act more adequately in the future at school, in a new team .

When asked if pupils with special needs have difficulties in socialization and if there are any examples, all respondents agreed that all pupils have difficulties in socialization.

Violation of social interaction is manifested in the lack of motivation or the pronounced limitation of contact with external reality. Children are like

fenced off from the world, live in their shells, a kind of shell. It may seem that they do not notice the people around them, only their own interests and needs matter to them. Attempts to penetrate into their world, to involve in contact lead to an outbreak of anxiety, aggressive manifestations. It often happens that when strangers approach pupils of the school, they do not respond to the voice, do not smile in response, and if they smile, then into space, their smile is not addressed to anyone (B1).

Difficulties occur in socialization. All the same, all pupils are sick children. Although you can't say that. For example, someone is afraid to ride in an elevator when we go to the doctor with him, do not drag him out. Someone does not allow a dental check-up at the dentist, also fear, etc. Unfamiliar places... (IN 2).

Difficulties arise in the socialization of pupils. On holidays, pupils behave within the limits of what is permitted (P3).

The above answers show how important it is for children to have a full-fledged family. Family as a social factor. At present, the family is considered both as the main cell of society and as a natural environment for the optimal development and well-being of children, i.e. their socialization. Also environment and upbringing are leading among the main factors (Neare 2008). No matter how much the educators of this institution would try to adapt the pupils, due to their characteristics it is difficult for them to socialize, and also due to the large number of children per educator, they cannot individually deal with one child a lot.

The author of the study was interested in how educators develop self-awareness, self-esteem and communication skills in preschoolers and how favorable the environment for the development of self-awareness and self-esteem of a child is in an orphanage. The educators answered the question someone briefly, and some gave a full answer.

A child is a very subtle being. Every event that happens to him leaves a trace in his psyche. And for all its subtlety, it is still a dependent being. He is not able to decide for himself, to make strong-willed efforts and protect himself. This shows how responsibly you need to approach actions in relation to the client. Social workers follow the close connection of physiological and mental processes, which are especially pronounced in children. The environment in the orphanage is favorable, the pupils are surrounded by warmth and care. The creative credo of the teaching staff: "Children should live in the world of beauty, games, fairy tales, music, drawing, creativity" (B1).

Not enough, there is no sense of security as in domestic children. Although all educators try to create a favorable environment in the institution on their own, with responsiveness, goodwill, so that there are no conflicts between children (B2).

Educators themselves try to create a good self-esteem for pupils. For good deeds, we encourage with praise and, of course, for inadequate actions, we explain that this is not right. Conditions in the institution are favorable (B3).

Based on the answers of the respondents, it can be concluded that, in general, the environment in the orphanage is favorable for children. Of course, children who are brought up in a family have a better sense of security and home warmth, but educators are doing everything possible to create a favorable environment for pupils in institutions, they themselves are engaged in increasing the self-esteem of children, creating all the conditions they need so that pupils do not feel lonely.

When asked whether the readiness of children for school is checked in the orphanage and how this happens, all respondents answered unequivocally that such a check does not take place in the orphanage. All the educators noted that the children's readiness for school is checked with the pupils of the orphanage in the kindergarten, which is attended by children from the orphanage. A commission, a psychologist and teachers gather, on which they decide whether the child is able to go to school. Now there are a lot of methods and developments aimed at determining the readiness of children for school. For example, communication therapy helps determine a child's level of independence, autonomy, and social adjustment skills. It also reveals the ability to develop communication skills through sign language and various other methods of non-verbal communication. Educators noted that they know that kindergarten specialists use various methods to identify children's readiness for schooling.

It can be seen from the above answers that specialists who teach children in preschool institutions themselves check children with special needs for readiness to study at school. And also from the results of the answers it turned out, and this coincides with the theoretical part, that in orphanages educators are engaged in the socialization of pupils (Mustaeva 2001, 247).

When asked what special pedagogical assistance is provided to children with special needs, the respondents answered in the same way that children from the orphanage are visited by a speech therapist and added:

The orphanage provides physiotherapeutic assistance (massage, swimming pool, physical exercises both indoors and outdoors), as well as activity therapy - individual sessions with an activity therapist (B1; B2; B3).

Based on the answers of the respondents, it can be concluded that in the institution, children have the assistance of specialists, depending on the needs of the children, the above services are provided. All these services play an important role in the lives of children with special needs. Massage procedures and classes in the pool contribute to the improvement of the physical fitness of the pupils of this institution. A very important role is played by speech therapists who help to recognize speech defects and correct them, which in turn prevents children from having difficulties with communication and learning needs at school.

The author of the study was interested in whether individual or special training programs are being developed and education for the socialization of children with special needs and whether the children of the interviewed caregivers have an individual rehabilitation plan. All respondents answered that all pupils of the orphanage have an individual plan. Also added:

Twice a year, together with the lastekaitse, the social worker of the orphanage draws up individual development plans for each pupil with special needs. Where goals are set for the period. This mainly concerns life in the orphanage, how to wash, eat, self-service, the ability to make the bed, tidy the room, wash the dishes, etc. After half a year, an analysis is carried out, what has been achieved and what still needs to be worked on, etc. (IN 1).

The rehabilitation of a child is a process of interaction that requires work, both on the part of the client and the people around him. Training correctional work is carried out in accordance with the client's development plan (B2).

From the results of the answers, it turned out and is confirmed by the theoretical part (Neare 2008) that the individual development plan (IDP) drawing up the curriculum of a certain children's institution is considered as a team work - specialists participate in the preparation of the program. To improve the socialization of the pupils of this institution. But the author of the work did not receive an exact answer to the question about the rehabilitation plan.

The orphanage teachers were asked to tell how they work closely with teachers, parents, specialists and how important close work is in their opinion. All respondents agreed that working together is very important. It is necessary to expand the circle of membership, that is, to involve in the group of parents of children who are not deprived of parental rights, but gave their children to the upbringing of this institution, pupils with different diagnoses, cooperation with new organizations. The option of joint work of parents and children is also being considered: involving all family members in optimizing family communication, searching for new forms of interaction between the child and parents, doctors, and other children. And also there is a joint work of social workers of the orphanage and school teachers, specialists.

Children with special needs need help and love many times more than other children.

Conclusion

The purpose of this course work was to identify the social readiness of children with special needs to study at school on the example of the Liikuri kindergarten and orphanage.

The social readiness of children from Liikuri kindergarten serves as a justification for the achievements of a certain level, as well as for comparing the formation of social readiness for school in children with special needs living in an orphanage and attending special groups of kindergartens.

It follows from the theoretical part that social readiness implies the need to communicate with peers and the ability to subordinate one's behavior to the laws of children's groups, the ability to take on the role of a student, the ability to listen and follow the teacher's instructions, as well as the skills of communicative initiative and self-presentation. Most children enter kindergarten from home, and sometimes from an orphanage. Modern kindergarten teachers need knowledge in the field of special needs, willingness to cooperate with specialists, parents and teachers of orphanages, and the ability to create a child's growth environment based on the needs of each individual child.

The research method was interviewing.

From the research data, it turned out that children attending a regular kindergarten have a desire to learn, as well as social, intellectual and physical readiness for schooling. Since teachers do a lot of work with children and their parents, as well as with specialists, so that the child has the motivation to study for school, creating a favorable environment for their development, thereby increasing the self-esteem and self-awareness of the child.

In the orphanage, educators instill physical skills in children and socialize them, and they are engaged in intellectual and social preparation of children for school in a special kindergarten.

The environment in the orphanage is generally favorable, the family system, educators make every effort to create the necessary environment for development, if necessary, specialists work with children according to an individual plan, but children lack the security that exists in children brought up at home with their parents.

Compared to children from the general type of kindergarten, the desire to learn, as well as the social readiness for school, of children with special needs is poorly developed and depends on the existing forms of deviations in the development of pupils. The more severe the severity of the violation, the less children have a desire to study at school, the ability to communicate with peers and adults, self-awareness and self-control skills are lower.

Children in an orphanage with special needs are not ready for a school with a general education program, but are ready for special education, depending on their individual characteristics and the severity of their special needs.

References

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Social readiness for school closely related to the emotional. School life includes the participation of the child in various communities, the entry and maintenance of diverse contacts, connections and relationships.

First of all, it is a 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 with his behavior. Relations in the class community largely determine how your child can successfully perceive and process learning experience, that is, benefit from it for his development.

Let's imagine this more specifically. 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 other one finish speaking. 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 could feel like a member of a group, a group community, in this case a class. The teacher cannot address each child individually, but addresses the whole class. In this case, it is important that each child understands and feels that the teacher, addressing the class, addresses 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 according to the situation and not to the detriment of others. In order for a heterogeneous group to be able to function successfully, various rules of common life serve.

Therefore, social readiness for school includes the child's ability to understand the meaning of the rules of behavior and treatment of people with each other and the readiness to follow these rules.

Conflicts are part of the life of any social group. The life of the class is no exception here. The point is not whether conflicts appear or not, but how they are resolved. Especially in recent times, there have been more frequent reports of children being abused by each other, of cases of physical and psychological abuse. Children pull each other by the hair, beat, bite, scratch, throw stones at each other, tease and offend each other, etc. 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 socially acceptable behavior in controversial situations is an important part of a child's social readiness for school.

Social readiness for school includes:

Listening skills;

Feel like a member of a group;

Understand the meaning of the rules and the ability to follow them;

Resolve conflicts constructively.

INTRODUCTION

1.1 Readiness of children for school

1.4 Development of self-awareness, self-esteem and communication

1.4.2 Family as a favorable environment for the development of self-awareness and self-esteem of the child

2.1 Purpose, tasks

CONCLUSION

LIST OF USED LITERATURE

APPENDIX

INTRODUCTION

Focusing on the intellectual preparation of the child for school, parents sometimes lose sight of the emotional and social readiness, which includes such learning skills, on which future school success significantly depends. Social readiness implies the need to communicate with peers and the ability to subordinate one's behavior to the laws of children's groups, the ability to take on the role of a student, the ability to listen and follow the teacher's instructions, as well as the skills of communicative initiative and self-presentation.

Social, or personal, readiness to study at school is the child's readiness for new forms of communication, a new attitude towards the world around him and himself, due to the situation of schooling.

Often, parents of preschoolers, when telling their children about the school, try to create an emotionally unambiguous image. That is, they talk about the school only in a positive or only negative way. Parents believe that by doing so they instill in the child an interested attitude towards learning activities, which will contribute to school success. In reality, a student tuned in to a joyful, exciting activity, having experienced even minor negative emotions (resentment, jealousy, envy, annoyance), may lose interest in learning for a long time.

Neither an unambiguously positive nor an unambiguously negative image of the school is beneficial to the future student. Parents should focus their efforts on a more detailed acquaintance of the child with school requirements, and most importantly - with himself, his strengths and weaknesses.

Most children enter kindergarten from home, and sometimes from an orphanage. Parents or caregivers usually have more limited knowledge, skills and opportunities for child development than preschool workers. People belonging to the same age group have many common features, but at the same time many individual characteristics - some of them make people more interesting and original, while others prefer to remain silent. The same applies to preschoolers – there are no perfect adults and perfect people. Children with special needs come more and more often to an ordinary kindergarten and a regular group. Modern kindergarten teachers need knowledge in the field of special needs, willingness to cooperate with specialists, parents and teachers of orphanages, and the ability to create a child's growth environment based on the needs of each individual child.

The purpose of the course work was to identify the social readiness of children with special needs to study at school on the example of the Liikuri kindergarten and orphanage.

The course work consists of three chapters. The first chapter provides an overview of the social readiness of preschool children for schooling, important factors in the family and in the orphanage that affect the development of children, as well as children with special needs living in the orphanage.

In the second chapter, the tasks and methodology of the study are specified, and in the third chapter, the analysis of the obtained research data is carried out.

The course work uses the following words and terms: children with special needs, motivation, communication, self-esteem, self-awareness, school readiness.

1. SOCIAL READINESS OF THE CHILD FOR SCHOOL

According to the law on preschool institutions of the Republic of Estonia, the task of local governments is to create conditions for the receipt of primary education by all children living in their administrative territory, as well as to support parents in the development of preschool children. Children aged 5-6 should have the opportunity to attend kindergarten or participate in the work of a preparatory group, which creates the prerequisite for a smooth, unhindered transition to school life. Based on the needs of the development of preschool children, it is important that acceptable forms of joint work of parents, social and educational advisers, defectologists/speech therapists, psychologists, family doctors/pediatricians, kindergarten teachers and teachers appear in the city / rural municipality. It is equally important to identify in a timely manner the families and children who need additional attention and specific assistance, taking into account the developmental characteristics of their children (Kulderknup 1998, 1).

Knowledge of the individual characteristics of students helps the teacher to correctly implement the principles of the developmental education system: a fast pace of material passage, a high level of difficulty, the leading role of theoretical knowledge, and the development of all children. Without knowing the child, the teacher will not be able to determine the approach that will ensure the optimal development of each student and the formation of his knowledge, skills and abilities. In addition, determining a child's readiness for school makes it possible to prevent some learning difficulties and significantly smooth out the process of adaptation to school (A child's readiness for school as a condition for his successful adaptation, 2009).

Social readiness includes the child's need to communicate with peers and the ability to communicate, as well as the ability to play the role of a student and follow the rules established in the team. Social readiness consists of the skills and ability to get in touch with classmates and teachers (School Ready 2009).

The most important indicators of social readiness are:

The desire of the child to learn, gain new knowledge, motivation to start learning;

the ability to understand and carry out orders and tasks given to the child by adults;

the skill of cooperation;

Effort to bring the work started to the end;

the ability to adapt and adapt;

the ability to solve the simplest problems on his own, to serve himself;

· elements of volitional behavior - set a goal, create an action plan, implement it, overcoming obstacles, evaluate the result of one's action (Neare 1999 b, 7).

These qualities will provide the child with painless adaptation to the new social environment and contribute to the creation of favorable conditions for his further education at school. The child, as it were, should be ready for the social position of the student, without which it will be difficult for him, even if he is intellectually developed. Parents should pay special attention to social skills, which are so necessary at school. They can teach the child how to relate to peers, create an environment at home that makes the child feel confident and want to go to school (School Ready 2009).

1.1 Readiness of children for school

School readiness means the physical, social, motivational and mental readiness of the child for the transition from the main play activity to the directed activity of a higher level. Achieving school readiness requires an appropriate supportive environment and the child's own activity (Neare 1999a, 5).

Indicators of such readiness are changes in the physical, social and mental development of the child. The basis of the new behavior is the readiness to perform more serious duties following the example of parents and the rejection of something in favor of another. The main sign of change will be the attitude to work. A prerequisite for mental readiness for school is the child's ability to perform a variety of tasks under the guidance of an adult. The child should also show mental activity, including a cognitive interest in solving problems. The emergence of volitional behavior is a manifestation of social development. The child sets goals and is ready to make certain efforts to achieve them. School readiness can be differentiated into a psycho-physical, spiritual and social dimension (Martinson 1998, 10).

By the time of entering school, the child has already passed one of the essential stages in his life and / or, relying on his family and kindergarten, has received the basis for the next stage of his personality formation. Readiness for school is formed both by innate inclinations and abilities, and the environment surrounding the child in which he lives and develops, as well as the people who communicate with him and direct his development. Therefore, children going to school may have very different physical and mental abilities, personality traits, as well as knowledge and skills (Kulderknup 1998, 1).

Of the preschool children, the majority attend kindergarten, and about 30-40% are so-called home children. The year before the start of 1st grade is a good time to find out how a child has developed. Regardless of whether the child attends kindergarten or stays at home and goes to kindergarten, it is advisable to conduct a school readiness survey twice: in September-October and April-May (ibd.).

1.2 The social aspect of the child's readiness for schooling

Motivation is a system of arguments, arguments in favor of something, motivation. The totality of motives that determine a particular act (Motivation 2001-2009).

An important indicator of the social aspect of school readiness is motivation for learning, which is manifested in the child's desire to learn, acquire new knowledge, emotional predisposition to the requirements of adults, and interest in learning about the surrounding reality. Significant changes and shifts must take place in his sphere of motivations. By the end of the preschool period, subordination is formed: one motive becomes the leading (main). With joint activities and under the influence of peers, the leading motive is determined - a positive assessment of peers and sympathy for them. It also stimulates the competitive moment, the desire to show one's resourcefulness, ingenuity and the ability to find an original solution. This is one of the reasons why it is desirable that even before school, all children get the experience of collective communication, at least the initial knowledge about the ability to learn, about the difference in motivations, about comparing themselves with others and independently using knowledge to satisfy their abilities and needs. It is also important to develop self-esteem. Academic success often depends on the child's ability to see and evaluate himself correctly, set feasible goals and objectives (Martinson 1998, 10).

The transition from one stage of development to another is characterized by a change in the social situation in the development of the child. The system of connections with the outside world and social reality is changing. These changes are reflected in the restructuring of mental processes, renewal and change of connections and priorities. Perception is now the leading mental process only at the level of comprehension, much more primary processes are put forward in the first place - analysis - synthesis, comparison, thinking. The child is included at school in a system of other social relations, where new demands and expectations will be presented to him (Neare 1999 a, 6).

In the social development of a preschool child, communication skills play a leading role. They allow you to distinguish between certain situations of communication, to understand the state of other people in different situations, and on the basis of this adequate to build your behavior. Finding himself in any situation of communication with adults or peers (in kindergarten, on the street, in transport, etc.), a child with developed communication skills will be able to understand what are the external signs of this situation and what rules should be followed in it. In the event of a conflict or other tense situation, such a child will find positive ways to transform it. As a result, the problem of individual characteristics of communication partners, conflicts and other negative manifestations is largely removed (Diagnostics of a child's readiness for school 2007, 12).

1.3 Social readiness for school of children with special needs

Children with special needs are children who, based on their abilities, state of health, linguistic and cultural background and personal characteristics, have such developmental needs, in order to support which it is necessary to introduce changes or adaptations to the child’s growth environment (facilities and premises for playing or studying, educational -educational methods, etc.) or in the group's activity plan. Thus, the special needs of a child can only be determined after a thorough study of the development of the child and taking into account his particular growth environment (Hyaidkind 2008, 42).

Classification of children with special needs

There is a medical-psychological and pedagogical classification of children with special needs. The main categories of impaired and deviant development include:

The giftedness of children

· mental retardation in children (ZPR);

· emotional disorders;

developmental disorders (disorders of the musculoskeletal system), speech disorders, analyzer disorders (visual and hearing disorders), intellectual disorders (mentally retarded children), severe multiple disorders (Special Preschool Pedagogy 2002, 9-11).

When determining the readiness of children for school, it becomes obvious that in order to achieve this, some children need classes in preparatory groups and only a small part of the children have specific needs. With regard to the latter, timely assistance, the direction of the development of the child by specialists and the support of the family are important (Neare 1999 b, 49).

In the administrative territory, work with children and families is the responsibility of the education and/or social adviser. The educational adviser, receiving data on preschool children with special developmental needs from the social adviser, inquires how to examine them in depth and what is the need for social development, and then activates the mechanism for supporting children with special needs.

Special educational assistance for children with special needs is:

Speech therapy assistance (both the general development of speech and the correction of speech defects);

specific special pedagogical assistance (surdo- and typhlopedagogy);

· adaptation, ability to behave;

a special technique for the formation of skills and preferences in reading, writing and counting;

Coping skills or household training;

teaching in smaller groups/classes;

· early intervention (ibd., 50).

Specific needs may also include:

· increased need for medical care (in many places of the world there are schools-hospitals for children with severe somatic or mental illnesses);

The need for an assistant - a teacher and for technical means, as well as in the room;

the need to draw up an individual or special training program;

Receiving the service of an individual or special training program;

Receiving services individually or in groups at least twice a week, if for the child to develop school readiness, it is enough to correct the processes that develop speech and the psyche (Neare 1999 b, 50; Hyadekind, Kuusik 2009, 32).

When identifying the readiness to teach children to school, you can also find that children will be with special needs and the following points appear. It is necessary to teach parents how to develop their preschool child (outlook, observation, motor skills) and it is necessary to organize parental education. If you need to open a special group in a kindergarten, then you need to train educators, find a specialist teacher (speech therapist) for the group who can provide support to both children and their parents. It is necessary to organize the education of children with specific needs in the administrative territory or within several administrative units. In this case, the school will be able to prepare in advance for the feasible teaching of children with different readiness for school (Neare 1999 b, 50; Neare 1999 a, 46).

1.4 Development of self-awareness, self-esteem and communication in preschoolers

Self-consciousness is a person's awareness, assessment of his knowledge, moral character and interests, ideals and motives of behavior, a holistic assessment of himself as an agent, as a feeling and thinking being (Self-consciousness 2001-2009).

In the seventh year of life, the child is characterized by independence and an increased sense of responsibility. It is important for a child to do everything well, he can be self-critical and sometimes feels a desire to achieve perfection. In a new situation, he feels insecure, cautious and can withdraw into himself, but in his actions the child is still independent. He talks about his plans and intentions, is able to be more responsible for his actions, wants to cope with everything. The child is acutely aware of his failures and assessments of others, he wants to be good (Männamaa, Marats 2009, 48-49).

From time to time it is necessary to praise the child, this will help him learn to value himself. The child must get used to the fact that praise can follow with a significant delay. It is necessary to encourage the child to evaluate his own activity (ibd.).

Self-esteem is a person's assessment of himself, his capabilities, qualities and place among other people. Relating to the core of the personality, self-esteem is the most important regulator of its behavior. Relationships of a person with others, his criticality, exactingness towards himself, attitude to successes and failures depend on self-esteem. Self-esteem is associated with the level of a person's claims, that is, the degree of difficulty in achieving the goals that he sets for himself. The discrepancy between the claims of a person and his real capabilities leads to incorrect self-esteem, as a result of which the behavior of the individual becomes inadequate (emotional breakdowns occur, increased anxiety, etc.). Self-esteem also receives an objective expression in how a person evaluates the opportunities and results of other people's activities (Self-esteem 2001-2009).

It is very important to form an adequate self-esteem in a child, the ability to see his mistakes and correctly evaluate his actions, as this is the basis of self-control and self-esteem in educational activities. Self-assessment plays an important role in the organization of effective management of human behavior. The characteristics of many feelings, the relationship of the individual to self-education, the level of claims depend on the characteristics of self-esteem. The formation of an objective assessment of one's own capabilities is an important link in the upbringing of the younger generation (Vologdina 2003).

Communication is a concept that describes the interaction between people (subject-subject relationship) and characterizes the basic human need - to be included in society and culture (Communication 2001-2009).

By the age of six or seven, friendliness towards peers and the ability to help each other significantly increase. Of course, the competitive, competitive beginning is preserved in the communication of children. However, along with this, in the communication of older preschoolers there appears the ability to see in a partner not only his situational manifestations, but also some psychological aspects of his existence - his desires, preferences, moods. Preschoolers not only talk about themselves, but also turn to their peers with questions: what he wants to do, what he likes, where he was, what he saw, etc. Their communication becomes out of situation. The development of out-of-situation in the communication of children occurs in two directions. On the one hand, the number of off-site contacts is increasing: children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of others. On the other hand, the very image of a peer becomes more stable, independent of the specific circumstances of the interaction. By the end of preschool age, stable selective attachments arise between children, the first shoots of friendship appear. Preschoolers "gather" in small groups (two or three people each) and show a clear preference for their friends. The child begins to isolate and feel the inner essence of the other, which, although not represented in the situational manifestations of a peer (in his specific actions, statements, toys), but becomes more and more significant for the child (Communication of a preschooler with peers 2009).

To develop communication skills, it is necessary to teach the child to cope with different situations, use role-playing games (Männamaa, Marats 2009, 49).

1.4.1 The influence of the environment on the social development of the child

In addition to the environment, the development of the child is undoubtedly influenced by innate properties. The growth environment at an early age gives rise to the further development of a person. The environment can both develop and inhibit various aspects of the development of children. The home environment of a child's growth is of paramount importance, but the environment of a children's institution also plays an important role (Anton 2008, 21).

The influence of the environment on a person can be threefold: overloading, underloading and optimal. In an overloading environment, the child cannot cope with the processing of information (information that is essential for the child goes past the child). In an underloaded environment, the situation is reversed: here the child is threatened with a lack of information. An environment that is too simple for a child is rather tiring (boring) than stimulating and developing. An intermediate option between these is the optimal environment (Kolga 1998, 6).

The role of the environment as a factor influencing the development of the child is very important. Four systems of mutual influences influencing the development and role of a person in society have been identified. These are microsystem, mesosystem, exosystem and macrosystem (Anton 2008, 21).

Human development is a process during which a child first gets to know his loved ones and his home, then the environment of the kindergarten, and only after that society in a broader sense. The microsystem is the immediate environment of the child. The microsystem of a young child is connected with the home (family) and kindergarten, with the age of these systems it increases. The mesosystem is a network between different parts (ibd., 22).

The home environment significantly affects the child's relationship and how he copes in kindergarten. The exosystem is the living environment of adults acting together with the child, in which the child does not directly participate, but which, nevertheless, significantly influences his development. A macrosystem is the cultural and social environment of a society with its social institutions, and this system affects all other systems (Anton 2008, 22).

According to L. Vygotsky, the environment directly affects the development of the child. It is undoubtedly influenced by everything that happens in society: laws, the status and skills of parents, time and the socio-economic situation in society. Children, like adults, are anchored in a social context. Thus, the behavior and development of a child can be understood by knowing its environment and social context. The environment affects children of different ages in different ways, since the child's consciousness and ability to interpret situations are constantly changing as a result of new experiences received from the environment. In the development of each child, Vygotsky distinguishes between the natural development of the child (growth and maturation) and cultural development (the assimilation of cultural meanings and tools). Culture, in Vygotsky's understanding, consists of physical frameworks (for example, toys), attitudes, and value orientations (TV, books, and in our days, for sure, the Internet). Thus, the cultural context affects the thinking and learning of various skills, what and when the child begins to learn. The central idea of ​​the theory is the concept of the zone of proximal development. The zone is formed between the levels of actual development and potential development. There are two levels involved:

what the child is able to do independently when solving the problem;

what the child does with the help of an adult (ibd.).

1.4.2 Family as a favorable environment for the development of self-awareness and self-esteem of the child

The process of human socialization occurs throughout life. In the period of preschool childhood, the role of a “social guide” is played by an adult. He passes on to the child the social and moral experience accumulated by previous generations. First, it is a certain amount of knowledge about the social and moral values ​​of human society. On their basis, the child forms ideas about the social world, moral qualities and norms that a person must possess in order to live in a society of people (Diagnostics ... 2007, 12).

Mental abilities and social skills of a person are closely interconnected. Congenital biological prerequisites are realized as a result of the interaction of the individual and his environment. The social development of the child should ensure the assimilation of the social skills and competencies necessary for social coexistence. Therefore, the formation of social knowledge and skills, as well as value attitudes, is one of the most important educational tasks. The family is the most important factor in the development of the child and the primary environment that has the greatest influence on the child. The influence of peers and a different environment appears later (Neare 2008).

The child learns to distinguish his own experience and reactions from the experience and reactions of other people, learns to understand that different people can have different experiences, have different feelings and thoughts. With the development of self-awareness and I of the child, he also learns to value the opinions and assessments of other people and reckon with them. He gets an idea about gender differences, gender identity and typical behavior for different sexes (Diagnostics... 2007, 12).

1.4.3 Communication as an important factor in motivating preschoolers

With communication with peers, the real integration of the child into society begins. (Männamaa, Marats 2009, 7).

A child aged 6-7 needs social recognition, it is very important for him what other people think about him, he worries about himself. The self-esteem of the child rises, he wants to demonstrate his skills. The child's sense of security maintains stability in daily life. For example, at a certain time to go to bed, to gather at the table with the whole family. Self-awareness and the development of the self-image. The development of general skills in preschool children (Kolga 1998; Mustaeva 2001).

Socialization is an important condition for the harmonious development of the child. From the moment of birth, the baby is a social being, requiring the participation of another person to satisfy its needs. The development of culture, universal human experience by a child is impossible without interaction and communication with other people. Through communication, the development of consciousness and higher mental functions occurs. The ability of a child to communicate positively allows him to live comfortably in a society of people; thanks to communication, he not only gets to know another person (adult or peer), but also himself (Diagnostics... 2007, 12).

The child likes to play both in a group and alone. I like being with others and doing things with my peers. In games and activities, the child prefers children of his own gender, he protects the younger ones, helps others, and, if necessary, asks for help himself. A seven-year-old child has already formed friendships. He enjoys belonging to the group, sometimes he even tries to “buy” friends, for example, he offers his friend his new computer game and asks: “Now will you be friends with me?”. At this age, the question of leadership in the group arises (Männamaa, Marats 2009, 48).

Equally important is the communication and interaction of children with each other. In the society of peers, the child feels “among equals”. Thanks to this, he develops independence of judgment, the ability to argue, defend his opinion, ask questions, and initiate the acquisition of new knowledge. The appropriate level of development of a child's communication with peers, laid down at preschool age, allows him to adequately act at school (Männamaa, Marats 2009, 48).

Communication skills allow the child to distinguish communication situations and, on this basis, determine their own goals and the goals of communication partners, understand the states and actions of other people, choose adequate ways of behaving in a particular situation and be able to transform it in order to optimize communication with others (Diagnostics ... 2007 , 13-14).

1.5 Education program for the formation of social readiness for school

Basic education in Estonia is offered by pre-school childcare facilities both for children with normal (age-appropriate) development and for children with special needs (Häidkind, Kuusik 2009, 31).

The basis for the organization of study and education in each preschool institution is the curriculum of the preschool institution, which is based on the framework curriculum for preschool education. On the basis of the framework curriculum, the children's institution draws up its program and activities, taking into account the type and originality of the kindergarten. The curriculum defines the goals of educational work, the organization of educational work in groups, daily routines, and work with children with special needs. An important and responsible role in creating a growth environment belongs to the kindergarten staff (RTL 1999, 152, 2149).

In a preschool, early intervention and the associated teamwork can be organized in different ways. Each kindergarten can harmonize its principles within the institution's curriculum/work plan. More broadly, curriculum development for a given institution is seen as a team effort—teachers, board of trustees, management, etc. are involved in curriculum development (Neare 2008).

To identify children with special needs and plan the group's curriculum/action plan, group staff should organize a special meeting at the beginning of each school year, after getting to know the children (Hyaidkind 2008, 45).

An individual development plan (IDP) is drawn up at the discretion of the group team for those children whose level of development in some areas differs significantly from the expected age level, and due to the special needs of which it is necessary to make the most changes in the group environment (Neare 2008).

The IEP is always compiled as a team effort, in which all employees of the kindergarten dealing with children with special needs, as well as their cooperation partners (social worker, family doctor, etc.) participate. The main prerequisites for the implementation of IRP are the readiness and training of teachers, and the presence of a network of specialists in the kindergarten or in the immediate environment (Hyaidkind 2008, 45).

1.5.1 Formation of social readiness in kindergarten

At preschool age, the place and content of education is everything that surrounds the child, that is, the environment in which he lives and develops. The environment in which a child grows up determines what value orientations he will have, his attitude to nature and relationships with people around him (Laasik, Liivik, Tyaht, Varava 2009, 7).

Learning and educational activities are considered as a whole due to the topics that cover both the life of the child and his environment. When planning and organizing educational activities, listening, speaking, reading, writing and various motor, musical and artistic activities are integrated. Observation, comparison and modeling are considered important integrated activities. Comparison occurs through systematization. Grouping, enumeration and measurement. Modeling in three manifestations (theoretical, gaming, artistic) integrates all of the above activities. This approach has been familiar to teachers since the 1990s (Kulderknup 2009, 5).

The goals of the educational activities of the direction "I and the environment" in kindergarten is that the child:

1) understood and cognized the surrounding world holistically;

2) formed an idea of ​​his I, his role and the role of other people in the living environment;

3) value the cultural traditions of both the Estonian people and their own people;

4) value their own health and the health of other people, try to lead a healthy and safe lifestyle;

5) valued a thinking style based on a caring and respectful attitude towards the environment;

6) noticed natural phenomena and changes in nature (Laasik, Liivik, Tyaht, Varava 2009, 7-8).

The goals of the educational activities of the direction "I and the environment" in the social environment are to:

1) the child had an idea about himself and his role and the role of other people in the living environment;

2) the child appreciated the cultural traditions of the Estonian people.

As a result of completing the curriculum, the child:

1) knows how to introduce himself, describe himself, his qualities;

2) describe his home, family and family traditions;

3) name and describe various professions;

4) understands that all people are different and that they have different needs;

5) knows and names the state symbols of Estonia and the traditions of the Estonian people (ibd., 17-18).

Play is the main activity of the child. In games, the child achieves a certain social competence. He enters into various relationships with the children through play. In joint games, children learn to take into account the desires and interests of their comrades, set common goals and act together. In the process of getting to know the environment, you can use all kinds of games, conversations, discussions, reading stories, fairy tales (language and game are interconnected), as well as looking at pictures, watching slides and videos (deepen and enrich understanding of the world around). Acquaintance with nature allows for a wide integration of various activities and topics, therefore, most of the educational activities can be associated with nature and natural resources (Laasik, Liivik, Tyaht, Varava 2009, 26-27).

1.5.2 The program of education for socialization in the orphanage

Unfortunately, in almost all types of institutions where orphans and children deprived of parental care are brought up, the environment, as a rule, is orphanage, orphanage. An analysis of the problem of orphanhood led to the understanding that the conditions in which these children live hinder their mental development and distort the development of their personality (Mustaeva 2001, 244).

One of the problems of the orphanage is the lack of free space in which the child could have a rest from other children. Each person needs a special state of loneliness, isolation, when inner work takes place, self-consciousness is formed (ibd., 245).

Going to school is a turning point in the life of any child. It is associated with significant changes throughout his life. For children growing up outside the family, this usually also means a change in the children's institution: from a pre-school orphanage they end up in a school-type children's institutions (Prikhozhan, Tolstykh 2005, 108-109).

From a psychological point of view, the entry of a child into school marks, first of all, a change in his social situation of development. The social situation of development in primary school age is significantly different from that which was in early and preschool childhood. First, the social world of the child is greatly expanded. He becomes not only a member of the family, but also enters society, mastering the first social role - the role of a schoolchild. In essence, for the first time, he becomes a “social person”, whose achievements, successes and failures are evaluated not only by loving parents, but also in the person of a teacher by society in accordance with socially developed standards and requirements for a child of this age (Prikhozhan, Tolstykh 2005, 108-109 ).

In the activities of the orphanage, the principles of practical psychology and pedagogy, taking into account the individual characteristics of children, are of particular relevance. First of all, it is advisable to involve pupils in activities that are interesting for them and at the same time ensure the development of their personality, that is, the main task of the orphanage is the socialization of pupils. For this purpose, family modeling activities should be expanded: children should take care of the younger ones, have the opportunity to show respect for the elders (Mustaeva 2001, 247).

From the above, we can conclude that the socialization of children from the orphanage will be more effective if, in the further development of the child, they strive to increase caring, goodwill in relations with children and with each other, avoid conflicts, and if they arise, they try to extinguish them through negotiations. and mutual compliance. When such conditions are created, the orphanage preschoolers, including children with special needs, develop a better social readiness to study at school.

training school social readiness

2. PURPOSE AND METHODOLOGY OF THE STUDY

2.1 Purpose, objectives and research methodology

The purpose of the course work is to identify the social readiness of children with special needs to study at school on the example of the Liikuri kindergarten in the city of Tallinn and the orphanage.

To achieve this goal, the following tasks are put forward:

1) to give a theoretical overview of the social readiness for school in normal children, as well as in children with special needs;

2) to identify an opinion on social readiness among pupils for school from teachers of a preschool institution;

3) to distinguish between the features of social readiness in children with special needs.

Research problem: to what extent children with special needs are socially prepared for school.

2.2 Methodology, sampling and organization of the study

The methodology of the course work is abstracting and interviews. The abstracting method is used to compose the theoretical part of the coursework. Interviewing was chosen for writing the research part of the work.

The sample of the study is formed from the teachers of the kindergarten Liikuri in the city of Tallinn and the teachers of the orphanage. The name of the orphanage has been left anonymous and is known to the author and supervisor of the work.

The interview is conducted on the basis of a memo (Appendix 1) and (Appendix 2) with a list of mandatory questions that do not exclude discussion with the respondent of other problems related to the topic of the study. The questions were compiled by the author. The sequence of questions can be changed depending on the conversation. Responses are recorded using entries in the study diary. The average duration of one interview is on average 20-30 minutes.

The sample of interviews was formed by 3 kindergarten teachers and 3 orphanage teachers who work with children with special needs, which is 8% of the Russian-speaking and mostly Estonian-speaking groups of the orphanage, and 3 teachers working in the Russian-speaking groups of the Liikuri Kindergarten in Tallinn.

To conduct the interview, the author of the work obtained consent from the teachers of these preschool institutions. The interview was held individually with each teacher in August 2009. The author of the work tried to create a trusting and relaxed climate in which the respondents would reveal themselves most fully. For the analysis of the interviews, the educators were coded as follows: kindergarten teachers Liikuri - P1, P2, P3 and educators of the orphanage - V1, V2, V3.

3. ANALYSIS OF THE RESULTS OF THE STUDY

The results of the interviews with the teachers of the Liikuri Kindergarten in the city of Tallinn, 3 teachers in total, and then the results of the interviews with the teachers of the orphanage are analyzed below.

3.1 Analysis of the results of interviews with kindergarten teachers

To begin with, the author of the study was interested in the number of children in the groups of Liikuri Kindergarten in Tallinn. It turned out that in two groups there were 26 children, which is the maximum number of children for this educational institution, and in the third group there were 23 children.

When asked if the children have a desire to go to school, the teachers of the group answered:

Most children have a desire to learn, but by spring, children get tired of 3 times a week classes in the preparatory class (P1).

At present, parents pay a lot of attention to the intellectual development of children, which very often leads to strong psychological tension, and this often causes children to fear schooling and, in turn, reduces the immediate desire to explore the world.

Two respondents agreed and answered in the affirmative to this question that children go to school with pleasure.

These answers show that in kindergarten the teaching staff makes every effort and their skills to instill in children the desire to study at school. Form the right idea about school and study. In a preschool institution, through play, children learn all kinds of social roles and relationships, developing their intelligence, they learn to manage their emotions and behavior, which positively affects the child's desire to go to school.

The above opinions of teachers also confirm what was stated in the theoretical part of the work (Kulderknup 1998, 1) that readiness for school depends on the environment surrounding the child in which he lives and develops, as well as on the people who communicate with him and direct his development. One teacher also noted that the readiness for school of children largely depends on the individual characteristics of the pupils and the parental interest in their learning ability. This statement is also very correct.

Physically and socially, children are ready to start school. Motivation can decrease from the loads on a preschooler (P2).

Teachers expressed about the methods of physical and social readiness:

In our garden, in each group we conduct tests for physical fitness, the following methods of work are used: jumping, running, in the pool the coach checks according to a certain program, the general indicator of physical fitness for us is the following indicators: how active, correct posture, coordination of eye movements and hands, how he knows how to dress, fasten buttons, etc. (P3).

If we compare what was given by the teacher with the theoretical part (Neare 1999 b, 7), then it is pleasant to note that teachers in their daily work consider activity and coordination of movements important.

Social readiness in our group is at a high level, all children can get along and communicate well with each other, as well as with teachers. Intellectually, children are well developed, memory is good, they read a lot. In motivation, we use the following methods of work: work with parents (we give advice, recommendations on what approach is needed for each specific child), as well as benefits and conduct classes in a playful way (P3).

In our group, children have a well-developed curiosity, the desire of children to learn something new, a fairly high level of sensory development, memory, speech, thinking, and imagination. To assess the development of the future first-grader, special tests help to diagnose the readiness of the child for school. Such tests check the development of memory, voluntary attention, logical thinking, general awareness of the world around, etc. According to these tests, we determine to what extent our children have developed physical, social, motivational and intellectual readiness for school. I believe that in our group the work is carried out at the proper level and the children have been brought up with a desire to study at school (P1).

From the above said by teachers, we can conclude that the social readiness of children is at a high level, intellectually children are well developed, teachers use various methods of work to develop motivation in children, involving parents in this process. Physical, social, motivational and intellectual readiness for school is carried out regularly, which allows you to get to know the child better and instill in children the desire to learn.

When asked about the ability of children to fulfill the role of a student, respondents answered the following:

Children cope well with the role of a student, easily communicate with other children and teachers. Children are happy to talk about their experience, tell the texts they have heard, as well as from the pictures. Great need for communication, high ability to learn (P1).

96% of children are able to successfully build relationships with adults and peers. 4% of children who were brought up outside the children's team before school have poor socialization. Such children simply do not know how to communicate with their own kind. Therefore, at first they do not understand their peers and sometimes they are even afraid (P2).

The most important goal for us is to concentrate the attention of children for a certain amount of time, to be able to listen and understand tasks, follow the instructions of the teacher, as well as the skills of communicative initiative and self-presentation, which our children succeed in successfully. The ability to overcome difficulties and treat mistakes as a certain result of one's work, the ability to assimilate information in a group learning situation and change social roles in a team (group, class) (P3).

These answers show that basically children who are brought up in a children's team are able to play the role of a student and are socially ready for school, as teachers contribute to this and teach. Teaching children outside the kindergarten depends on the parents and their interest, activity in the future fate of their child. Thus, it can be seen that the opinions of Liikuri Kindergarten teachers obtained are consistent with the data of the authors (Readiness for School 2009), who believe that in preschool institutions, preschoolers learn to communicate and apply the role of a student.

Kindergarten teachers were asked to tell how the development of self-awareness, self-esteem and communication skills in preschoolers is carried out. The teachers agreed that the child needs to create a favorable development environment for his best development and told the following:

Socialization and self-esteem are supported by a friendly communication environment in the kindergarten group. We use the following methods: we give the opportunity to independently try to evaluate the work of preschoolers, a test (ladder), draw oneself, the ability to negotiate among themselves (P1).

Through creative games, training games, everyday activities (P2).

Our group has its own leaders, just like every group has them. They are always active, they succeed, they like to demonstrate their abilities. Excessive self-confidence, unwillingness to reckon with others does not benefit them. Therefore, our task is to recognize such children, understand them and help. And if a child experiences excessive severity at home or in kindergarten, if the child is constantly scolded, praised little, made comments (often in public), then he has a feeling of insecurity, fear of doing something wrong. We help these children build their self-esteem. It is easier for a child of this age to give correct peer assessments than self-assessment. Here we need our authority. So that the child understands his mistake or at least accepts the remark. With the help of a teacher, a child at this age can objectively analyze the situation of his behavior, which is what we are doing, forming self-awareness in children in our group (P3).

From the answers of teachers, we can conclude that the most important thing is to create a favorable environment for development through games and communication with peers and adults who surround them.

The author of the study was interested in how important a favorable environment in an institution is for the development of a child's self-awareness and self-esteem in the opinion of teachers. All respondents agreed that, in general, the kindergarten has a favorable environment, but one of the teachers added that a large number of children in the group makes it difficult to see the child's difficulties, as well as devote enough time to solve and eliminate them.

We ourselves create a favorable environment for the development of self-awareness and self-esteem of the child. Praise, in my opinion, can benefit the child, increase his self-confidence, form adequate self-esteem, if we adults sincerely praise the child, express approval not only in words, but also by non-verbal means: intonation, facial expressions, gestures, touch. We praise for specific actions, while not comparing the child with other people. But it is impossible to do without critical remarks. Criticism helps my pupils form realistic ideas about their strengths and weaknesses, and ultimately contributes to the creation of adequate self-esteem. But in no case do I allow to reduce the already low self-esteem of the child in order to prevent the increase of his insecurity and anxiety (P3).

From the above answers it is clear that kindergarten teachers make every effort to develop children. They themselves create a favorable environment for preschoolers, despite the large number of children in groups.

Kindergarten teachers were asked to tell if the readiness of children in groups is checked and how it happens, the answers of the respondents were the same and complemented each other:

The readiness of children to study at school is always checked. In the kindergarten, special age levels for the assimilation of program content by preschoolers (P1) have been developed.

Readiness for school is checked in the form of testing. We also collect information, both in the process of daily activities, and by analyzing the crafts and work of the child, watching the games (P2).

Readiness of children for school is determined with the help of tests, questionnaires. Filling in the “School Readiness Card” and a conclusion is made on the readiness of the child for school. In addition, final classes are preliminarily held, where children's knowledge of various types of activities is revealed. The level of development of children is assessed on the basis of the program of preschool education. Quite a lot about the level of development of the child "says" the work they have done - drawings, workbooks, etc. All works, questionnaires, tests are collected in a development folder, which gives an idea of ​​the dynamics of development and reflects the history of the individual development of the child (P3).

Based on the answers of the respondents, it can be concluded that the assessment of a child's development is a long process in which all teachers throughout the year observe all types of children's activities, as well as conduct various types of testing, and all results are stored, tracked, recorded and documented. The development of the child's physical, social and intellectual abilities, etc. are taken into account.

Our children receive speech therapy in the kindergarten. Speech therapist who examines children of general kindergarten groups and works with those who need the help of a speech therapist. The speech therapist determines the degree of speech development, reveals speech disorders and conducts special classes, gives homework, advice to parents. The institution has a swimming pool, the teacher works with children, improving the physical fitness of the preschooler, as well as the health of children (P2).

The speech therapist is able to generally assess the child's condition, determine his level of adaptation, activity, outlook, development of speech and intellectual abilities (P3).

From the above answers it can be seen that without the ability to correctly and clearly express their thoughts, pronounce sounds, a child cannot learn to write correctly. If a child has a speech impediment, it can make learning difficult. For the correct formation of reading skills, it is necessary to eliminate the child's speech defects even before the start of schooling (Neare 1999 b, 50), which was also put forward in the theoretical part of this course. It can be seen how important speech therapy assistance is in kindergartens in order to eliminate all defects in preschoolers. And also classes in the pool give a good physical load to the whole body. This increases endurance, special exercises in the water develop all the muscles, which is not unimportant for the child.

Maps of individual development are drawn up, together with the parents we summarize the state of the children, give the parents the necessary recommendations for more appropriate developmental activities, after which we describe the development of all children. In the map of individual development, both weaknesses and strengths are recorded (P1).

At the beginning and at the end of the year, parents, together with the teacher, draw up an individual plan for the development of the child, determine the main directions for the current year. An individual development program is a document that defines the individual goals and content of training, assimilation and assessment of the material (P3).

We conduct testing 2 times a year, according to the tests provided by the kindergarten. Once a month, I sum up the results of the work done with the child and fix his progress during this period, and also conduct daily joint work with parents (P2).

An important role for the readiness of children for school is played by an individual development plan, which allows you to determine the strengths and weaknesses of the child and outline the necessary development goals, involving parents in this.

The author of the study was interested in how individual plans or special training and education programs are drawn up for the socialization of preschool children. From the results of the answers, it became clear and this confirms, given in the theoretical part (RTL 1999, 152, 2149), that the basis for the organization of study and education in each preschool institution is the curriculum of the preschool institution, which proceeds from the framework curriculum of preschool education. On the basis of the framework curriculum, the children's institution draws up its program and activities, taking into account the type and originality of the kindergarten. The curriculum defines the goals of educational work, the organization of educational work in groups, daily routines, and work with children with special needs. An important and responsible role in creating a growth environment belongs to the kindergarten staff.

The family as a favorable environment in the development of children, so the author of the study was interested to know whether teachers work closely with parents and how important they consider the joint work of the kindergarten with parents. The teachers' responses were as follows:

The kindergarten provides assistance to parents in the education and development of their child. Specialists advise parents, there is a special schedule of appointments with kindergarten specialists. I consider it very important to work together with parents, but with the reduction of the budget of the kindergarten, not a single specialist will soon be left (P1).

We consider it very important to work with parents and therefore we work very closely with parents. We arrange joint events, teachers' councils, consultations, everyday communication (P2).

Only with the joint work of group teachers, teacher assistants, speech therapists involved in the preparation of curricula, an integrated calendar and thematic plan, the desired results can be achieved. Group specialists and teachers work in close contact with parents, involve them in active cooperation, meet with them at parent-teacher meetings and individually for a personal conversation or consultation. Parents can contact any employee of the kindergarten with questions and receive qualified assistance (P3).

The interview answers confirmed that all kindergarten teachers appreciate the need to work together with parents, while emphasizing the particular importance of individual conversations. The joint work of the whole team is a very important component in the upbringing and education of children. The harmonious development of the child's personality depends on the contribution of all members of the team of teachers and parents in the future.

3.2 Analysis of the results of interviews with orphanage teachers

The following analyzes the results of interviews with three orphanage teachers who work with children with special needs, representing 8% of the Russian-speaking and mostly Estonian-speaking groups of the orphanage.

To begin with, the author of the study was interested in the number of children in the groups of the orphanage among the interviewees. It turned out that in two groups of 6 children - this is the maximum number of children for such an institution, and in the other - 7 children.

The author of the study was interested in whether all the children in the groups of these educators have special needs and what deviations they have. It turned out that educators know quite well the special needs of their pupils:

In the group, all 6 children with special needs. All members of the group need daily help and care, since the diagnosis of childhood autism is based on the presence of three main qualitative disorders: lack of social interaction, lack of mutual communication, and the presence of stereotypical behaviors (B1).

Children's diagnoses:

F72 - severe mental retardation, epilepsy, hydrocephalus, cerebral palsy;

F72 - severe mental retardation, spasticity, cerebral palsy;

F72 - severe mental retardation, F84.1 - atypical autism;

F72 - severe mental retardation, spasticity;

F72 - severe mental retardation;

F72 - severe mental retardation, cerebral palsy (B1).

There are currently seven children in the family. The orphanage now has a family system. All seven pupils have special needs (with mental retardation. One pupil has moderate mental retardation. Four have Down's syndrome, three of them with a moderate degree and one with a deep degree. Two pupils are suffering from autism (B2).

There are 6 children in the group, all children with special needs. Three children with moderate mental retardation, two with Down's syndrome and one pupil suffering from autism (B3).

It can be seen from the above answers that in this institution, out of the three groups given, in one group there are children with severe mental retardation, and in the other two families there are pupils with moderate intellectual disabilities. According to the educators, the groups are not very conveniently formed, since children with severe and moderate retardation are together in the same family. According to the author of this work, the fact that in all groups of children, autism is also added to the impairment of intelligence, which makes it especially difficult to communicate with the child and develop social skills in them, further complicates the work in the family.

When asked about the desire of pupils with special needs to study at school, educators gave the following answers:

Perhaps there is a desire, but very weak, because. it is difficult enough to catch the eyes of customers, to attract their attention. And in the future, it can be difficult to establish eye contact, children seem to look through, past people, their eyes are floating, detached, at the same time they can give the impression of being very smart, meaningful. Often, objects are more interesting than people: pupils can be fascinated for hours following the movement of dust particles in a beam of light or examine their fingers, twisting them in front of their eyes and not responding to the calls of the class teacher (B1).

Each student is different. For example, pupils with moderate Down syndrome and a pupil with mental retardation have a desire. They want to go to school, they are waiting for the school year to start, they remember both the school and the teachers. What can not be said about autists. Although, one of them, at the mention of the school, becomes alive, starts talking, etc. (B2).

Each of the pupils individually, in general, there is a desire (B3).

Based on the answers of the respondents, it can be concluded that depending on the diagnoses of pupils, their desire to learn depends, the more moderate their degree of backwardness, the greater the desire to study at school, and with severe mental retardation, there is a desire to learn in a small number of children.

The educators of the institution were asked to tell how developed the children's physical, social, motivational and intellectual readiness for school is.

Weak, because clients perceive people as carriers of certain properties that are of interest to them, use a person as an extension, a part of their body, for example, use an adult’s hand to get something or do something for themselves. If social contact is not established, then difficulties will be observed in other areas of life (B1).

Since all pupils have mental disabilities, the intellectual readiness for school is low. All pupils, except for autistic children, are in good physical shape. Their physical readiness is normal. Socially, I think it is a difficult barrier for them (B2).

The intellectual readiness of the pupils is quite low, which cannot be said about the physical one, except for an autistic child. In the social sphere, average readiness. In our institution, educators take care of children so that they can cope with daily simple things, for example, how to eat properly, fasten buttons, dress, etc., and in kindergartens where our pupils study, teachers prepare children for school, at home children are not given homework (C3).

From the above answers, it can be seen that children with special needs and who are educated only in an orphanage have low intellectual readiness for school; there is little time to give the child what he needs, i.e. the orphanage needs additional help. Physically, children are generally well prepared, and socially educators do everything possible to improve their social skills and behavior.

These children have an unusual attitude towards their classmates. Often the child simply does not notice them, treats them like furniture, can examine them, touch them, like an inanimate object. Sometimes he likes to play next to other children, to watch what they do, what they draw, what they play, while not the children, but what they are doing attracts more interest. The child does not participate in a joint game, he cannot learn the rules of the game. Sometimes there is a desire to communicate with children, even delight at the sight of them with violent manifestations of feelings that children do not understand and are even afraid of, because. hugs can be suffocating and the child, loving, can be hurt. The child draws attention to himself often in unusual ways, for example, by pushing or hitting another child. Sometimes he is afraid of children and runs away screaming when they approach. It happens that in everything inferior to others; if they take him by the hand, he does not resist, and when they drive him away from himself, he does not pay attention to it. Also, the staff faces various problems in the course of communication with customers. These may be feeding difficulties, when the child refuses to eat, or, on the contrary, eats very greedily and cannot get enough. The task of the leader is to teach the child to behave at the table. It happens that an attempt to feed a child can cause a violent protest or, on the contrary, he willingly accepts food. Summarizing the above, it can be noted that it is very difficult for children to play the role of a student, and sometimes this process is impossible (B1).

They are friends with teachers and adults (downyata), they are also friends with classmates at school. For autists, teachers are like elders. The role of the student is able to perform (B2).

Many of the children are able to successfully build relationships with adults and peers, in my opinion, communication between children is very important, as it plays a big role in learning to reason independently, defend their point of view, etc., and they also know how to play the role of a student well (B3 ).

Based on the answers of the respondents, it can be concluded that the ability to play the role of a student, as well as interaction with the teachers and peers around them, depends on the degree of lag in intellectual development. Children with a moderate degree of mental retardation, including children with Down syndrome, already have the ability to communicate with peers, and children with autism cannot take on the role of a student. Thus, from the results of the answers, it turned out and is confirmed by the theoretical part (Männamaa, Marats 2009, 48) that the communication and interaction of children with each other is the most important factor for the appropriate level of development, which allows him to act more adequately in the future at school, in a new team .

When asked if pupils with special needs have difficulties in socialization and if there are any examples, all respondents agreed that all pupils have difficulties in socialization.

Violation of social interaction is manifested in the lack of motivation or the pronounced limitation of contact with external reality. Children seem to be fenced off from the world, they live in their shells, a kind of shell. It may seem that they do not notice the people around them, only their own interests and needs matter to them. Attempts to penetrate into their world, to involve in contact lead to an outbreak of anxiety, aggressive manifestations. It often happens that when strangers approach pupils of the school, they do not respond to the voice, do not smile in response, and if they smile, then into space, their smile is not addressed to anyone (B1).

Difficulties occur in socialization. Vse-taki all pupils - sick children. Although you can't say that. For example, someone is afraid to ride in an elevator when we go to the doctor with him, do not drag him out. Someone does not allow a dental check-up at the dentist, also fear, etc. Unfamiliar places... (IN 2).

Difficulties arise in the socialization of pupils. On holidays, pupils behave within the limits of what is permitted (P3).

The above answers show how important it is for children to have a full-fledged family. Family as a social factor. At present, the family is considered both as the main cell of society and as a natural environment for the optimal development and well-being of children, i.e. their socialization. Also environment and upbringing are leading among the main factors (Neare 2008). No matter how much the educators of this institution would try to adapt the pupils, due to their characteristics it is difficult for them to socialize, and also due to the large number of children per educator, they cannot individually deal with one child a lot.

The author of the study was interested in how educators develop self-awareness, self-esteem and communication skills in preschoolers and how favorable the environment for the development of self-awareness and self-esteem of a child is in an orphanage. The educators answered the question someone briefly, and some gave a full answer.

A child is a very subtle being. Every event that happens to him leaves a trace in his psyche. And for all its subtlety, it is still a dependent being. He is not able to decide for himself, to make strong-willed efforts and protect himself. This shows how responsibly you need to approach actions in relation to the client. Social workers follow the close connection of physiological and mental processes, which are especially pronounced in children. The environment in the orphanage is favorable, the pupils are surrounded by warmth and care. The creative credo of the teaching staff: "Children should live in the world of beauty, games, fairy tales, music, drawing, creativity" (B1).

Not enough, there is no sense of security as in domestic children. Although all educators try to create a favorable environment in the institution on their own, with responsiveness, goodwill, so that there are no conflicts between children (B2).

Educators themselves try to create a good self-esteem for pupils. For good deeds, we encourage with praise and, of course, for inadequate actions, we explain that this is not right. Conditions in the institution are favorable (B3).

Based on the answers of the respondents, it can be concluded that, in general, the environment in the orphanage is favorable for children. Of course, children who are brought up in a family have a better sense of security and home warmth, but educators are doing everything possible to create a favorable environment for pupils in institutions, they themselves are engaged in increasing the self-esteem of children, creating all the conditions they need so that pupils do not feel lonely.

When asked whether the readiness of children for school is checked in the orphanage and how this happens, all respondents answered unequivocally that such a check does not take place in the orphanage. All the educators noted that the children's readiness for school is checked with the pupils of the orphanage in the kindergarten, which is attended by children from the orphanage. A commission, a psychologist and teachers gather, on which they decide whether the child is able to go to school. Now there are a lot of methods and developments aimed at determining the readiness of children for school. For example, communication therapy helps determine a child's level of independence, autonomy, and social adjustment skills. It also reveals the ability to develop communication skills through sign language and various other methods of non-verbal communication. Educators noted that they know that kindergarten specialists use various methods to identify children's readiness for schooling.

It can be seen from the above answers that specialists who teach children in preschool institutions themselves check children with special needs for readiness to study at school. And also from the results of the answers it turned out, and this coincides with the theoretical part, that in orphanages educators are engaged in the socialization of pupils (Mustaeva 2001, 247).

When asked what special pedagogical assistance is provided to children with special needs, the respondents answered in the same way that children from the orphanage are visited by a speech therapist and added:

The orphanage provides physiotherapeutic assistance (massage, swimming pool, physical exercises both indoors and outdoors), as well as activity therapy - individual sessions with an activity therapist (B1; B2; B3).

Based on the answers of the respondents, it can be concluded that in the institution, children have the assistance of specialists, depending on the needs of the children, the above services are provided. All these services play an important role in the lives of children with special needs. Massage procedures and classes in the pool contribute to the improvement of the physical fitness of the pupils of this institution. A very important role is played by speech therapists who help to recognize speech defects and correct them, which in turn prevents children from having difficulties with communication and learning needs at school.

The author of the study was interested in whether individual or special education and upbringing programs are compiled for the socialization of children with special needs and whether the children of the interviewed caregivers have an individual rehabilitation plan. All respondents answered that all pupils of the orphanage have an individual plan. Also added:

Twice a year, together with the lastekaitse, the social worker of the orphanage draws up individual development plans for each pupil with special needs. Where goals are set for the period. This mainly concerns life in the orphanage, how to wash, eat, self-service, the ability to make the bed, tidy the room, wash the dishes, etc. After half a year, an analysis is carried out, what has been achieved and what still needs to be worked on, etc. (B1).

The rehabilitation of a child is a process of interaction that requires work, both on the part of the client and the people around him. Training correctional work is carried out in accordance with the client's development plan (B2).

From the results of the answers, it turned out and is confirmed by the theoretical part (Neare 2008) that the individual development plan (IDP) drawing up the curriculum of a certain children's institution is considered as a team work - specialists participate in the preparation of the program. To improve the socialization of the pupils of this institution. But the author of the work did not receive an exact answer to the question about the rehabilitation plan.

The orphanage teachers were asked to tell how they work closely with teachers, parents, specialists and how important close work is in their opinion. All respondents agreed that working together is very important. It is necessary to expand the circle of membership, that is, to involve in the group of parents of children who are not deprived of parental rights, but gave their children to the upbringing of this institution, pupils with different diagnoses, cooperation with new organizations. The option of joint work of parents and children is also being considered: involving all family members in optimizing family communication, searching for new forms of interaction between the child and parents, doctors, and other children. And also there is a joint work of social workers of the orphanage and school teachers, specialists.

Children with special needs need help and love many times more than other children.

CONCLUSION

The purpose of this course work was to identify the social readiness of children with special needs to study at school on the example of the Liikuri kindergarten and orphanage.

The social readiness of children from Liikuri kindergarten serves as a justification for the achievements of a certain level, as well as for comparing the formation of social readiness for school in children with special needs living in an orphanage and attending special groups of kindergartens.

It follows from the theoretical part that social readiness implies the need to communicate with peers and the ability to subordinate one's behavior to the laws of children's groups, the ability to take on the role of a student, the ability to listen and follow the teacher's instructions, as well as the skills of communicative initiative and self-presentation. Most children enter kindergarten from home, and sometimes from an orphanage. Modern kindergarten teachers need knowledge in the field of special needs, willingness to cooperate with specialists, parents and teachers of orphanages, and the ability to create a child's growth environment based on the needs of each individual child.

The research method was interviewing.

From the research data, it turned out that children attending a regular kindergarten have a desire to learn, as well as social, intellectual and physical readiness for schooling. Since teachers do a lot of work with children and their parents, as well as with specialists, so that the child has the motivation to study for school, creating a favorable environment for their development, thereby increasing the self-esteem and self-awareness of the child.

In the orphanage, educators instill physical skills in children and socialize them, and they are engaged in intellectual and social preparation of children for school in a special kindergarten.

The environment in the orphanage is generally favorable, the family system, educators make every effort to create the necessary environment for development, if necessary, specialists work with children according to an individual plan, but children lack the security that exists in children brought up at home with their parents.

Compared to children from the general type of kindergarten, the desire to learn, as well as the social readiness for school, of children with special needs is poorly developed and depends on the existing forms of deviations in the development of pupils. The more severe the severity of the violation, the less children have a desire to study at school, the ability to communicate with peers and adults, self-awareness and self-control skills are lower.

Children in an orphanage with special needs are not ready for a school with a general education program, but are ready for special education, depending on their individual characteristics and the severity of their special needs.

REFERENCES

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APPENDIX 1

Interview questions for kindergarten teachers.

2. Do you think your children have a desire to go to school?

3. Do you think your children have developed physical, social, motivational and intellectual readiness for school?

4. How well do you think children in your group are able to communicate with classmates and teachers? Can children play the role of a student?

5. How do you develop self-awareness, self-esteem and communication skills in preschoolers (formation of social readiness in kindergarten)?

6. Is there a favorable environment in your institution for the development of self-awareness and self-esteem of the child (for social development)?

7. Does the kindergarten check the readiness of children for school?

8. How is school readiness checked?

9. What special pedagogical assistance is provided to your children? (speech therapy, deaf and typhlopedagogy, early intervention, etc.)

10. Are there individual or special education and upbringing programs for the socialization of children with special needs?

11. Do you work closely with teachers, parents, specialists?

12. How important do you think it is to work together (important, very important)?

APPENDIX 2

Interview questions for orphanage teachers.

1. How many children are in your group?

2. How many children with special needs are in your group? (amount of children)

3. What deviations do the children in your group have?

4. Do you think your children have a desire to go to school?

5. Do you think your children have developed physical, social, motivational and intellectual readiness for school?

6. How well do you think children in your group are able to communicate with classmates and teachers? Can children play the role of a student?

7. Do your pupils with special needs have difficulties in socialization? Can you give some examples (in the hall, on holidays, when meeting strangers).

8. How do you develop self-awareness, self-esteem and communication skills in preschoolers (formation of social readiness in kindergarten)?

9. Is there a favorable environment in your institution for the development of self-awareness and self-esteem of the child (for social development)?

10. Does the orphanage check the readiness of children for school?

11. How is the readiness of children checked for school?

12. What kind of special pedagogical assistance is provided to your children? (speech therapy, deaf and typhlopedagogy, early intervention, etc.)

13. Are there individual or special education and upbringing programs for the socialization of children with special needs?

14. Do the children in your group have an individual rehabilitation plan?

15. Do you work closely with teachers, parents, specialists?

16. How important do you think it is to work together (important, very important)?

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