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Social and psychological readiness of the child for school. Factors influencing a child’s social readiness for school

Introduction

Conclusion

Bibliography

Application

Introduction

The high demands of life for the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school acquires special significance. Its solution is associated with the determination of the goals and principles of organizing training and education in preschool institutions and in the family. At the same time, the success of children’s subsequent education at school depends on its solution.

The problem of readiness for schooling has been considered by many foreign and Russian scientists, teacher-researchers (L.F. Bertsfai, L.I. Bozhovich, L.A. Wenger, G. Witzlak, V.T. Goretsky, V.V. Davydov, J. Jirasek, A. Kern, N.I. Nepomnyaschaya, S. Strebel, D.B. Elkonin, etc.). One of the most important components of school readiness, as noted by a number of authors (A.V. Zaporozhets, E.E. Kravtsova, G.G. Kravtsov, T.V. Purtova, G.B. Yaskevich, etc.), is sufficient level of formation of voluntariness in communication with adults, peers and attitude towards oneself.

Preparing children for school is a multifaceted task, covering all areas of a child’s life. Psychological and social readiness for school is one of the important and significant aspects of this task.

In the psychological and pedagogical literature there is a wide variety of approaches to considering the essence, structure, content, and conditions for the formation of psychological and social readiness for learning at school. The fundamental aspects are:

state of physical and mental health, level of morphological maturity of the organism;

level of development of cognitive activity and speech;

desire to take a more significant social position;

formation of arbitrariness of behavior;

extra-situational communication with adults and peers.

The child’s psychological and social readiness for school, and, consequently, the success of his further education is determined by the entire course of his previous development. In order for him to be involved in the educational process, preschool age a certain level of mental and physical development must be developed, a number of educational skills must be developed, and a fairly wide range of ideas about the world around them must be acquired. However, it is not enough just to accumulate the necessary stock of knowledge, to acquire special skills and abilities, since learning is an activity that places special demands on the individual. To learn, it is important to have patience, willpower, the ability to be critical of your own successes and failures, and to control your actions. Ultimately, the child must recognize himself as a subject educational activities and build your behavior accordingly. Due to this, special attention deserves special study inner world child, his self-awareness, which is reflected in acts of self-evaluation and self-regulation of the individual’s ideas about himself, about his place in complex system public relations

In connection with the relevance of the study indicated above, the goal of the work was as follows: to identify the characteristics of a child’s psychological readiness for systematic learning at school.

The object of our research was preschool children (6.5 - 7 years old)

In connection with the above-mentioned subject and object, the hypothesis of the study was the assumption that the immaturity of one of the components of psychological readiness can lead to a lag in mastering educational activities.

The methodological significance of the study lies in the study and use of the results of the concept of the formation of socio-psychological readiness for school and its individual elements.

Research methods:

testing children to diagnose each component of psychological readiness;

comparative analysis diagnostic results of each of the components of psychological readiness;

analysis and synthesis of literature.

Research methods:

Methods for studying the level of readiness of children for learning at school L.A. Yasyukova.

Methodological basis: theories and concepts for the study of psychological readiness. (Leontiev A.N. “activity approach”, Vygotsky L.S. “Cultural-historical approach”, S.L. Rubinstein’s personal approach to the study of personality, description of the characteristics of six-year-old children and primary schoolchildren, guided by the research of D.B. Elkonin, L.I. Bozhovich, A.V. Zaporozhets, V.S. Mukhina, L.F. Obukhova, I.V. Shapovalenko, etc.)

The theoretical significance of the study lies in the study of each of the components of psychological readiness for school.

The practical significance of the work is that:

General theoretical principles of this study, methodological recommendations for the organization pedagogical process can be used as the content of a theoretical and practical course for teachers.

The specific methods presented in the study can be used in the practice of teachers, psychologists, and parents for the development of children.

The results of the experimental study can also be used by parents, educators, and students studying developmental psychology.

Experimental research base:

Municipal budgetary preschool educational institution, child development center - kindergarten No. 43 "Erudite" of the city of Stavropol, st. Popova, 16b.

Structure course work:

The work consists of an introduction, two chapters, a conclusion, a bibliography, and appendices. The text material of the work is supplemented with a table.

Chapter I. Scientific and theoretical approaches to the study of a child’s psychological readiness for systematic schooling in developmental psychology

1 Psychological characteristics of a child’s readiness for systematic schooling

Preparing children for school is a complex task, covering all areas of a child’s life. “School maturity” (school maturity), “school-readiness” and “psychological readiness for school”. The term “school maturity” is used by psychologists who believe that the development of a child’s psyche determines learning opportunities. Therefore, when speaking about school maturity, we mainly mean the functional maturation of the child’s psyche.

A. Kern’s works present several approaches to studying children’s psychological readiness for school.

Traditionally, there are four aspects of school maturity: motivational, intellectual, emotional and social.

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

In terms of motivation, two groups of teaching motives were identified:

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

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

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

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

V.V. Davydov believes that a child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. At the same time, it is important to have a positive attitude towards learning, the ability to self-regulate behavior and the manifestation of volitional efforts to complete assigned tasks.

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

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

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

the ability of children to consciously subordinate their actions to rules that generally determine the method of action;

ability to navigate a given system of requirements;

the ability to listen carefully to the speaker and accurately complete tasks proposed orally;

the ability to independently perform the required task according to a visually perceived model. These parameters for the development of voluntariness are part of psychological readiness for school; learning in the first grade is based on them.

D.B. Elkonin believed that voluntary behavior is born in play in a group of children, which allows the child to rise to a higher level.

Intellectual maturity is judged by the following criteria:

· differentiated perception (perceptual maturity), including identifying a figure from the background;

· concentration of attention;

· analytical thinking, expressed in the ability to comprehend the basic connections between phenomena;

· logical memorization;

· sensorimotor coordination;

· ability to reproduce a sample;

· development of fine hand movements.

Intellectual maturity largely reflects the functional maturation of brain structures.

Emotional maturity involves:

· reduction of impulsive reactions;

· the ability to perform a not very attractive task for a long time.

Social maturity is evidenced by:

· the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups;

· ability to play the role of a student in a school learning situation.

“Readiness for school” is presented in the works of psychologists who, following L.S. Vygotsky believes that “learning leads to development.” That is, learning can begin when the psychological functions involved in learning have not yet matured, and therefore the functional maturity of the psyche is not considered a prerequisite for learning. In addition, the authors of these studies believe that what matters for successful schooling is not the totality of the child’s knowledge, skills and abilities, but a certain level of his personal and intellectual development, which is considered as a psychological prerequisite for studying at school.

According to L.I. Bozovic, psychological readiness for school, should be considered in two aspects:

Personal - development of the child’s motivational and voluntary spheres. Cognitive motives for learning are directly related to educational activities. These include “the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge.” Social motives for learning, or broad social motives for learning, are connected “with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desire to take a certain place in the system of social relations available to him.” A child who is ready for school wants to learn both because he already has a need to take a certain position in human society, namely a position that opens access to the world of adulthood (the social motive of learning), and because he has a cognitive need that he cannot satisfy at home.

Intellectual readiness, the second aspect of psychological readiness, was also studied by D. B. Elkonin. This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically the child’s thinking remains figurative, based on real actions with objects and their substitutes. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity.

D.B. Elkonin and his colleagues consider the child’s skills that arise on the basis of voluntary regulation of actions as prerequisites necessary for successful mastery of educational activities:

· the ability of children to consciously subordinate their actions to a rule that generally determines the method of action;

· ability to focus on a given system of requirements;

· the ability to listen carefully to the speaker and accurately carry out tasks proposed orally;

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

All of the above are parameters for the development of voluntariness, which are part of psychological readiness for school, on which learning in the first grade is based.

In the concept of E.E. Kravtsova, a significant indicator of psychological readiness for school is the level of development of a child’s communication with adults and peers from the point of view of cooperation and cooperation. It is believed that children with high rates of cooperation and cooperation simultaneously have good performance intellectual development.

N.V. Nizhegorodtsev and V.D. Shadrikov present psychological readiness for learning at school as a structure consisting of educationally important qualities (IQQs). The structure of educational qualifications that a future schoolchild has at the beginning of his studies is called “starting readiness”. During the learning process, under the influence of educational activities, significant changes occur in initial readiness, which lead to the emergence of secondary readiness for learning at school, on which the child’s further academic performance begins to depend.

In recent years, more and more attention has been paid to the problem of school readiness abroad. This problem was solved not only by teachers and psychologists, but also by doctors and anthropologists. Many foreign authors dealing with the problem of children's maturity (A. Getzen, A. Kern, S. Strebel) point to the absence of impulsive reactions as the most important criterion for the psychological readiness of children for school.

The largest number of studies are devoted to establishing relationships between various mental and physical indicators, their influence and relationship with school performance (S. Strebel, J. Jirasek).

These authors include the mental area as the child’s ability to differentiated perception, voluntary attention, analytical thinking, while emotional maturity is understood as emotional stability and the almost complete absence of a child’s impulsive reaction.

Almost all authors who have studied psychological readiness for school admit that schooling will be effective only if the first-grader has the necessary and sufficient qualities for the initial stage of learning, which then develop and improve in the educational process.

The quality of a child’s speech development should also be included as a psychological prerequisite for studying at school, according to N. N. Poddyakov. Speech is the ability to coherently and consistently describe objects, pictures, events; convey a train of thought, explain this or that phenomenon, rule. The development of speech is closely related to the development of intelligence and reflects both the general development of the child and the level of his logical thinking. In addition, the methodology used today for teaching reading is based on sound analysis words, which presupposes developed phonemic awareness.

Good orientation of the child in space and time, which was studied by E.I. Poyarkova, is of great importance. and Sadova E.A. As well as the child’s physical readiness for schooling, which determines the change in physical development, showing the biological maturity of the child necessary to start schooling. The child must be quite well physically developed (that is, all parameters of his development do not have negative deviations from the norm and are sometimes even somewhat ahead of it).

Emotional-volitional readiness for school is also considered, which, according to M.R. Ginzburg, includes: the child’s desire to learn; the ability to overcome obstacles and manage one’s behavior; the child’s correct attitude towards adults and friends; formation of such qualities as hard work, independence, perseverance, perseverance.

And so, socio-psychological readiness for learning at school consists of four components, which, together, ensure the further development of the individual and its adaptation to the new social situation of development. The child moves to a new stage of his development, acquires new formations, such as Vygotsky L.S. wrote, the development of imagination, memory becomes the center of consciousness, the child establishes cause-and-effect relationships between objects, his thinking ceases to be visually effective, the emergence of voluntary behavior, development of self-awareness. All these important new formations originate and initially develop in the leading activity of preschool age - role-playing play. Role-playing play is an activity in which children take on certain functions of adults and, in specially created playful, imaginary conditions, reproduce (or model) the activities of adults and the relationships between them. Thanks to these new formations and the successful formation of all four components, the preschooler will freely enter a new social situation of development and master a new leading type of activity for him.

2 Psychological characteristics of a preschool child

D.B. Elkonin writes that “children of preschool age, in contrast to early childhood, develop relationships of a new type, which creates a special social situation of development characteristic of a given period.”

Senior preschool age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolchild. A.N. Leontiev, L. S. Vygotsky, D. B. Elkonin said that during the transition from preschool to school age, the child changes dramatically and becomes more difficult in educational terms. Along with this, age-specific features appear: deliberateness, absurdity, artificiality of behavior; clowning, fidgeting, clowning.

According to L.S. Vygotsky, such behavioral features of seven-year-olds indicate a “loss of childish spontaneity.” The reason for such changes is the differentiation (separation) in the child’s consciousness of his internal and external life. His behavior becomes conscious and can be described by another scheme: “wanted - realized - did.” Awareness is included in all areas of the life of an older preschooler.

At preschool age, the child communicates both with his family and with other adults and peers, as noted in his works by L.S. Vygotsky, A.A. Leontyev, V.N. Myasishchev, M.I. Lisina, T.A. Repina, A.G. Ruzskaya et al. Various types of communication contribute to the formation of a child’s self-esteem and the level of his socio-psychological development. Let's take a closer look at these relationships:

Family is the first step in a person’s life. The power of family influence lies in the fact that it is carried out constantly, for a long time and in the most different situations and conditions. Therefore, the role of the family in preparing children for school cannot be underestimated.

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

The role of an adult in the development of children's self-awareness is as follows:

· Providing information to the child about his quality and capabilities;

· Assessment of his activities and behavior;

· Formation of personal values, standards with the help of which the child will subsequently evaluate himself;

· Encouraging the child to analyze his actions and actions and compare them with the actions and actions of other people (L.S. Vygotsky).

Domestic psychologist M.I. Lisina considered communication between a child and an adult as a “peculiar activity”, the subject of which is another person. Throughout childhood, four different forms of communication appear and develop, from which one can clearly judge the nature of what is happening mental development child. During the normal development of a child, each of these forms develops at a certain age. Thus, the first, situational-personal form of communication appears in the second month of life and remains the only one until six or seven months. In the second half of life, situational business communication with adults is formed, in which the main thing for the child is joint play with objects. This communication remains central until about age four. At the age of four or five years, when the child already has a good command of speech and can talk with an adult on abstract topics, non-situational - cognitive communication becomes possible. And at the age of six, that is, towards the end of preschool age, verbal communication with adults on personal topics begins.

According to L. S. Vygotsky, children’s readiness for schooling is manifested in imitation of adults; children transfer various forms and methods of communication into their children's groups. Huge impact on features interpersonal relationships children, is influenced by the nature of communication between an adult and a preschooler.

Children communicate with peers mainly through joint games; play becomes a unique form of social life for them. There are two types of relationships in the game (D. B. Elkonin):

Role-playing (game) - these relationships reflect relationships in plot and role.

The real ones are the relationships between children as partners, comrades doing a common task.

The role that a child plays in the game depends very much on the child’s character and temperament. Therefore, in every team there will be “stars”, “preferred” and “isolated” children.

The educational manual by Smirnova E. O. states that during preschool age, children’s communication with each other, as well as with adults, changes significantly. In these changes, three qualitatively unique stages (or forms of communication) of preschoolers with peers can be distinguished (emotional-practical (second - fourth years of life), situational - business (4-6 years), non-situational (6-7 years)).

The child’s self-esteem plays a big role in children’s communication with others (Sterkina R.B.). As a result of joint activities and communication with other people, the child learns important guidelines for behavior. Thus, the adult gives the child a reference point for evaluating his behavior. The child constantly compares what he does with what others expect from him. The child’s assessment of his own “I” is the result of a constant comparison of what he observes in himself with what he sees in other people.

The child’s self-esteem and level of aspirations influence big influence on emotional well-being, success in various types activities and behavior in general.

Let's take a closer look at the behavioral features of preschool children with different types of self-esteem:

· Children with low self-esteem are indecisive, uncommunicative, distrustful, silent, and constrained in their movements. They are very sensitive, ready to cry at any moment, do not strive to cooperate and are not able to stand up for themselves. These children are anxious, unsure of themselves, and find it difficult to engage in activities. They refuse in advance to solve problems that seem difficult to them, but with the emotional support of an adult they easily cope with them. These children, as a rule, have a low social status in their peer group, fall into the category of outcasts, and no one wants to be friends with them. Outwardly, these are most often unattractive children.

Self-esteem formed in preschoolers is usually quite stable, but, nevertheless, it can improve or decrease under the influence of adults and children's institutions.

It is important to promote the child’s awareness of his own needs, motives and intentions, to wean him from his usual functioning, and to teach him to control the compliance of the chosen means with the intention being realized.

The formation of adequate self-esteem, the ability to see one’s mistakes and correctly evaluate one’s actions is the basis for the formation of self-control and self-esteem in educational activities. Social and psychological readiness for school is an important component of the upbringing and education of a preschooler in kindergarten and family. Its content is determined by the system of requirements that the school places on the child. These requirements include the need for a responsible attitude towards school and learning, voluntary control of one’s behavior, performing mental work that ensures the conscious assimilation of knowledge, and establishing relationships with adults and peers determined by joint activities.

Chapter II. Characteristics of the results of an experimental study of the characteristics of a child’s psychological readiness for systematic learning at school

1 Composition of subjects and stages of experimental research

10 preschool children (6 years old) took part in the study: 5 boys, 5 girls.

The pilot study took place in several stages:

)preparatory (September - October 2012) - included determining the relevance of the research, building a scientific-categorical apparatus.

The purpose of the work was the following: to identify the characteristics of a child’s psychological readiness for systematic learning at school.

In connection with the above stated goal, the following tasks were formulated:

Analyze scientific and pedagogical literature on the research problem, develop a scientific-categorical research apparatus.

Select methods and techniques to confirm the proposed research hypothesis.

Conduct experimental research.

Analyze the obtained qualitative and quantitative research results and interpret them.

The subject of the experimental study was the psychological readiness of children for systematic education for school.

The object of the study were preschool children (6.5 - 7 years old), brought up in MBDOU TsRR D/S No. 43 "Erudite" in Stavropol.

In connection with the above-designated subject and object, the hypothesis of the study was the assumption that the immaturity of one of the components of psychological readiness can lead to a lag in mastering educational activities.

Also at the preparatory stage, methods and techniques were selected for conducting the experimental stage and the theoretical, practical and methodological significance of the study was determined.

) Experimental (October - November 2012) - conducting experimental research.

) Processing (November 2012) - qualitative and quantitative analysis of the results obtained at the ascertaining stage of the study, drawing conclusions on the research topic.

) Interpretive (December 2012) - interpretation of the results obtained and their presentation for defense.

The following methods were used: and techniques: observation; Methodology for studying the level of readiness of children for learning at school L.A. Yasyukova; ascertaining experiment.

Observation is one of the main empirical methods of psychological research, consisting in the deliberate, systematic and purposeful perception of mental phenomena in order to study their specific changes in certain conditions and find the meaning of these phenomena, which is not directly given. Observation includes elements of theoretical thinking (design, system of methodological techniques, comprehension and control of results) and quantitative methods of analysis (scaling, data factorization). The accuracy of observation depends on the state of knowledge in the area under study and the task at hand. The level of experience and qualifications of the observer significantly affects the results of observation. In the psychological interpretation of human behavior, the past experience of the observer is not limited to his scientific ideas, but also includes his habitual stereotypes of judgment, emotional relationships, value orientations, etc. Observation is characterized by some subjectivity - it can create an attitude favorable to fixing a significant fact, which gives rise to interpretation of facts in the spirit of the observer's expectations. Refusal of premature generalizations and conclusions, repeated observations, and control by other research methods make it possible to ensure the objectivity of observation. In conflictology, observation is used when working with participants in a conflict in the process of its resolution. The material consequences of the actions and actions of the conflicting parties may also be subject to observation.

Methodology for studying the level of readiness of children for learning at school L.A. Yasyukova.

The study of the level of readiness of children for school using this method is carried out in two stages.

The first stage is the group stage, which consists of the Bender test.

The Bender test allows you to determine the current level of hand-eye coordination of children.

The group phase of the study takes approximately 30 minutes.

It is necessary to prepare a separate double-sided A4 form (standard typewritten sheet) for each child. You will also need a stopwatch to work. (Appendix No. 1)

Instructions: “Guys, look carefully at the drawing at the top of the sheet. Here below on the free part of the sheet (show) try to redraw this drawing so that it turns out very similar. Take your time, time is not measured here, the main thing is that it turns out similar.”

The analysis of the Bender test is qualitative in nature. Poor hand-eye coordination is indicated by a drawing made by a child without a detailed analysis of the image - sample, when the basic proportions and conjugations of elements are not observed (there are extra spaces and intersections of lines), the number of circles does not correspond to the sample, some elements are missing, and there are significant distortions in the image. (Appendix No. 1)

Application of L. A. Yasyukova’s school readiness methodology

It is worth recalling that:

before starting the study, the child should rest; it is unacceptable to study readiness for school during a period when the child is sick; Before work, he should be asked to visit the toilet. In the process of studying children's readiness to study at school, it is necessary to create a comfortable, friendly environment for them. Do not forget to praise the child for completing each task, regardless of whether he completed the task or not. The research will take you approximately 15 minutes.

Before it starts, the child is not given anything, only the answers are recorded on the forms, and the number of the version of the task being used must be noted.

Presentation procedure test tasks:

Task 1. Short-term verbal memory

Instructions: “Now I will tell you the words, and you listen carefully and remember. When I stop speaking, immediately repeat everything that you remember, in any order.” Clearly pronounce all the words from any row (1-4) at intervals of half a second, when finished, nod your head and quietly say: “Speak.”

Everything that the child says is written down (words that he came up with himself, repetitions, etc.), without correcting, criticizing or commenting on his answers. Words are recorded as they are pronounced by the child, noting distortions and defects in pronunciation. At the end of the work, it is imperative to praise the child, saying: “The task was difficult, and you did well, you remembered a lot” (even if the child only remembered 2-3 words).

Words to remember: (select one of the lines) 1. Horn, port, cheese, rook, glue, tone, fluff, sleep, rum, or 2. Litter, lump, growth, pain, current, whale, lynx, run, salt , or 3. Cat, shine, moment, cream, drill, goose, night, cake, ray, or 4. Oven, rain, variety, cake, world, bow, edge, itch, house.

For each correctly named word, 1 point is awarded (maximum 9 points).

In front of the child is a table with 16 pictures. (Appendix No. 2)

Instructions: “And here are pictures drawn. Look and remember. Then I will take these pictures from you, and you will tell me everything that you remember, in any order.”

The time for presenting pictures is 25-30 seconds. On the answer form, mark with a cross everything that the child names correctly. When the child is silent, you need to tell him: “Try to mentally look through the picture, maybe you will see something else.” Usually children manage to remember something else. Be sure to write down what the child remembers and be sure to praise him for his work. For each correctly named picture, 1 point is awarded (maximum 16 points).

Instructions: “Now I will tell you words. You must find which word is superfluous. There will be five words in total, four can be combined, they fit together, and one is inappropriate, superfluous, call it.”

Read out a sequence of words (see below for three options for word sequences) and write down the extra word that the child names. There is no need to ask the child to explain why he chose this or that word. If the child does the first task incorrectly or does not understand how to find an extra word, work through the example with him: “aster, tulip, cornflower, corn, violet.” Let the child say about each word what it means. Help him choose an extra word and explain exactly why it is extra. Note whether the child was able to guess it himself. If, when completing the first task, the child named the last word in the series as an extra one, despite the fact that before that he did a poor job on the short-term speech memory task (see task No. 1), ask him if he remembered all the words. You need to read the words again. If after this the child gives the correct answer, he needs to read the next rows 2-3 times. All repeated presentations of words are noted on the answer form in order to later find out the reason during interpretation, analyzing indicators of the speed of information processing, attentiveness, speech memory, thinking, and anxiety. For each correct answer, 1 point is awarded (maximum 4 points).

Option 1 3.1. Onion, lemon, pear, tree, apple. 3.2. Electric lamp, candle, spotlight, firefly, lantern. 3.3. Centimeter, scales, clock, radio, thermometer. 3.4. Green, red, sunny, yellow, purple.

Option 2 3.1. Dove, goose, swallow, ant, fly. 3.2. Coat, trousers, wardrobe, hat, jacket. 3.3. Plate, cup, teapot, dishes, glass. 3.4. Warm, cold, cloudy, weather, snowy

Option 3 3.1. Cucumber, cabbage, grapes, beets, onions. 3.2. Lion, starling, tiger, elephant, rhinoceros. 3.3. Steamboat, trolleybus, car, bus, tram. 3.4. Large, small, medium, large, dark.

Task 4. Speech analogies

Instructions: “Now imagine “table” and “tablecloth”. These two words are somehow related to each other. You need to find a suitable word for the word “floor” so that you get the same pair as “table-tablecloth”. I will name words for you, and you choose which one fits the word “floor” so that it turns out the same way as “table-cloth.” “Floor,” choose: “furniture, carpet, dust, boards, nails.” Write down the answer. If the child answered incorrectly, do not tell him about it, but go through the next task with him as an example. Continuation of the instructions: “Pen-write” - how are these two words related? We can say that they write with a pen, right? Then to the word “knife” what word is suitable so that it turns out the same way as “pen-write”? “Knife,” choose; “run, cut, coat, pocket, iron.” Write down the answer. If the child answered incorrectly again, more examples don't understand. Complete assignments in accordance with general instructions. Do not correct the child or make critical comments during the work process.

Pairs of words 1. table: tablecloth = floor: furniture, carpet, dust, boards, nails. 2. pen: write = knife: run, cut, coat, pocket, iron. 3. sit: chair = sleep: book, tree, bed, yawn, soft. 4. city: houses = forest: village, trees, birds, dusk, mosquitoes. For each correct answer - 1 point (maximum - 4 points).

Task 5.1. Correcting semantically incorrect phrases Instructions: “Listen to the sentence and think whether it is correct or not. If it is incorrect, say it so that it is true.” The proposal is read out. If the child says that everything is correct, this is written down on the answer form and the child moves on to the next sentence. At the child's request, the sentence can be repeated. This fact must be noted on the answer form. If the child, after listening to the first sentence, begins to explain why the sentence is incorrect, you need to stop him and ask him to say it so that it is correct. The same thing happens with the second sentence.

Sentences 1) The sun rose and the day ended. (The day has begun.) 2) This gift brought me great sadness. (Give me great joy.)

Instructions: “And in this sentence, something is missing in the middle (a word or several words). Please insert what was missing and say the whole sentence.” The sentence is read out, a pause is made at the place where the gap is. The answer is recorded. If the child only names the word that needs to be inserted, you should ask him to say the whole sentence. If the child finds it difficult, do not insist. The same thing happens with the second sentence.

Suggestions 1) Olya.... her favorite doll. (took it, broke it, lost it, put it on, etc.); 2) Vasya... red flower. (plucked, gave, saw, etc.).

Instructions: “Now I’ll start the sentence, and you finish.” The beginning of a sentence is pronounced so that it sounds intonationally unfinished, and then an answer is expected. If the child finds it difficult to answer, you should tell him: “Come up with something to end with - this is a sentence.” Then the beginning of the sentence is repeated. This fact must be noted on the answer form. Answers should be written down verbatim, maintaining word order and pronunciation. It is not recommended to correct the child.

Suggestions: 1) “If the weather is good on Sunday, then...” (we’ll go for a walk, etc.) or “If there are puddles on the streets, then...” (we need to wear boots, it was raining, etc.) .); 2) “The child goes to kindergarten because...” (he is still small, he likes it there, etc.) or “We dress warmly because...” (it’s cold outside, etc.) ); 3) “The girl hit herself and cried because...” (she was in pain, she was in a hurry, etc.) or “Children love ice cream because...” (it’s tasty, sweet, etc.) ; 4) “Sasha doesn’t go to school yet, although...” (already getting ready, already grown up, etc.) or “Dasha is still little, although...” (already going to kindergarten, etc.). For each perfect addition, 1 point is awarded. If there are minor errors - 0.5 points (maximum 8 points).

The child is shown pictures intended to complete this task. (Appendix No. 3) Instructions: “Look at these pictures. Who is the odd one out in the top row? Show me. And in the next row, which picture is the odd one out?” (and so on). Write down your answers. If the child hesitates to answer, ask him: “Do you understand what is drawn in the pictures?” If he doesn’t understand, tell him yourself. If the child says that there are no extra pictures (this can happen after looking at the fourth row of pictures), you need to note this on the answer form. Then ask the child to look at a series of pictures again and find one that is different from the others. The answer form records which picture will be selected again. If the child refuses to look, you should not insist.

Correct answers: 1. Dog (row of pictures No. 1) 2. Flowers (row of pictures No. 2) 3. Loaf (row of pictures No. 3) 4. Paper (row of pictures No. 4) For each correct answer - 1 point (maximum - 4 points).

The child is shown pictures intended to complete this task. (Appendix No. 4)

Instructions: “Look, here we have already combined “cat” and “kitten” (show). Then to the chicken here (show) which of these pictures (show in the pictures below) should be added to make the same pair? If “cat and kitten", then "chicken and..."? Show me." The answer is recorded. Show the following pictures. The instructions are repeated, but what is shown in the pictures is no longer named, but is only shown. All answers are accepted and recorded without criticism; the child must be praised for correct answers. For each correct answer - 1 point (maximum - 8 points).

Right answers:

Chicken (picture 3).

Briefcase (picture 2).

Eye (picture 4).

Paper (picture 3).

Hedgehog (picture 4).

Electric stove (picture 2).

Ice cream (picture 1).

Face (picture 4).

Task No. 8.1

Instructions: “Look, there is a picture of a refrigerator. Do you know what a refrigerator is used for? Which of these pictures (show on the pictures on the right) shows something that is not used for what a refrigerator is needed for, but vice versa? Show this picture.” . The answer is recorded, without requiring explanation. Then the transition to the next task is carried out. (Appendix No. 5)

Correct answer: electric stove - picture 2.

Task No. 8.2

Instructions: “These two pictures (show on the top two pictures) have something in common. Which of the bottom pictures (show) should be added to them so that it simultaneously fits both this (show on the acorns) and the other picture ( point to the owls), and so that this general thing is repeated? Which of the lower pictures is best suited to the two upper ones at once? Show." Write down the answer; if the child points to "berries", ask: "Why?" and write it down. Correct answer: two berries - picture 2.

Task No. 8.3.

Instructions: “Which word is longer, “cat” or “kitten”?”

The answer is recorded. In this task, instructions cannot be repeated.

Task No. 8.4

Instructions: “Look, this is how the numbers are written (show): 2, 4, 6, ... Here (show on the ellipsis) what number should be added: 5, 7 or 8?”

Write down the answer. You need to praise the child and say that the work is finished.

The results recording form calculates the total amount of points scored by the child from the first to the eighth task. If a child can flawlessly complete all the tasks given to him, he will score a total of 57 points. However, practice shows that the normal result for 6-7 year old children preparing to enter school is a score of 21 points.

High total result for a preschooler - more than 26 points,

low - less than 15 points.

Typically, the “average” preschooler remembers about 5 words and 5-6 pictures the first time; in tasks 3, 4, 6, 8 he gains 2-3 points, in task 5 - 5-6 points, and in task 7 - only 2 points.

At the final stage of the study, a confirmatory experiment was also used. A confirmatory experiment is an experiment that establishes the presence of some immutable fact or phenomenon. An experiment becomes ascertaining if the researcher sets the task of identifying the current state and level of formation of a certain property or parameter being studied, in other words, the current level of development of the property being studied in a subject or group of subjects is determined.

The purpose of the ascertaining experiment is to measure the current level of development, obtain primary material for organizing a formative experiment. A formative (transforming, teaching) experiment sets as its goal the active formation or education of certain aspects of the psyche, levels of activity, etc.; is used in the study of specific ways of forming a child’s personality, providing a combination of psychological research with pedagogical search and design of the most effective forms educational work.

2 Analysis of the results of the ascertaining stage of the experiment

To conduct an experimental study, the following methods were used: observation, ascertaining experiment, as well as Yasyukova’s technique.

The pilot study took place on the basis of MBDOU TsRR D/S No. 43 "Erudite" in Stavropol.

10 preschool children (5-6-7 years old) took part in the study: 5 boys, 5 girls.

The results of the study “L. A. Yasyukova’s method, identifying the level of readiness of children for learning at school”

.stage - group, consisting of the Bender test. It is of a quality nature. Poor hand-eye coordination is indicated by a drawing made by a child without a detailed analysis of the sample image, when the basic proportions and conjugations of elements are not observed (there are extra spaces and intersections of lines), the number of circles does not correspond to the sample, some elements are missing, and there are significant distortions in the image. Based on the results of the study, the following results were obtained:

Name/Har-kaDani A.Lera M.Lesya E.Dasha D.Danil K.Kirill V.Arthur B.Nastya F.Liza B.Vlad T.Figure A.8 b.2 b.8 b.2 b.8 b.3 b.2 b.2 b.2 b.4 b.Figure 14 b.0 b.2 b.0 b.4 b.2 b.4 b.0 b.0 b.2 b.Figure 25 b.4 b.4 b.3 b.5 b.5 b.4 b.4 b.3 b.4 b. Figure 32 b.2 b.2 b.6 b.2 b.4 b.6 b .2 b.2 b.4 b.Figure 411 b.0 b.7 b.3 b.5 b.7 b.7 b.0 b.0 b.11 b.Figure 52 b.0 b.4 b .4 b.2 b.2 b.4 b.0 b.0 b.2 b. Figure 64 b.0 b.4 b.2 b.4 b.4 b.4 b.2 b.0 b. 4 b. Figure 715 b.4 b.11 b.4 b.11 b.9 b.7 b.4 b.4 b.9 b. Figure 813 b.4 b.10 b.4 b.11 b. 9 b.5 b.4 b.4 b.7 b.General trends5 b.2 b.11 b.2 b.7 b.7 b.7 b.2 b.2 b.5 b.Presence of orientation and character cooperation3 b.1 b.3 b.1 b.3 b.2 b.2 b.3 b.3 b.1 b.Degree of randomness2 b.2 b.2 b.2 b.0 b.1 b.0 b.2 b.2 b.1 b. Presence and nature of control 2 b.3 b.2 b.3 b.1 b.1 b.1 b.2 b.2 b.1 b. Acceptance of task 2 b.2 b .2 b.2 b.1 b.1 b.1 b.2 b.2 b.1 b. Execution plan2 b.1 b.2 b.1 b.0 b.2 b.1 b.1 b. 1 b.0 b.Control and correction2 b.1 b.2 b.1 b.0 b.2 b.1 b.1 b.1 b.0 b.Evaluation2 b.2 b.0 b.1 b. 0 b.1 b.0 b.1 b.1 b.1 b.Success/failure ratio2 b.2 b.2 b.2 b.2 b.2 b.2 b.2 b.2 b.2 b .

Total points

Dani A. - 76

Lera M. - 32

Lesya E. - 72

Dasha D. - 43

Danil K. - 66

Kirill V. - 64

Arthur B. - 58

Nastya F. - 34

Lisa B. - 31

Vladik T. - 59

The Bender test allows you to determine the current level of hand-eye coordination of children. From the above results, it should be concluded that the majority of subjects have an average level of development. This is explained by the fact that children relatively recently replaced play activities with educational activities and moved to a new stage of development. The study was conducted in November, the subjects are just starting to study in the preparatory group for school, and they have not yet fully developed the necessary skills, such as writing, reading, drawing, and also the parameters of cognitive processes - perseverance, switchability, distribution, choice, quick change of actions and activities.

The second stage is an individual interview of the child. It is structured with special tasks to study the volume of the child’s visual and verbal memory, the mental operations he has mastered, and speech skills. All children are presented with the same tasks, which makes it possible to determine the level of success in performing both an individual exercise and the entire complex as a whole.

Research results:

.Short-term verbal memory

The following words were used for memorization: (select one of the lines)

Horn, port, cheese, rook, glue, tone, fluff, sleep, rum, or

Litter, lump, growth, pain, current, whale, trot, run, salt, or

Cat, shine, moment, cream, drill, goose, night, cake, ray, or

Oven, rain, variety, cake, world, bow, edge, itch, home.

.Daniel A. - 5 points;

.Lera M. - 7 points;

Lesya E. - 4 points;

.Dasha D. - 7 points;

.Danil K. - 4 points;

.Kirill V. - 4 points;

.Arthur B. - 5 points;

.Nastya F. - 6 points;

.Lisa B. - 5 points;

.Vladik T. - 5 points.

Task 2. Short-term visual memory

In front of the child is a table with 16 pictures (Appendix 1). The test subjects' task is to remember as many objects shown on the table as possible in 25 - 30 seconds. For each correctly named picture, 1 point is awarded. (Maximum - 16 points).

.Dani A. - 9 points;

.Lera M. - 14 points;

.Lesya E. - 6 points;

.Dasha D. - 11 points;

.Danil K. - 7 points;

.Kirill V. - 8 points;

.Arthur B. - 9 points;

.Nastya F. - 10 points;

.Lisa B. - 10 points;

Vladik T. - 9 points.

Task 3. Intuitive speech analysis - synthesis

The subjects are offered a set of words where they must find which word is the odd one out. There are only five words, four can be combined, they fit together, but one is inappropriate, superfluous, they should name it. A sequence of words is read out (see below for three variants of word sequences) and the extra one that the child names is written down. For each correct answer, 1 point is awarded (maximum 4 points).

Option 1

1. Onion, lemon, pear, tree, apple.

2. Electric lamp, candle, spotlight, firefly, lantern.

3. Centimeter, scales, clock, radio, thermometer.

4. Green, red, sunny, yellow, purple.

Option 2

1. Dove, goose, swallow, ant, fly.

2. Coat, trousers, wardrobe, hat, jacket.

3. Plate, cup, teapot, dishes, glass.

4. Warm, cold, cloudy, snowy weather

Option 3

1. Cucumber, cabbage, grapes, beets, onions.

2. Lion, starling, tiger, elephant, rhinoceros.

3. Steamboat, trolleybus, car, bus, tram.

4. Large, small, medium, large, dark.

As a result, the following scores were obtained:

.Daniel A. - 1 point;

Lera M. - 3 points;

Lesya E. - 1 point;

Dasha D. - 2 points;

Danil K. - 1 point;

.Kirill V. - 1 point;

Arthur B. - 1 point;

.Nastya F. - 2 points;

Lisa B. - 2 points;

Vladik T. - 1 point.

Task 4. Speech analogies

The subjects are offered a pair of words “table - tablecloth”; the task is to understand the relationship between these words. Then the subjects need to find a suitable word for the word “floor” so that they get the same pair as “table-cloth”. The researcher reads out the words: “furniture, carpet, dust, boards, nails.”

Pairs of words

Table: tablecloth = floor: furniture, carpet, dust, boards, nails.

Pen: write = knife: run, cut, coat, pocket, iron.

Sit: chair = sleep: book, tree, bed, yawn, soft.

City: houses = forest: village, trees, birds, dusk, mosquitoes.

For each correct answer - 1 point (maximum - 4 points).

As a result, the following scores were obtained:

.Daniel A. - 4 points;

Lera M. - 4 points;

Lesya E. - 4 points;

Dasha D. - 4 points;

.Danil K. - 4 points;

.Kirill V. - 4 points;

.Arthur B. - 4 points;

.Nastya F. - 4 points;

Lisa B. - 4 points;

Vladik T. - 4 points.

Task 5. Free speech skills

Task 5.1. Correcting semantically incorrect phrases

Offers

) The sun rose and the day ended. (The day has begun.)

) This gift brought me great sadness. (Give me great joy.)

Task 5.2. Restoring offers

Offers

) Olya.... her favorite doll. (took it, broke it, lost it, put it on, etc.);

) Vasya... red flower. (plucked, gave, saw, etc.).

Task No. 5.3. Completing sentences

Offers

) “If the weather is good on Sunday, then...” (we will go for a walk, etc.)

or “If there are puddles on the streets, then...” (you need to put on boots, it was raining, etc.);

) “The child goes to kindergarten because...” (he is still small, he likes it there, etc.) or “We dress warmly because...” (it’s cold outside, etc.) ;

) “The girl hit herself and cried because...” (she was in pain, she was in a hurry, etc.) or “Children love ice cream because...” (it’s tasty, sweet, etc.);

) “Sasha doesn’t go to school yet, although...” (already getting ready, already grown up, etc.) or “Dasha is still little, although...” (already going to kindergarten, etc.).

For each perfect addition, 1 point is awarded. If there are minor errors - 0.5 points (maximum 8 points).

As a result, the following scores were obtained:

.Daniel A. - 5 points;

Lera M. - 7 points;

Lesya E. - 4 points;

.Dasha D. - 7 points;

.Danil K. - 4 points;

.Kirill V. - 4 points;

.Arthur B. - 4 points;

.Nastya F. - 5 points;

.Lisa B. - 5 points;

Vladik T. - 4 points.

Task 6. Intuitive visual analysis - synthesis

The subjects are offered pictures to complete this task (see Appendix No. 2). For each correct answer - 1 point (maximum - 4 points).

As a result, the following scores were obtained:

.Daniel A. - 4 points;

Lera M. - 4 points;

Lesya E. - 4 points;

Dasha D. - 4 points;

.Danil K. - 4 points;

.Kirill V. - 4 points;

.Arthur B. - 4 points;

.Nastya F. - 4 points;

Lisa B. - 4 points;

Vladik T. - 4 points.

Task 7. Visual analogies

The subjects are offered pictures intended to complete this task (see Appendix No. 3).

For each correct answer - 1 point (maximum - 8 points).

As a result, the following scores were obtained:

.Daniel A. - 6 points;

Lera M. - 8 points;

.Lesya E. - 5 points;

.Dasha D. - 8 points;

.Danil K. - 4 points;

.Kirill V. - 6 points;

.Arthur B. - 5 points;

.Nastya F. - 7 points;

.Lisa B. - 7 points;

Vladik T. - 6 points.

Task 8. Abstract thinking

The subjects are offered pictures and words intended to complete this task.

For each correct answer - 1 point (maximum - 4 points).

As a result, the following scores were obtained:

.Daniel A. - 3 points;

Lera M. - 4 points;

Lesya E. - 3 points;

Dasha D. - 3 points;

.Danil K. - 3 points;

.Kirill V. - 3 points;

.Arthur B. - 3 points;

.Nastya F. - 4 points;

Lisa B. - 4 points;

Vladik T. - 3 points.

Results of L.A. Yasyukova’s method, not including the Bender test.

Daniel A. - 36 points;

Lera M. - 51 points;

Lesya E. - 31 points;

Dasha D. - 46 points;

Danil K. - 33 points;

Kirill V. - 34 points;

Arthur B. - 35 points;

Nastya F. - 42 points;

Lisa B. - 41 points;

Vladik T. - 36 points.

Thus, the results of the ascertaining experiment are that the subjects brought up in MBDOU TsRR D/S No. 43 “Erudite” in Stavropol have a medium-high level of readiness for school. Using the methodology of L.A. Yasyukova, the main components of a child’s socio-psychological readiness for school (motivational, intellectual, emotional and social) were analyzed. Based on the scores obtained, we note that not all subjects have high results in all components, which can lead to unpreparedness for school. It is worth highlighting the motivational component of socio-psychological readiness, which was analyzed using the method of observation and conversation with the subjects - many are not motivated to study at school and do not find it interesting (some children do not understand the meaning of learning, remembering and inventing, they are “reluctant” to perform proposed tasks); This factor may contribute to less successful learning at school. Recommendations include role-playing game (“School”), psychological assistance and the role of parents. Their task is to maintain the child’s interest in everything new, answer his questions, give new information about familiar subjects, organize excursions to schools, introduce the main attributes of school life, practice the arrival of schoolchildren in kindergartens, use riddles on school theme, select educational games like “Get yourself a school bag,” “Put everything in order,” “What’s extra?”

Thus, the main task of an adult is to show the child that he can learn a lot of unknown and interesting things at school.

In general, the subjects have high levels of readiness for school, and these indicators should lead to successful future schooling.

Conclusion

The concept of “social and psychological readiness of a child for schooling” was first proposed by A.N. Leontiev in 1948. Social and psychological readiness includes such components as motivation, intellectual development, emotional coloring and social level, as well as the formation of qualities in children, thanks to which they could communicate with other children and the teacher. The presence of flexible ways to establish relationships with other children, necessary for entering the children's society (actions together with other children, the ability to give in and defend themselves). This component presupposes the development in children of the need for communication, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a schoolchild in a school learning situation.

A child’s socio-psychological readiness for schooling is one of the most important results of mental development during preschool childhood, but the child’s readiness for schooling does not lie in the fact that by the time he enters school he has developed the psychological traits that distinguish a schoolchild. They can only develop in the course of schooling under the influence of the inherent conditions of life and activity. Particularly high demands are placed on schooling and the systematic acquisition of knowledge on a child’s thinking. The child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, and draw conclusions. Another aspect of mental development that determines a child’s readiness for schooling is the development of his speech - mastering the ability to coherently, consistently, and understandably for others to describe an object, picture, event, convey his train of thoughts, explain this or that phenomenon, rule. Finally, socio-psychological readiness for school includes the quality of a child’s personality, which helps him to enter the class team, find his place in it, and get involved in general activities. These are social motives of behavior, those rules of behavior learned by the child in relation to other people, and the ability to establish and maintain relationships with peers, which are formed in the joint activities of preschoolers. In the socio-psychological preparation of children for school, special educational work, which is carried out in the senior and preparatory groups of kindergarten, plays a significant role. In this case, children receive generalized and systematized knowledge. They are taught to navigate new areas of reality, and mastery of skills is organized on this broad basis. In the process of such training, children develop those elements of a theoretical approach to reality that will give them the opportunity to consciously assimilate any knowledge. Preparing children for school is a complex task, covering all areas of a child’s life and components of socio-psychological readiness. During the study, scientific and pedagogical literature on the problem of the relationship between the components of socio-psychological readiness for learning at school was analyzed, and a scientific categorical research apparatus was developed; methods and techniques were selected to confirm the research hypothesis; a pilot study was carried out; quantitative and qualitative results were analyzed. As a result of an experimental study, a relationship was identified between the components of socio-psychological readiness for learning at school: the immaturity of one of the components of psychological readiness can lead to a lag in mastering educational activities. Thus, the goal of our research has been achieved, the tasks have been achieved, and the hypothesis has been confirmed.

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. #"justify">Appendix #1

The Bender Gestalt test has a wide range of applications:

It is used as a scale to determine general mental development.

Sensitive for detecting mental retardation and mental retardation. It is used to determine readiness for school and identify the causes of school failure.

It is applicable for diagnosing children with hearing and speech impairments.

Very efficient. Based on its results, a program for further research can be determined.

The test does not cause stress and can be used at the beginning of the examination.

Let us use it as a diagnostic, as a quick screening procedure for children with impairments in hand-eye coordination.

There is experience in using the test in diagnosing psychopathic disorders.

There are attempts to use the test for diagnosing emotional and personality disorders as a projective technique.

It can be applied to children from 4 to 13 years old and adolescents with the same mental level.

Research procedure.

The subject is asked to copy 9 figures. Figure A, which is easily perceived as a closed figure against a uniform background, consists of an adjacent circle and a square placed on top, located along a horizontal axis. This figure is used to introduce the task. Figures 1 to 8 are used for diagnostic testing and are presented to the subject sequentially. For copying, sheets of white unlined paper measuring 210 by 297 mm (standard A4 format) are used. Cards must be presented one at a time, placing each one on the table close to top edge sheet of paper in the correct orientation, and the subject needs to be told: “Here is a series of pictures that you need to copy. Just redraw them as you see them.” It is necessary to warn the subject that the cards cannot be moved to any new position. The Bender Gestalt test scoring system (according to O.V. Lovi, V.I. Belopolsky).

Each drawing is assessed according to three parameters:

) execution of corners (exception is Figure 2)

) orientation of elements;

) relative arrangement of elements.

Making corners:

0 points - four right angles;

2 points - angles are not right;

3 points - the figure is significantly deformed;

4 points - the shape of the figure is not determined.

Orientation:

0 points - the figures are located horizontally;

2 points - the axis along which the figures are located is tilted, but

no more than 45 degrees, or does not pass through the center of the diamond;

5 points - “rotation” - the composition of the figures is rotated 45 degrees

or more.

0 points - the figures touch exactly in accordance with

Sample;

2 points - the figures are almost touching (the gap is no more than a millimeter);

4 points - figures intersect;

5 points - the figures diverge significantly.

Orientation:

0 points - points are located along a horizontal line;

2 points - the pattern deviates slightly from horizontal or straight

3 points - a set of points represents a “cloud”;

3 points - the points are located along a straight line which, however, deviates from the horizontal by more than 30 degrees.

Relative arrangement of elements:

0 points - the points are at the same distance from each other or are organized in pairs;

2 points - significantly more or less dots than on the sample;

2 points - the dots are reproduced as small circles or

Dashes;

4 points - the dots are reproduced as large circles or a dotted line.

Orientation:

0 points - all columns maintain the correct tilt;

2 points - from one to three columns do not maintain the correct orientation;

3 points - more than three columns have the wrong orientation;

4 points - the drawing is incomplete, that is, six or fewer columns are reproduced or the columns consist of two elements instead of three;

4 points - the levels are not preserved, one or more columns protrude strongly upward or “sink” downward (so that the middle circle of one column is at the level of the top or bottom of another);

5 points - “rotation” - the entire composition is rotated 45 degrees or more;

5 points - “perseveration” - the total number of columns is more than thirteen.

Relative arrangement of elements:

a) horizontal arrangement of rows of circles;

b) equal distance between elements;

c) three circles in each column lie on the same straight line;

0 points - all conditions are met;

1 point - two conditions are met;

2 points - the circles touch or intersect in more than one column;

3 points - one of the conditions is met;

5 points - two conditions are met.

2 points are added if dots or dashes are drawn instead of a circle.

Making corners:

0 points - three corners reproduced;

2 points - two angles reproduced;

4 points - one corner reproduced;

5 points - no corners.

Orientation:

0 points - the axis connecting the vertices of the three angles is horizontal;

2 points - the axis is inclined, but less than 45 degrees;

2 points - the vertices of the corners are connected by a broken line of two segments;

4 points - the vertices of the corners are connected by a broken line of three segments;

4 points - the vertices of the corners are connected by an inclined broken line consisting of two segments;

5 points - “rotation” - rotating the entire composition by at least 45 degrees.

Relative arrangement of elements:

0 points - the number of points increases from corner to corner;

2 points - instead of dots, circles or dashes are reproduced;

3 points - “straightening”, that is, one or two rows form vertical line instead of an angle;

4 points - an additional row is drawn;

4 points - a line is drawn instead of a series of dots;

4 points - the drawing is incomplete, that is, a number of points are missing;

5 points - “inversion” - changing the direction of the angles.

Execution of elements:

0 points - the angles are correct and the two arcs are identical;

2 points - one corner or one arc did not work out;

3 points - two corners or two arcs, or one corner and one arc did not work out;

4 points - only one corner and one arc were removed.

Orientation:

0 points - the axis intersecting the arc forms an angle of 135 degrees with the adjacent side of the square;

2 points - arch asymmetry;

5 points - arc rotation if the axis forms 90 degrees or less;

5 points - rotation if the base of the square deviates 45 degrees or more from the horizontal or the arc connects to the square at a distance of about 1-3 from the desired location;

10 points - the base of the square deviates 45 degrees or more from the horizontal and the arc connects to the square at a distance of about 1/3 from the desired location.

Relative arrangement of elements:

0 points - the figures touch correctly;

2 points - the figures diverge slightly;

4 points - poor integration if the figures intersect or are distant from each other.

Making corners:

0 points - the angle is correct, the arc is symmetrical;

3 points - the angle is significantly different from the sample;

Orientation:

0 points - the line touches the arc at the correct angle in the place corresponding to the paragraph;

2 points - the previous condition is not met, but this is not yet a rotation;

2 points - the symmetry of the arc is broken;

5 points - “rotation” - the composition is rotated 45 degrees or

Relative arrangement of elements:

0 points - the line touches the arc, the number of points corresponds to the pattern;

2 points - the line is not straight;

2 points - circles or dashes are reproduced instead of dots;

4 points - a line is reproduced instead of a series of dots;

4 points - the line intersects the arc.

Making corners:

0 points - sinusoids are executed correctly, there are no sharp corners;

2 points - sinusoids are reproduced as garlands or a sequence of semi-arcs;

4 points - sinusoids are reproduced as straight or broken.

Orientation:

0 points - the sinusoids intersect in the correct place at an angle corresponding to the sample;

2 points - sinusoids intersect at right angles;

4 points - the lines do not intersect at all.

Relative arrangement of elements:

0 points - the number of waves of both sinusoids corresponds to the sample;

2 points - the number of inclined sinusoid waves is significantly more or less than on the sample;

2 points - the number of horizontal sinusoid waves is significantly more or less than on the sample;

4 points - more than two separate lines are reproduced in the figure.

Making corners:

0 points - all corners (6 in each figure) are completed correctly;

4 points - extra angles, that is, more than 6 in the figure;

Orientation:

5 points - “rotation” - the angle of inclination is 90 and 0 degrees

in relation to another figure (correctly 30 degrees).

Relative arrangement of elements:

0 points - the intersection of the figures is correct, that is, two corners of the inclined figure are inside the vertical one, and one corner of the vertical figure is inside the inclined one;

2 points - the intersection is not entirely correct;

3 points - one figure only touches another;

4 points - the intersection is incorrect;

5 points - the figures are distant from each other.

Making corners:

0 points - all angles are done correctly;

2 points - one corner is missing;

3 points - more than one corner is missing;

4 points - extra corners;

5 points - “deformation” - figures of uncertain shape.

Orientation:

0 points - the orientation of both figures is correct;

2 points - the orientation of one of the figures is incorrect, but this is not rotation;

5 points - “rotation” - the angle of inclination is 90 and 0 degrees in relation to the other figure (correctly 30 degrees).

Relative arrangement of elements:

0 points - the intersection of the figures is correct, that is, the inner figure touches the outer one at the top and bottom; the relative proportions of the figures are correctly reproduced;

2 points - the intersection is not entirely correct (the inner figure has one gap with the outer one);

3 points - the relative proportions of the figures are violated;

5 points - the inner figure intersects the outer one in two places or does not touch it.

General trends

2 points - the drawings do not fit on the sheet or occupy less than one third of the sheet;

2 points - the drawings are not arranged in the correct sequence, but randomly (the child chooses the first free space he likes);

3 points - the drawing contains more than two corrections or erasures;

3 points - there is a clear tendency for pictures to become larger or smaller, or there is a sharp difference in the size of pictures;

4 points - each subsequent picture is made less carefully than the previous one;

4 points - pictures overlap each other;

6 points - at least one refusal was recorded during the test, motivated by the difficulty of the task, fatigue or boredom.

In addition to the tabulated normative age and/or total score, when interpreting the results of the Bender Gestalt test, one should also take into account the time spent on completing the task as a whole, the characteristics of the subject’s behavior, and a number of formal characteristics of the drawing, such as: pencil pressure, smoothness lines, the number of erases or corrections, the tendency for them to worsen or improve results during testing, etc.

The interpretation of the latter is subject to principles common to all drawing techniques. Thus, a weak, intermittent, barely visible line usually indicates the child’s low energy or asthenia, while a fat one, with an even, strong tenderness, indicates high energy and activity; a significant exaggeration of the size of the reproduced figures highly likely indicates an overestimated self-esteem, and a significant understatement indicates an underestimated self-esteem; overlapping of drawings on top of each other, their random placement on a sheet, going beyond the boundaries of the sheet, a decrease in the quality of performance during testing - this indicates the inability to concentrate for a long time, underdevelopment of planning and control skills of one’s activities.

However, caution should be exercised in making judgments of this kind unless they are supported by the results of other methods. As for the time spent on performing the Gestalt test in general, it is normally 10-20 minutes for children from 4 to 8 years old and 5-10 minutes for older children and adults. Exceeding this time by more than twice is an unfavorable sign and requires separate interpretation. In addition to the above, it is important to observe how the subject works. For example, long and slow performance may indicate a thoughtful, methodical approach to performance, a need to control results, and compulsive tendencies in the personality, or depressed state. Taking a test quickly may indicate an impulsive style. Qualitative criteria and levels of development of regulatory actions:

Approximate part:

Availability of orientation (whether the child analyzes the sample, the resulting product, or relates it to the sample);

The nature of cooperation (co-regulation of action in collaboration with an adult or independent orientation and planning of action).

Executive part:

degree of randomness.

Control part:

presence of control;

nature of control.

Structural analysis is based on the following criteria:

acceptance of the task (adequacy of acceptance of the task as a goal given in

certain conditions, preservation of the task and attitude towards it);

execution plan;

control and correction;

assessment (statement of achievement of a set goal or measures of approach to it and the reasons for failure, attitude towards success and failure);

attitude towards success and failure.

Approximate part:

presence of orientation:

no orientation to the sample - 0 b;

the correlation is of an unorganized episodic nature, there is no systematic correlation - 1 b;

the beginning of the action is preceded by a thorough analysis and correlation is carried out throughout the execution of the task - 2b.

nature of cooperation:

no cooperation - 0 b;

co-regulation with an adult - 1b;

self-direction and

planning - 2 b.

Executive part:

degree of randomness:

chaotic trial and error without taking into account and analyzing the result and correlation with the conditions for performing the action - 0 b;

reliance on plan and means, but not always adequate, there are impulsive reactions - 1 b;

voluntary execution of an action in accordance with the plan - 2 points.

Control part:

presence of control:

no control - 0 b;

control manifests itself sporadically - 1 b;

there is always control - 2 points.

nature of control:

unfolded (that is, the child controls his every step in completing the task, for example, he pronounces the laying out of each cube, what color side is needed, how to turn the cube when laying it out, etc.) - 1 b;

rolled up (control is carried out in the internal plan) - 2 b.

Structural analysis:

Accepting a task:

the task was not accepted, accepted inadequately; not saved - 0 b;

task accepted, saved, no adequate motivation (interest in the task, desire to complete it), after unsuccessful attempts the child loses interest in it - 1 b;

the task was accepted, retained, aroused interest, was provided with motivation - 2 points.

Execution plan (evaluated based on the child’s answers about the pattern he found, asked by the psychologist after completing each matrix. If the child can explain the method of completing the task, i.e., has identified the necessary pattern, the psychologist concludes that the child is carrying out preliminary planning):

no planning - 0 b;

there is a plan, but it is not entirely adequate or is not being used adequately - 1b;

there is a plan, it is being used adequately - 2b.

Control and correction:

there is no control and correction, control is only based on the result and is erroneous - 0 points;

there is adequate control based on the result, episodic anticipatory, correction is delayed, not always adequate - 1 b;

adequate control in terms of result, episodic in method, correction is sometimes delayed, but adequate - 2 points.

Assessment (assessed based on the child’s answers about the quality of the task. The question is asked by the psychologist after the child completes the task):

the score is either missing or incorrect - 0 b;

Only the achievement/non-achievement of the result is assessed; reasons are not always named, often inadequately named - 1b;

adequate assessment of the result, occasionally - measures to approach the goal, reasons are given, but not always adequately - 2b.

Attitude to success and failure:

paradoxical reaction, or no reaction - 0 b;

adequate for success, inadequate for failure - 1 point;

adequate for success and failure - 2 points.

Appendix No. 2

Appendix No. 3

Appendix No. 4

Appendix No. 5

psychological child school training

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In order to understand the mechanisms of formation of social readiness for learning at school, it is necessary to consider the senior school age through the prism of the crisis of seven years.

In Russian psychology, for the first time, the question of the existence of critical and stable periods was delivered by P.P. Blonsky in the 20s. Later, the works of famous domestic psychologists were devoted to the study of developmental crises: L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, L.I. Bozovic et al.

As a result of research and observations of the development of children, it was found that age-related changes in the psyche can occur abruptly, critically, or gradually, lytically. In general, mental development represents a natural alternation of stable and critical periods.

In psychology, crises mean transition periods from one stage of child development to another. Crises occur at the junction of two ages and are the completion of the previous stage of development and the beginning of the next.

During transitional periods of childhood development, a child becomes relatively difficult to educate because the system of pedagogical requirements applied to him does not correspond to the new level of his development and his new needs. In other words, changes in the pedagogical system do not keep pace with the rapid changes in the child’s personality. The greater the gap, the more acute the crisis.

Crises, in their negative understanding, are not obligatory concomitants of mental development. It is not crises as such that are inevitable, but turning points, qualitative shifts in development. There may be no crises at all if the child’s mental development does not develop spontaneously, but is a reasonably controlled process - controlled by upbringing.

The psychological meaning of the critical (transitional) ages and their significance for the mental development of the child lies in the fact that during these periods the most significant, global changes in the entire psyche of the child occur: the attitude towards oneself and others changes, new needs and interests arise, cognitive processes and activities are restructured the child acquires new content. Not only individual mental functions and processes change, but the functional system consciousness of the child as a whole. The appearance of crisis symptoms in a child’s behavior indicates that he has moved to a higher age level.

Consequently, crises should be considered as a natural phenomenon of a child’s mental development. The negative symptoms of transitional periods are the flip side of important changes in a child’s personality, which form the basis for further development. Crises pass, but these changes (age-related neoplasms) remain.

The seven-year crisis was described in the literature earlier than others and was always associated with the beginning of schooling. Senior school age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolchild. It has long been noted that during the transition from preschool to school age, the child changes dramatically and becomes more difficult in educational terms. These changes are deeper and more complex than in the crisis of three years.

The negative symptoms of crisis, characteristic of all transitional periods, are fully manifested at this age (negativism, stubbornness, obstinacy, etc.). Along with this, features specific to a given age appear: deliberateness, absurdity, artificiality of behavior: clowning, fidgeting, clowning. The child walks with a fidgety gait, speaks in a squeaky voice, makes faces, pretends to be a buffoon. Of course, children of any age tend to say stupid things, joke, mimic, imitate animals and people - this does not surprise others and seems funny. On the contrary, the behavior of a child during the crisis of seven years has a deliberate, clownish character, causing not a smile, but condemnation.

According to L.S. Vygotsky, such behavioral features of seven-year-olds indicate a “loss of childish spontaneity.” Older preschoolers cease to be naive and spontaneous, as before, and become less understandable to others. The reason for such changes is the differentiation (separation) in the child’s consciousness of his internal and external life.

Until the age of seven, the child acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of these desires in behavior (i.e. internal and external) represent an inseparable whole. The behavior of a child at these ages can be roughly described by the scheme: “wanted - done.” Naivety and spontaneity indicate that the child is the same on the outside as he is on the inside; his behavior is understandable and easily “read” by others.

The loss of spontaneity and naivety in the behavior of an older preschooler means the inclusion in his actions of a certain intellectual moment, which, as it were, wedges itself between the experience and can be described by another scheme: “wanted - realized - did.” Awareness is included in all areas of the life of an older preschooler: he begins to become aware of the attitude of those around him and his attitude towards them and towards himself, his individual experience, the results of his own activities, etc.

It should be noted that the possibilities of awareness in a seven-year-old child are still limited. This is only the beginning of the formation of the ability to analyze one’s experiences and relationships; in this, an older preschooler differs from an adult. Having a basic awareness of one’s external and inner life distinguishes seventh year children from younger children.

At senior preschool age, the child first becomes aware of the discrepancy between the position he occupies among other people and what his real opportunities and desires. A clearly expressed desire appears to take a new, more “adult” position in life and to perform new activities that are important not only for himself, but also for other people. The child seems to “fall out” of his usual life and the pedagogical system applied to him, loses interest in preschool types activities. In the conditions of universal schooling, this is primarily manifested in the desire of children for the social status of a schoolchild and for learning as a new socially significant activity (“At school - big ones, but in kindergarten - only little ones”), as well as in the desire to carry out certain assignments adults, take on some of their responsibilities, become a helper in the family.

In recent years, there has been a shift in the boundaries of the crisis of seven years to six years of age. In some children, negative symptoms appear as early as 5.5 years old, so now they talk about a crisis of 6-7 years. There are several reasons that determine the earlier onset of the crisis.

Firstly, changes in the socio-economic and cultural conditions of society in recent years have led to a change in the normative generalized image of a child of six years old, and, consequently, the system of requirements for children of this age has changed. If recently a six-year-old was treated as a preschooler, now he is looked at as a future schoolchild. A six-year-old child is required to be able to organize his activities and follow rules and regulations that are more acceptable at school than in a preschool institution. He is actively taught knowledge and skills of a school nature; the lessons themselves in kindergarten often take the form of a lesson. By the time they enter school, most first-grade students already know how to read, count, and have extensive knowledge in various areas of life.

Secondly, numerous experimental studies show that the cognitive capabilities of modern six-year-old children exceed the corresponding indicators of their peers in the 60s and 70s. The acceleration of the rate of mental development is one of the factors in shifting the boundaries of the seven-year crisis to an earlier date.

Thirdly, senior preschool age is characterized by significant changes in the functioning of the physiological systems of the body. It is no coincidence that it is called the age of change of baby teeth, the age of “extension in length.” In recent years, there has been an earlier maturation of the basic physiological systems of the child’s body. This also affects the early manifestation of symptoms of the seven-year crisis.

As a result of changes in the objective position of six-year-old children in the system of social relations and the acceleration of the pace of psychophysical development, the lower limit of the crisis has shifted to an earlier age. Consequently, the need for a new social position and new types of activities now begins to form in children much earlier.

Symptoms of a crisis indicate changes in the child’s self-awareness and the formation of an internal social position. The main thing here is not negative symptoms, but the child’s desire for a new social role and socially significant activity. If there are no natural changes in the development of self-awareness, this may indicate a lag in social (personal) development. Children aged 6-7 years with a delay in personal development are characterized by uncritical assessment of themselves and their actions. They consider themselves the best (beautiful, smart), they tend to blame others or external circumstances for their failures and are not aware of their experiences and motivations.

In the process of development, the child develops not only an idea of his inherent qualities and capabilities (the image of the real “I” - “what I am”), but also an idea of what he should be, how others want to see him (the image of the ideal " I" - "as I would like to be"). The coincidence of the real “I” with the ideal is considered important indicator emotional well-being.

The evaluative component of self-awareness reflects a person’s attitude towards himself and his qualities, his self-esteem.

Positive self-esteem is based on self-esteem, a sense of self-worth and a positive attitude towards everything that is included in one’s self-image. Negative self-esteem expresses self-rejection, self-denial, and a negative attitude towards one’s personality.

In the seventh year of life, the beginnings of reflection appear - the ability to analyze one’s activities and correlate one’s opinions, experiences and actions with the opinions and assessments of others, therefore the self-esteem of 6-7 year old children becomes more realistic, in familiar situations and familiar types of activities it approaches adequate . In an unfamiliar situation and unusual activities, their self-esteem is inflated.

Low self-esteem in preschool children is considered a deviation in personality development.

What influences the formation of a child’s self-esteem and self-image?

There are four conditions that determine the development of self-awareness in childhood:
1. the child’s experience of communication with adults;
2. experience of communicating with peers;
3. individual experience of the child;
4. his mental development.

The experience of a child’s communication with adults is the objective condition without which the process of forming a child’s self-awareness is impossible or very difficult. Under the influence of an adult, a child accumulates knowledge and ideas about himself, and develops one or another type of self-esteem. The role of an adult in the development of children's self-awareness is as follows:
- providing the child with information about his qualities and capabilities;
- assessment of his activities and behavior;
- formation of personal values, standards with the help of which the child will subsequently evaluate himself;
- encouraging the child to analyze his actions and actions and compare them with the actions and actions of other people.

Experiences with peers also influence the formation of children's self-awareness. In communication, in joint activities with other children, the child learns such individual characteristics that are not manifested in communication with adults (the ability to establish contacts with peers, come up with interesting game, perform certain roles, etc.), begins to realize the attitude of other children towards him. It is in joint play in preschool age that the child identifies the “position of the other,” as different from his own, and children’s egocentrism decreases.

While an adult throughout childhood remains an unattainable standard, an ideal to which one can only strive, peers act as " comparative material". The behavior and actions of other children (in the child’s mind “the same as him”) are, as it were, externalized to him and therefore easier to recognize and analyze than his own. In order to learn to correctly evaluate himself, a child must first learn to evaluate other people whom he can look at as if from the outside.Therefore, it is no coincidence that children are more critical in assessing the actions of their peers than in assessing themselves.

One of the most important conditions for the development of self-awareness in preschool age is the expansion and enrichment of the child’s individual experience. Speaking about individual experience, in this case we mean the total result of those mental and practical actions that the child himself undertakes in the surrounding objective world.

The difference between individual experience and communication experience is that the first accumulates in the “child – physical world of objects and phenomena” system, when the child acts independently outside of communication with anyone, while the second is formed through contacts with the social environment in the “child” system - other people". At the same time, the experience of communication is also individual in the sense that it is the life experience of the individual.

Individual experience gained in a specific activity is real basis to determine by the child the presence or absence of certain qualities, skills and capabilities. He may hear every day from those around him that he has certain abilities, or that he does not have them, but this is not the basis for forming a correct idea of his capabilities. The criterion for the presence or absence of any abilities is ultimately success or failure in the relevant activity. By directly testing his strengths in real life conditions, the child gradually comes to understand the limits of his capabilities.

At the initial stages of development, individual experience appears in an unconscious form and accumulates as a result of everyday life, as a by-product of childhood activity. Even among older preschoolers, their experience may be only partially recognized and regulates behavior at an involuntary level. The knowledge acquired by a child through individual experience is more specific and less emotionally charged than knowledge acquired in the process of communicating with other people. Individual experience is the main source of specific knowledge about oneself, which forms the basis of the meaningful component of self-awareness.

The role of an adult in shaping the child’s individual experience is to draw the preschooler’s attention to the results of his actions; help analyze errors and identify the cause of failures; create conditions for success in his activities. Under the influence of an adult, the accumulation of individual experience becomes more organized and systematic. It is the elders who set the child the task of understanding and verbalizing his experience.

Thus, the influence of adults on the formation of children’s self-awareness is carried out in two ways: directly, through the organization of the child’s individual experience, and indirectly, through verbal designations of it. individual qualities, verbal assessment of his behavior and activities.

An important condition for the formation of self-awareness is the mental development of the child. This is, first of all, the ability to be aware of the facts of your internal and external life, to generalize your experiences.

At the age of 6-7, a meaningful orientation in one’s own experiences arises, when the child begins to realize his experiences and understand what it means “I am happy,” “I am sad,” “I am angry,” “I am ashamed,” etc. More Moreover, the older preschooler not only becomes aware of his emotional states in specific situation(this can also be accessible to children 4-5 years old), a generalization of experiences, or affective generalization, occurs. This means that if several times in a row he experiences failure in some situation (for example, he answered incorrectly in class, was not accepted into the game, etc.), then he develops a negative assessment of his capabilities in this type of activity (“ I can’t do this”, “I can’t do this”, “No one wants to play with me”). In older preschool age, the prerequisites for reflection are formed - the ability to analyze oneself and one’s activities.

The new level of self-awareness that arises at the turn of preschool and primary school age is the basis for the formation of an “internal social position” (L.I. Bozhovich). In a broad sense, the internal position of a person can be defined as a relatively stable conscious attitude towards oneself in the system of human relations.

Awareness of one’s social “I” and the formation of an internal position is a turning point in the mental development of a preschooler. At the age of 6-7, the child first begins to realize the discrepancy between his objective social position and his internal position. This is expressed in the desire for a new, more adult position in life and new socially significant activities, in particular in the desire for the social role of the student and studying at school. The emergence in the child’s awareness of the desire to be a schoolchild and study at school is an indicator that his internal position has received new content - it has become the internal position of a schoolchild. This means that the child has moved into a new age period in his social development - primary school age.

The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations associated with school, that is, such an attitude towards school when involvement in it is experienced by the child as his own need: “I want to go to school!” The presence of an internal position of a schoolchild is revealed in the fact that the child loses interest in the preschool way of life and preschool classes and activities and shows an active interest in school and educational reality in general and, especially in those aspects of it that are directly related to learning. This is a new (school) content of classes, a new (school) type of relationship with an adult as a teacher and peers as classmates. Such a positive focus of the child on school as a special educational institution– the most important prerequisite for a successful entry into school and educational reality, acceptance of school requirements, and full inclusion in the educational process.

Khapacheva Sara Muratovna, Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Pedagogical Technologies of the Adyghe State University, Maykop [email protected]

Dzeveruk Valeria Sergeevna, second-year student of the Faculty of Pedagogy and Psychology of the Adyghe State University, Maykop [email protected]

Social and psychological readiness of children for school as a significant component of a child’s general psychological readiness for schooling

Abstract. The article discusses the issue of children's readiness for schooling. The authors reveal in particular detail the socio-psychological readiness of children for schooling during the transition from preschool educational institutions to primary school. The socio-psychological readiness of children for schooling significantly increases the effectiveness of children's adaptation to schooling. Key words: psychological and pedagogical readiness, social readiness, adaptation to schooling, motivation, individual characteristics of the student, school readiness. Section: (02) comprehensive study of a person; psychology; social problems of medicine and human ecology.

Links to sources 1. Belova E.S. The influence of intra-family relationships on the development of giftedness in preschool age // Psychologist in kindergarten. – 2008. – No. 1. – pp. 27–32.2. Vygotsky L. S. Collected works: v6 vol. – M., 1984. – 321 p.

3. Vyunova N.I., Gaidar K.M. Problems of psychological readiness of 6–7 year old children for schooling // Psychologist in kindergarten. –2005.–№2. -WITH. 13–19.4. Dobrina O. A. A child’s readiness for school as a condition for his successful adaptation. –URL:http://psycafe.chat.ru/dobrina.htm (07/25/2009). 5. School readiness (2009). Ministry of Education and Science. –URL:http://www.hm.ee/index.php?249216(08.08.2009). 6. Dobrina O.A. Decree. Op.7. Readiness for school (2009).

Sarah Khapacheva,Candidate of Pedagogical Sciences, Associate Professor at the chairt of Pedagogy and Pedagogical Techniques, Adyghe State University, Maikop

[email protected] Jewery,

Student, Pedagogy and PsychologyDepartment, Adyghe State University, [email protected] and psychological readiness of children for schooleducationas a significant component of common psychologicalreadiness for schoolAbstract.The paperdiscusses the readiness of children for schooleducation. The authors detail social and psychological readiness of children for school in the period from preschool educationtoprimary schooleducation. Social andpsychological readiness of children for school significantly increases the effectiveness of the adaptation of children to schooleducation.Keywords:psychopedagogical readiness, social readiness, adaptation to school learning, motivation, individual characteristic of a pupil, school readiness.References1.Belova,E. S. (2008) “Vlijanie vnutrisemejnyh otnoshenij na razvitie odarennosti v doshkol"nom vozraste”, Psycholog v detskom sadu, No. 1, pp. 27–32 (inRussian). 2. Vygotskij, L. S. (1984) Sobranie sochinenij: v 6 t .,Moscow,321 p.(in Russian).3.V"junova,N. I.&Gajdar,K. M. (2005) “Problemy psihologicheskoj gotovnosti detej 6–7 let k shkol" nomu obucheniju", Psycholog v detskom sadu, No. 2, pp. 13–19 (in Russian). 4. Dobrina, O. A. Gotovnost" rebenka k shkole kak uslovie ego uspeshnoj adaptacii. Available at: http:,psycafe.chat.ru/dobrina.htm (07/25/2009)(in Russian). 5.Gotovnost" k shkole (2009). Ministerstvo obrazovanija i nauki. Available at: http:,www.hm.ee/index.php?249216 (08.08.2009)(in Russian). 6.Dobrina,O. A. Op. cit .7.Gotovnost" k shkole (2009).

Gorev P. M., candidate of pedagogical sciences, editor-in-chief of the magazine “Concept”

a significant component of general psychological readiness

child for schooling

The development of socio-psychological readiness for schooling is one of the most important problems of educational psychology. Its solution determines both the construction of an optimal program for the education and training of preschool children, and the formation of full-fledged educational activities among primary school students.

Social, or personal, readiness for learning at school represents the child’s readiness for new forms of communication, a new attitude towards the world around him and himself, determined by the situation of schooling. This component of readiness includes the formation in children of qualities through which they could communicate with other children and adults. A child comes to school, a class where children are engaged in common activities, and he needs to have fairly flexible ways of establishing relationships with other children, the ability to enter the children's society, act together with others, the ability to give in and defend himself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.

In order to understand the mechanisms of formation of social readiness for learning at school, it is necessary to consider the senior preschool age through the prism of the crisis of seven years. The critical period of seven years is associated with the beginning of schooling. Senior preschool age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolchild. It has long been noted that during the transition from preschool to school age, the child changes dramatically and becomes more difficult in educational terms. Along with this, age-specific features appear: deliberateness, absurdity, artificiality of behavior; clowning, fidgeting, clowning.

One of the most important achievements of this age period is the awareness of one’s social “I”, the formation of an “internal social position”. For the first time he realizes the discrepancy between his position among other people and what his real capabilities and desires are. A clearly expressed desire appears to take a new, more “adult” position in life and to perform new activities that are important not only for oneself, but also for other people. The appearance of such aspiration is prepared by the entire course of the child’s mental development and arises at the level when it becomes possible for him to become aware of himself not only as a subject of action, but also as a subject in the system of human relations. If the transition to a new social position and new activity does not occur in a timely manner, then the child develops a feeling of dissatisfaction, which is expressed in the negative symptoms of the seven-year crisis.

We can conclude by considering the senior preschool age as a crisis or transitional period of development:

1. Developmental crises are inevitable and occur at some time in all children, only for some the crisis proceeds almost unnoticed, while for others it is very painful.

2. Regardless of the nature of the crisis, the appearance of its symptoms indicates that the child has become older and is ready for more serious activities and more “adult” relationships with others.

3. The main thing in a developmental crisis is not its negative nature, but a change in children's self-awareness - the formation of an internal social position.

4. The manifestation of a crisis at the age of six or seven indicates the child’s social readiness for school.

Speaking about the connection between the seven-year crisis and the child’s readiness for school, it is necessary to distinguish the symptoms of a developmental crisis from the manifestation of neurosis and individual characteristics of temperament and character. It has long been noted that developmental crises manifest themselves most clearly in the family. This happens because educational institutions They work according to certain programs that take into account age-related changes in the child’s psyche. The family is more conservative in this regard; parents, especially mothers and grandmothers, tend to take care of their “babies”, regardless of their age. And therefore, there are often differences of opinion between educators and parents in assessing the behavior of six- to seven-year-old children.

During preschool age, the child communicates both with his family and with other adults and peers. Various types of communication contribute to the formation of a child’s self-esteem and the level of his socio-psychological development. Let's take a closer look at these relationships:

1. Family is the first step in a person’s life. About Us early age guides the consciousness, will, and feelings of children. Much depends on what the traditions are here, what place the child occupies in the family and the future schoolchild, what the educational line of the family members is in relation to him. Under the guidance of parents, the child acquires his first life experience, basic knowledge about the surrounding reality, skills and abilities of living in society. Therefore, it is necessary to pay attention to how the influence of the family shapes the child’s readiness for schooling, as well as the dependence of the child’s development on the nature of intrafamily relationships and on the parents’ understanding of the importance of proper upbringing in the family.

The power of family influence lies in the fact that it is exercised constantly, for a long time, and in a wide variety of situations and conditions. Therefore, the role of the family in preparing children for school cannot be underestimated.

The most important social function of the family is the upbringing and development of children, the socialization of the younger generation. The educational potential of the family and the effectiveness of its implementation are determined by many social (political, economic, demographic, psychological) factors of an objective and subjective nature, these include:

· Family structure (nuclear and multigenerational, complete and incomplete, large and small);

· Material conditions;

· Personal characteristics of parents (social status, level of education, general and psychological-pedagogical culture);

· Psychological climate of the family, the system and nature of the relationships between its members, their joint activities;

· Help for the family from society and the state in the education and upbringing of children, socialization of the younger generation.

· Providing information to the child about his quality and capabilities;

· Assessment of his activities and behavior;

· Formation of personal values, standards with the help of which the child will subsequently evaluate himself;

· Encouraging the child to analyze his actions and actions and compare them with the actions and actions of other people.

Throughout childhood, the child perceives an adult as an unquestioned authority, especially in younger age. By older preschool age, the knowledge acquired in the process of activity acquires a more stable and conscious character. During this period, the opinions and assessments of others are refracted through the prism of the child’s individual experience and are accepted by him only if there are no significant discrepancies with his own ideas about himself and his capabilities.

Domestic psychologist M.I. Lisina considered communication between a child and an adult as a “peculiar activity”, the subject of which is another person. Throughout childhood, four different forms of communication appear and develop, from which one can clearly judge the nature of the child’s ongoing mental development. During the normal development of a child, each of these forms develops at a certain age. Thus, the first, situational-personal form of communication appears in the second month of life and remains the only one until six or seven months. In the second half of life, situational business communication with adults is formed, in which the main thing for the child is joint play with objects. This communication remains central until about age four. At the age of four or five years, when the child already has a good command of speech and can talk with an adult on abstract topics, non-situational - cognitive communication becomes possible. And at the age of six, that is, towards the end of preschool age, verbal communication with adults on personal topics begins.

The presence of a leading form of communication does not mean that all other forms of interaction are excluded; in real life, a variety of types of communication coexist, which come into play depending on the situation.

2. The readiness of children for schooling assumes that the child’s communication with adults does not cover all aspects of the problem being solved, and along with the child’s relationship with the adult, it is also necessary to consider the children’s relationships with their peers. It also influences the formation of children's self-awareness. In communication, in joint activities with other children, the child learns such individual characteristics that do not appear in communication with adults, and begins to understand the attitude of other children towards him. It is in joint play in preschool age that the child identifies the “position of the other” as different from his own, and children’s egocentrism also decreases.

While an adult throughout childhood remains an unattainable standard, an ideal to which one can only strive, peers act as “comparative material” for the child. In order to learn to correctly evaluate himself, a child must first learn to evaluate other people whom he can look at as if from the outside. Therefore, children are more critical in assessing the actions of peers than in assessing themselves.

Imitating adults, children transfer various forms and methods of communication to their children's groups. The nature of communication between an adult and a preschooler has a huge impact on the characteristics of children’s interpersonal relationships.

Where democratic tendencies predominate (soft influencing appeals dominate over hard ones; positive assessments dominate over negative ones), there is a high level of communication skills and a high level of goodwill, optimal conditions have been created for the formation of positive relationships between children, and a favorable emotional microclimate reigns there. Conversely, the teacher’s authoritarian tendencies (harsh forms of treatment, negative evaluative appeals) cause conflict in children’s relationships, thereby creating unfavorable conditions for moral education and the formation of humane relationships.

When solving the problem of forming collective relationships, an adult must use various methods and techniques. These are: ethical conversations, reading fiction, organizing work and play activities, developing moral qualities. In relation to preschoolers, it is still impossible to talk about a team in the full sense of the word, however, by uniting in groups, under the guidance of adults, they establish the initial forms of collective relationships.

Children communicate with peers mainly through joint games; play becomes a unique form of social life for them. There are two types of relationships in the game:

1. Role-playing (game) - these relationships reflect relationships in plot and role.

2. Real - these are the relationships between children as partners, comrades doing a common task.

The role that a child plays in the game depends very much on the child’s character and temperament. Therefore, in every team there will be “stars”, “preferred” and “isolated” children.

During preschool age, children's communication with each other, as well as with adults, changes significantly. In these changes, three qualitatively unique stages (or forms of communication) of preschoolers with peers can be distinguished.

The first of them is emotional and practical (the second is the fourth year of life). In early preschool age, the child expects his peers to participate in his fun and craves self-expression. It is necessary and sufficient for him to have a peer join in his pranks and, acting together or alternately with him, support and enhance the general fun. Each participant in such communication is concerned, first of all, with attracting attention to himself and receiving an emotional response from his partner. Emotional-practical communication is extremely situational, both in its content and in its means of implementation. It depends entirely on the specific environment in which the interaction takes place and on the practical actions of the partner. It is typical that the introduction of an attractive object into a situation can destroy the interaction of children: they switch attention from their peer to the object or fight over it. At this stage, children's communication is not yet connected with objects or actions and is separated from them.

The next form of peer communication is situational and business. It develops around the age of four and remains most typical until the age of six. After four years, in children (especially those who attend kindergarten), peers begin to overtake adults in their attractiveness and occupy an increasingly larger place in their lives. This age is the heyday of role-playing games. At this time, role-playing game becomes collective - children prefer to play together rather than alone. The main content of communication between children in the middle of preschool age is business cooperation. Cooperation must be distinguished from complicity. During emotional and practical communication, children acted side by side, but not together; the attention and complicity of their peers was important to them. During situational business communication, preschoolers are busy with a common cause; they must coordinate their actions and take into account the activity of their partner to achieve a common result. This kind of interaction was called cooperation. The need for peer cooperation becomes central to children’s communication.

By the age of six or seven, friendliness towards peers and the ability to help each other significantly increases. Of course, the competitive nature remains in children’s communication. However, along with this, in the communication of older preschoolers, 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 no longer only talk about themselves, but also ask their peers questions: what he wants to do, what he likes, where he has been, what he has seen, etc. Their communication becomes non-situational.

The development of non-situational behavior in children’s communication occurs in two directions. On the one hand, the number of extra-situational contacts increases: 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 image of a peer itself becomes more stable, independent of the specific circumstances of interaction. By the end of preschool age, stable selective attachments arise between children, and the first shoots of friendship appear. Preschoolers “gather” in small groups (two or three people) and show a clear preference for their friends. The child begins to highlight and feel the inner essence of the other, which, although not represented in the situational manifestations of the peer (in his specific actions, statements, toys), but becomes more and more significant for the child.

Having studied the role of communication with peers in preparing children for school, we can draw the following conclusions: in older preschool age children develop and intensively develop new form communication with peers is “non-situational”, which is similar in nature to communication with adults and is significantly related to the success of children’s studies at school.

3. The child’s self-esteem plays a big role in children’s communication with others. As a result of joint activities and communication with other people, the child learns important guidelines for behavior. Thus, the adult gives the child a reference point for evaluating his behavior. The child constantly compares what he does with what others expect from him. The child’s assessment of his own “I” is the result of a constant comparison of what he observes in himself with what he sees in other people. All this is included in the self-esteem of a preschooler and determines his psychological well-being. Self-esteem is the core of self-awareness, as is the level of aspiration associated with self-esteem. Self-esteem and level of aspirations can be adequate or inadequate. The latter can be overpriced or underestimated.

Self-esteem and the level of a child’s aspirations have a great influence on emotional well-being, success in various activities and his behavior in general.

Let's take a closer look at the behavioral features of preschool children with different types of self-esteem:

· Children with inadequately high self-esteem are very mobile, unrestrained, quickly switch from one type of activity to another, and often do not finish the job they start. They are not inclined to analyze the results of their actions and deeds; they try to solve any, including very complex, problems on the fly. They are not aware of their failures. These children tend to be demonstrative and dominant. They strive to always be visible, advertise their knowledge and skills, try to stand out from other guys, and attract attention. If they cannot provide themselves with the full attention of an adult through success in activities, then they do this by violating the rules of behavior. During classes, for example, they can shout out from their seats, comment out loud on the teacher’s actions, make faces, etc.

These are, as a rule, outwardly attractive children. They strive for leadership, but may not be accepted in their peer group, since they are focused mainly “on themselves” and are not inclined to cooperate.

Children with inadequately high self-esteem are insensitive to failures; they are characterized by a desire for success and a high level of aspirations.

· Children with adequate self-esteem tend to analyze the results of their activities and try to find out the reasons for mistakes. They are self-confident, active, balanced, quickly switch from one activity to another, and persistent in achieving their goals. They strive to cooperate, help others, are sociable and friendly. In a situation of failure, they try to find out the reason and choose tasks of somewhat less complexity (but not the easiest). Success in an activity stimulates their desire to attempt a more difficult task. These children tend to strive for success.

· Children with low self-esteem are indecisive, uncommunicative, distrustful, silent, and constrained in their movements. They are very sensitive, ready to cry at any moment, do not strive to cooperate and are not able to stand up for themselves. These children are anxious, unsure of themselves, and find it difficult to engage in activities. They refuse in advance to solve problems that seem difficult to them, but with the emotional support of an adult they easily cope with them. A child with low self-esteem appears slow. He does not begin the task for a long time, fearing that he did not understand what needs to be done and will do everything incorrectly; tries to guess whether the adult is happy with him. The more significant the activity, the more difficult it is for him to cope with it.

These children, as a rule, have a low social status in their peer group, fall into the category of outcasts, and no one wants to be friends with them. Outwardly, these are most often unattractive children.

The reasons for the individual characteristics of self-esteem in older preschool age are due to the unique combination of developmental conditions for each child.

During communication, the child constantly receives feedback. Positive feedback tells the child that his actions are correct and useful. Thus, the child is convinced of his competence and merits. Smiling, praise, approval - all these are examples of positive reinforcement; they lead to increased self-esteem and create a positive self-image.

Feedback in a negative form makes the child aware of his inability and low value. Constant dissatisfaction, criticism and physical punishment lead to a decrease in self-esteem.

Most often, parents use various speech assessments in relation to their children. This explains the leading role of the family and the entire immediate environment in the formation of a child’s self-esteem. Self-esteem formed in preschoolers is usually quite stable, but, nevertheless, it can improve or decrease under the influence of adults and children's institutions.

Having examined the important components of socio-psychological readiness for learning at school, we can conclude that it is an important component of the upbringing and education of a preschooler in kindergarten and family. Its content is determined by the system of requirements that the school places on the child. These requirements include the need for a responsible attitude towards school and learning, voluntary control of one’s behavior, performing mental work that ensures the conscious assimilation of knowledge, and establishing relationships with adults and peers determined by joint activities.

While focusing on their child's intellectual preparation for school, parents sometimes overlook emotional and social readiness, which include academic skills that are critical to future school success. 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 accept 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. This may include such personal qualities as 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 the class team.

The personal and psychological readiness of a child for school lies in the formation of his readiness to accept the new social position of a schoolchild - the position of a schoolchild. The position of a schoolchild obliges him to take a different position in society, compared to a preschooler, with new rules for him. This personal readiness is expressed in a certain attitude of the child to school, to the teacher and educational activities, to peers, family and friends, to himself.

Attitude to school. Follow the rules of the school regime, come to classes on time, complete academic assignments at school and at home.

Attitude towards the teacher and educational activities. Correctly perceive lesson situations, correctly perceive the true meaning of the teacher’s actions, his professional role.

In a lesson situation, direct emotional contacts are excluded, when you cannot talk about extraneous topics (questions). You need to ask questions about the matter, after raising your hand. Children who are ready for school in this regard behave adequately in the classroom.

Exercise. Motivational readiness, desire to go to school, interest in school, desire to learn new things are clarified by questions like:

1. Do you want to go to school?

2. What is interesting at school?

3. What would you do if you didn't go to school?

The answers to these questions will help you understand what the child knows about school, what interests him in it, and whether he has a desire to learn new things.

Exercise. Conduct the “Motivational Readiness” test, which diagnoses the student’s internal position (according to T.D. Martsinkovskaya).

Stimulus material. A set of questions asking the child to choose one of the behavior options.

1. If there were two schools - one with lessons in the Russian language, mathematics, reading, singing, drawing and physical education, and the other with only singing, drawing and physical education lessons, which one would you like to study in?

2. If there were two schools - one with lessons and recess, and the other with only recess and no lessons, which one would you like to study in?

3. If there were two schools, one would give A’s and B’s for good answers, and the other would give

sweets and toys, which one would you like to study in?

4. If there were two schools - in one you can only stand up with the teacher’s permission and raise your hand if you want to ask something, and in the other you can do whatever you want in class, which one would you like to study in?

5. If there were two schools - one would give homework and the other would not, then which one would you like to study in?

6. If a teacher in your class fell ill and the principal offered to replace her with another teacher or mother, who would you choose?

7. If my mother said: “You’re still small, it’s hard for you to get up and do your homework. Stay in kindergarten, and you’ll go to school at next year", would you agree with such a proposal?

8. If mom said: “I agreed with the teacher that she would come to our house and study with

you. Now you won’t have to go to school in the morning,” would you agree with such a proposal?

9. If a neighbor boy asked you: “What do you like most about school?”, what would you answer him?

Instructions. The child is told: “Listen to me carefully. I will now ask you questions, and you must answer which answer you like best.”

Carrying out the test. Questions are read aloud to the child, and there is no time limit for answering. Each answer is recorded, as well as all additional comments from the child.

Analysis of results. For each correct answer, 1 point is given, for each incorrect answer - 0 points. The internal position is considered formed if the child scores 5 points or more.

If, as a result of the analysis of the results, weak, inaccurate ideas of the child about school are revealed, then it is necessary to carry out work to form the child’s motivational readiness for school.

Exercise. Conduct the “Ladder” test to study self-esteem (According to T.D. Martsinkovskaya).

Stimulus material. Drawing of a staircase consisting of seven steps. In the drawing you need to place the figure of a child. For convenience, you can cut out a figurine of a boy or girl from paper, which is placed on the ladder.

Instructions. The child is asked: “Look at this ladder. You see, there is a boy (or girl) standing here. On the step higher (they show) they put good children; the higher, the better the children, and on the very top step are the best guys. Which step are you on? Will you put yourself on? And what level will your mom, dad, and teacher put you on?

Carrying out the test. The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to check whether the child understood your explanation correctly. If necessary, it should be repeated. After this, questions are asked and the answers are recorded.

Analysis of results. First of all, they pay attention to what level the child has placed himself. It is considered normal for children of this age to place themselves on the level of “very good” and even “the best children.” In any case, these should be the upper steps, since a position on any of the lower steps (and even more so on the lowest) does not indicate an adequate assessment, but a negative attitude towards oneself, uncertainty in own strength. This is a very serious violation of the personality structure, which can lead to depression, neuroses, and asociality in children. As a rule, this is associated with a cold attitude towards children, rejection or harsh, authoritarian upbringing, when the child himself is devalued, who comes to the conclusion that he is loved only when he behaves well.

When preparing your child for school, pay special attention to development of independence associated with cognitive activity. This should be expressed in the ability to set oneself various educational tasks and solve them without external promptings (“I want to do this...”), to show initiative (“I want to do this differently”) and creativity (“I want to do this in my own way").

In cognitive independence, initiative, foresight and creativity are important.

To form such independence, special efforts of adults are required.

The child must:

1. Work independently, without the presence of an adult.

2. When working, focus on getting results, and not just to avoid trouble.

3. Show active cognitive interest in new types of activities, striving for personal achievements.

Exercise. Pay attention to whether the child can concentrate on any activity - drawing, sculpting, crafting, etc.

Design classes are the most effective for improving the system of voluntary self-regulation. You can start designing using a model: for example, a child must reproduce a actually built house from parts. The child learns to correctly select the necessary parts of the blocks, correlate them by size, shape and color.

Invite your child to carefully examine and study the house that he should assemble independently according to the model.

Carry out observation according to plan:

1. The nature and sequence of construction of the house.

2. Is a specific assembly sequence followed?

3. Does the given goal (proposed sample) hold?

4. Is the building consistent in size, color, and shape of the construction blocks?

5. How often does he compare his actions and their results with the standard?

At the end of the construction, ask your child questions about how consciously he completed the task. Analyze with him the achieved design results. In the future, you can gradually complicate the design task: instead of a sample, a drawing, a plan, an idea, etc.

The exercise that is closest to educational activity in developing arbitrariness is graphic dictation.

The child is given a sample of a geometric pattern made on a sheet of checkered paper. He must reproduce the proposed sample and independently continue exactly the same drawing. This kind of work can be complicated by offering, under the dictation of an adult, to make similar patterns on a sheet of paper (to the right by 1 cell, up by 2 cells, to the left by 2 cells, etc.).

Exercise. The child must have voluntary (controlled) behavior. He must be able to subordinate his behavior to will, and not to feelings. It is not easy for him to follow both someone else's and his own will. Play games to develop arbitrariness (controllability) of behavior.

a) Game "Yes and No, don't say"

It is necessary to prepare simple questions in order to use them to activate the child’s attention.

What is your name? How old are you? etc.

Occasionally ask questions that require affirmation or denial.

- "Are you a girl?" and so on.

If the child wins, he will be able to control his attention at school. For variety, include prohibitions on other words: “black”, “white”, etc.

b) Regime and order

Make a strip of whatman paper with a groove into which insert a piece of colored paper that can be moved with your finger.

Attach the strip to a visible place on the wall. Explain to the child: done the job - move the circle to the next mark. If you reach the end - get a prize, a surprise, something pleasant.

In this way, you can teach your child to have order: putting away scattered toys, getting dressed for a walk, etc. A rule, a sequence of actions, thanks to external guidelines, turns from external into internal (mental), into a rule for oneself.

In a visual form, you can indicate getting ready for school, preparing lessons, and replaying any life situation. Thus, the private ability to be organized at the moment will contribute to the development of arbitrariness (controllability of behavior).

c) Report

Let the child imagine that he is a scout and is “writing” an encrypted report to headquarters. The text of the report is dictated by the parent - the “liaison”. The child must encrypt objects with symbols - icons that will remind him of the object. This is how the symbolic (sign) function of consciousness develops.

METHODOLOGY 1. (determination of learning motives)

It is worth conducting this test with a preschooler in order to understand whether the child is ready for school and what can be expected from him after September 1st. Also, if problems arise with first-graders, using this technique you can understand the origins of these problems.

The following motives are typical for 6-year-old children:

1. educational and cognitive, rising to the cognitive need (I want to know everything!)

2. social, based on the social need for learning (everyone is learning and I want to! This is necessary for the future)

3. “positional”, the desire to take a new position in relations with others (I’m an adult, I’m already a schoolboy!)

4. “external” motives in relation to the study itself (my mother told me that it was time to study, my father wants me to study)

5. play motive, inadequate, transferred to the school sphere (perhaps the child was sent to school too early, it’s worth it and could have waited a little longer)

6. motive for getting a high grade (learning not for the sake of knowledge, but for the sake of assessment)

Sit down with your child so that you are not distracted. Read the instructions to him. After reading each paragraph, show your child a drawing that matches the content.

Instructions

Now I'll read you a story

Boys or Girls (talk about children of the same gender as your child) were talking about school.

1. External motive.

The first boy said: “I go to school because my mother forces me to.” If it weren’t for my mother, I wouldn’t go to school,” show or post Figure 1.

2. Educational motive.

The second boy said: “I go to school because I like to study, do my homework, even if there was no school, I would still study,” show or post Figure 2.

3. Game motive.

The third boy said: “I go to school because it’s fun and there are a lot of kids who are fun to play with.”, show or post picture 3.

4. Positional motive.

The fourth boy said “I go to school because I want to be big, when I’m at school I feel like an adult, but before I was small,” show or post picture 4.

5. Social motive.

The fifth boy said: I go to school because I need to study. Without learning you can’t do anything, but if you learn, you can become whoever you want,” show or post Figure 5.

6. The motive for getting a high grade.

The sixth boy said: “I go to school because I get A’s there,” show or post picture 6.

After reading the story, ask your child the following questions:

Which guy do you think is right? Why?

Which one would you like to play with? Why?

Which one would you like to study with? Why?

The child makes three choices sequentially. If the content of the answer does not come clearly enough to the child, he is reminded of the content of the story corresponding to the picture.

After your child has chosen and answered the questions, try to analyze the answers and understand his motives for learning. This will help you get to know your child better, help him with something, or understand whether a psychologist’s consultation is needed regarding current or future schooling. Don’t be alarmed, a psychologist is not a doctor, he is a person who helps people, children and their parents to correctly build their relationships and attitude towards any problem area of life.

For example, a child, when answering questions, chooses the same card with a boy or a girl. For example, a child chooses card 5 (social motive) when answering all questions. That is, he believes that a child who studies in order to know a lot in order to later become someone in life and earn a lot is right. He would like to play and study with him. Most likely, it is the social motive that drives a child’s learning.

If a child chooses, for example, the right child with an external motive (1), would like to play with a child with a play motive, and study with a child with a motivation for a high grade, then most likely your child is not ready to go to school. He perceives school as a place where his parents take him, but he has no interest in studying. He would like to play, and not go to a place that is not interesting to him. And if he still has or will have to go to school, at the request of his mother or father, then he wants to be noticed there and given good grades. In this case, it is worth paying more attention to the child, maybe doing something together, studying something (English, breeds of dogs, cats, the surrounding nature, etc.). Show that studying is not a parent’s whim, but a very interesting, necessary, educational process. To prevent your child from always expecting an excellent grade in the future, praise him only in cases where he really deserves praise. Let the child understand that a good grade can only be obtained for good knowledge.

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