School readiness. How do you know if your child is ready to go to school? Psychological readiness for schooling

Psychologist advises

SOON TO SCHOOL

Going to school is an important event in the life of every child. All first-graders in the first weeks at school (adaptation period) experience certain difficulties.

And this is understandable! With the beginning of systematic training, the whole way of life of the child changes, new duties appear for him, physical and neuropsychic stress increases sharply, the amount of information that needs to be learned significantly increases, the attitude towards the child from others changes - there are such requirements that did not exist before .

Now he needs to come to class every day (even if he wants to stay at home), sit in class for 30-45 minutes, be attentive, listen to the teacher and complete his tasks (write a stick when you just want to draw), at home you must do your homework exercise.

And most importantly - the student is obliged to study well, this is what others expect from him - teachers, parents, relatives. Experts note that in the first weeks of schooling, almost all first-graders experience sleep disturbances, appetite disorders, increased irritability, and weight loss. This is a natural result of the child's adaptation (adaptation) to a new situation for him and new loads. Normally, if a child was sufficiently prepared for systematic education before school, had a high level of school readiness, after 2.5 - 3 months, negative symptoms gradually disappear.

School readiness: physical, special (pedagogical) and psychological.

The child starts a new age period, a new life stage. Go to school age associated with decisive changes in activities, communication, attitudes with other people, self-perception. Teaching becomes the leading activity.

There are changes in the social and personal development of the child.

A schoolchild is a person who has an immeasurably higher status than a preschooler.

School is a symbol further development, it contributes to the acquisition of a new status by the child, the development of new social roles, a change in marital status, and the acquisition of authority. There are new responsibilities and new rights.

If the future student is not ready to take on the responsibilities associated with fulfilling a new social role for him, has not mastered the new forms of communication and behavior adopted in the situation of schooling, even if he has a high general intellectual development, he will experience difficulties at school. These students refuse to perform difficult tasks that are of little interest to them, they are offended by the teacher’s actions (“I raised my hand, but she didn’t ask me”, “She doesn’t love me”, “I won’t go to school anymore”). Their interest in learning quickly disappears, and a stable negative attitude towards school is formed.

How to create a positive attitude in the child to study at school and focus on learning?

· Tell stories about your favorite teachers.

· Showing photos, certificates related to the parents' school years.

· Organization of family celebrations on the school success of older children.

· Family reading of fiction.

Participation of children and adults in the role-playing game to school.

· Never intimidate children with school.

It is better to start now, and then you will need to expend even more effort. But even if the child does not want to go to school, do not blame him for this. It is better to help him gain confidence that he can do his job well, that this is the responsibility of everyone. modern man. And interest is a thing of the past.

Psychological readiness(these are the UVK that are associated with the characteristics of educational activities at the 1st stage of education, they are needed at the beginning of education for the successful activity of the child). Psychological readiness is a complex systemic education and covers all aspects of the child's psyche: the personal-motivational sphere, elementary systems of generalized knowledge and ideas, some learning skills, cognitive, psychomotor and integral abilities.

It is necessary to strive to develop the general curiosity of the child, not to dismiss his questions, to talk more with him and spend time together. But remember! As soon as the new and interesting becomes obligatory and burdensome, it does not bring the proper result.

In order for the child to feel comfortable at school and not experience difficulties in adapting, we need to smoothly bring him to a new life stage in advance. Becoming a first-grader, the baby acquires not only a beautiful satchel and a bouquet of gladioli. He tries on a new status, and a whole list of new responsibilities falls on his shoulders.

School readiness is a level of physiological, social and mental development child, which is necessary for the successful assimilation of the school curriculum without compromising health.

Physical readiness.

It is important that the child goes to school physically strong and healthy. About 25% of children experience significant learning difficulties precisely in connection with the state of health. Therefore, special attention in the preparatory period for school requires the health of children, their hardening, the protection of vision, voice, hearing, and the formation of correct posture. Their movements should be confident, beautiful, dexterous and quite diverse.

Psychological readiness.

The requirements that the school imposes on the child are significantly different from those that he is used to in kindergarten and at home. These requirements are connected, first of all, with a change in the social position of the child, with the new place that he begins to occupy in society with admission to school. A first-grader should be more independent and organized (do not be late for classes, do homework, etc.), should be able to control his behavior (do not be distracted during the lesson, do not interrupt others, do not get up without permission, direct his attention to solving educational problems, etc.), must be ready for new forms of cooperation with adults (correct perception of the teacher, his actions and words). This type of willingness is called personal. It is expressed in how the child relates to school, to learning activities, to teachers and to himself. In many ways, the task of preparing for school can be considered solved if the child has a positive attitude towards school, if it attracts an older preschooler, mainly with a new interesting and serious activity, the results of which are important both for the child himself and for the surrounding adults.

Intellectual readiness to learning is expressed in the general level of development of cognitive activity. To be ready to study at school means to have a differentiated perception, creative imagination, be able to compare, generalize objects and phenomena, own analysis, synthesis, the ability to independently draw conclusions, act according to the planned plan, achieve the intended goal, control your words and actions based on instructions , to show active mental interest, initiative and organization, to achieve certain results in their work, to act independently (emotional-volitional readiness). Possession of these skills will provide the child with a high level of learning.

The Significance of the Components of Psychological Readiness for School

1 place Motivational readiness

The desire to learn new things, self-confidence, the desire to master the role of a student, the adoption of a system of requirements set by the school.

2nd place Intellectual readiness

Observation, imagination, ability to analyze and compare, memory, execution of verbal instructions.

3rd place Emotionally - volitional readiness

The ability to control one's behavior, emotional stability, arbitrary regulation of attention.

4th placeCommunicative readiness

The ability to establish contact with the teacher, maintaining a sense of distance, the ability to "join" the children's team.

5th place Pedagogical readiness

Reading, numeracy, writing, drawing, clear speech, general awareness.

First Time in First Grade, or how to behave with a child - a first grader

1. Wake him up calmly. Waking up, he should see your smile and hear a gentle voice. Do not push him in the morning and do not pull on trifles.

Moreover, it is not worth remembering yesterday's oversights now.

2. Don't rush it. It is your task to correctly calculate the time that he needs to get ready for school.

3. Do not send your child to school hungry: even if the child eats at school, there will be several lessons before the school breakfast.

4. Do not say goodbye to him, warning: “Look, do not indulge”, “Look that there are no bad grades today”, etc. It is much more useful to wish the baby good luck at parting, cheer him up, find a couple of affectionate words.

6. Be interested in the child's progress with teachers, but NOT in the presence of the baby! And after listening to the teacher's remarks, do not rush to give the child a thrashing. In order to draw any conclusions, you need to listen to both sides. Teachers are sometimes subjective - they are also people and are not immune from bias towards their students.

7. Do not demand from the child that he immediately after school sat down for lessons. A break of 2-3 hours is simply necessary for him. And even better, if the first-grader sleeps for an hour and a half - this The best way restore mental strength. Best time for the preparation of lessons - from 15 to 17 hours.

8. Don't make him do all his homework in one sitting. After 15-20 minutes of classes, it is better to do 10-15 minute “breaks” and it is better if they are mobile.

9. Do not sit over the soul when the child is doing homework. Let him work on his own. But if you need help, be patient. A calm tone, support ("don't worry, everything will work out", "let's figure it out together", "I'll help you") and praise, even if he does not succeed very well, are vital.

10. Remember that during the school year there are “critical” periods when it becomes more difficult to study, the child quickly gets tired, his performance is reduced. For first-graders, these are: the first 4-6 weeks, then the end of the 2nd quarter (from about December 15), the first week after the winter holidays and the middle of the third quarter. During these periods, you need to be especially attentive to the condition of the child.

PSYCHOLOGY OF EDUCATIONAL ACTIVITY OF SCHOOLCHILDREN

Lecture - 3

1. Readiness of the child for schooling

2. Learning is a purposeful pedagogical process

3. The structure of the educational activity of a younger student

4. Development of educational activity of a younger student

5. Formation of the personality of a younger student

Nowadays, many children come to school knowing how to read and count. Does this mean that the mere possession of reading and numeracy skills in itself indicates that they are ready for the independent implementation of educational activities? The answer "yes" would be a great simplification of understanding the problem of the child's readiness for systematic learning at school.

Going to school radically changes the whole way of life of a child. Firstly, learning activities require a responsible attitude and a systematic organized attitude and work. It sets before the child the task of deliberately assimilation of knowledge, the foundations of various sciences, which presupposes a different structure of cognitive mental processes than in the preschool years. Secondly, teaching at school enables the child to take a new position in the system. public relations. The main thing in this change lies in a completely new system of requirements for the child with his new responsibilities, important not only for himself and his family, but also for society. His actions, his relationships with peers and adults, and everything else in his life are viewed through the prism of new responsibilities. Thirdly, according to the changed position of the child and the emergence of a new leading activity in him - teaching - the entire daily course of his life is rebuilt: the carefree pastime of a preschooler is replaced by a life full of worries and responsibility. He must strictly observe the regimen of a student, study certain academic subjects at home, sit quietly in the classroom and do what the teacher requires, follow the rules of student behavior, etc.

Fourth, the educational activity and behavior of the child as a whole is assessed in a certain way by the school, and the attitude of others (teachers, parents, peers, etc.) largely depends on this assessment. The position of the child in the family and among peers from the very beginning of schooling is related to how he fulfills his new duties. To say about a younger student that he is good is, first of all, to evaluate him as a student. How he learns is what determines his place in the team of classmates, his attitude towards the child in the family.

Fifthly, the child, becoming a schoolchild, receives new rights. He has the right to be treated more seriously by adults, claims approval for good studies, he has the right to workplace and to create the right conditions for learning.

Thus, the transition from preschool to school childhood means a significant change in the position of the child in the system of social relations and in his entire way of life. Teaching for the child acquires the character of his labor duty, as a means of active participation in the daily life of society. Consequently, the school becomes the center of children's lives, filled with their own interests, relationships and experiences. However, in order for a child to have an internal position of a schoolchild, a certain degree of readiness for schooling is necessary.

A child's readiness for schooling is interpreted in different ways. In psychology and pedagogy, for a long time, the main criterion for such readiness was only the level of mental development, indicating the stock of the knowledge and ideas with which the child comes to school. However, as life practice and the experience of schooling show, there is no direct correspondence between the stock of knowledge and the breadth of ideas with the level of mental development of the child, which is a necessary and sufficient condition for learning.

The famous psychologist L.I. Bozhovich proposes to single out, firstly, the readiness of the child for schooling in the field of the cognitive position of the younger student. According to L.I. Bozhovich, the first of them presupposes not only a certain level of intellectual development, but also a certain level of development of his cognitive attitude to reality, those. a certain level of development of his cognitive interests and the child's readiness for the arbitrary organization of his cognitive activity. If the knowledge that a child acquires in preschool childhood is, as it were, a “by-product” of various types of his playing and practical activities (acquisition of knowledge is not yet purposeful and systematic), then learning at school is a specially organized and independent type of activity that already involves purposeful assimilation of knowledge provided by the program requirements.

The second is related to the fact that the child, having a large stock of knowledge and skills, a relatively high level of intellectual development, in those cases where studies are devoid of direct interest and therefore they must be performed out of a sense of duty and responsibility, begins to be distracted and perform them carelessly. This is where insufficient child's personal readiness to learning, his inability to correctly relate to his duties as a schoolchild, which implies a certain level of development of social motives for the behavior and activities of the child and their specific structure, i.e. internal position of the student. As studies show, despite the naivety of the answers of first-graders, by the time they enter school, children are already guided by the general social motives of learning. Consequently, during this period they have a need for activities that would be significant, important, valued in the eyes of others. It is on this basis that they manifest the desire to study at school, the desire to become a schoolboy, to take a new position in life.

A.A. Lyublinskaya identifies the following indicators of a child's readiness for schooling:

1. General physical development of the child: normal weight, height, chest volume, muscle tone, proportions, etc., corresponding to the average standards of physical development of a boy and girl of seven years of age in our country.

The condition deserves a lot of attention. nervous system the child as a whole (the degree of her excitability and balance, strength and mobility), the main analyzers (vision, hearing, motor skills). The success of the teaching of children at school, all the relationship of the student to the school and to his comrades, to a certain extent, depends on the normal functioning of the organism as a whole.

2. Possession of a sufficient amount of ideas, knowledge, concepts, on the basis of which learning activities in the classroom can be built.

3. Formation of the most important habits and behavioral skills:

self-service, cultural, labor. It is also necessary to master a number of skills: listen to speech, look and see, focus on work, remember what is needed to understand the new, explain, reason, draw conclusions.

4. The child's possession of coherent, grammatically and phonetically correct speech: the ability to understand the speech of another addressed to him, the ability to independently build sentences in order to express his thoughts, etc.

5. The degree of development of the small muscles of the hand and fingers is extremely important for mastering writing.

6. Preparedness for joint work and life with comrades:

the ability to help another, to be able to defend one's innocence, if he is right.

7. The desire to learn, interest in knowledge, the joy of learning new things, on the basis of which, in the process of educational activity, deep and stable cognitive interests and the joy of mental labor can be formed ().

Based on the analysis of different approaches to the problem of a child's readiness for school, it is possible to single out the objective and subjective readiness of the child for systematic educational activities. Objective readiness includes the level of intellectual development, normal physical development, possession of correct speech, the most important habits, skills and abilities that are suitable in different areas of the child's life. Subjective readiness for learning involves the development of cognitive interest, the child's ability to purposeful activities, the development of needs for socially significant activities, the desire to learn, interest in knowledge, the joy of learning new things.

The attitude to the upcoming teaching as an important and responsible matter does not develop by itself, it needs both parental support and special work to form it.

3.2. Learning is a purposeful pedagogical process

"Teaching" and "school" - in our minds, these concepts are always very closely related to each other. Studying at school is learning, i.e. the student and the teacher are included in a purposeful pedagogical process. After all, they teach the child everything, moreover, from an early age. Literally from the first days of life. A child would not be able to master any of the simplest actions with objects if an adult did not give a model for such actions. A child left alone with the objects around him, without teaching and help from adults, could not understand why they are needed - he could not discover their public purpose: on a spoon, or on a hammer, ways to use them are not “written”. And than less baby, the more he requires help, showing, guidance from adults. Only in training does he learn the tasks and motives of human activity, the norms of relations between people, in general, all the achievements of science and culture. We can say that learning is a general form of child development, there is no development outside of learning.

No one will argue with the fact that children are always, no matter how small they are, objectively members of society. And subjectively - for themselves, i.e. for the time being, they feel and realize only their own and live in their environment. When a child enters school, his position changes radically. Teaching, which he now has to do, turns out to be very important for society, not only dad and mom, but also society in the person of the teacher, class, school will evaluate how well he fulfills these new and important duties. Thus, going to school is a rather abrupt change in a child's life. We must understand the state internal anxiety a beginner - he really wants to become a schoolboy, but there is already an understanding (or at least a premonition) that there is now a different demand from him - he should only be a good student. “Fear” of school (if, of course, it is not artificially instilled by adults) indicates that the child understands that he will have to deal with a serious and very significant matter not only for himself, for his parents, but for society. This is what distinguishes, first of all, schooling from what the child used to do in kindergarten and in the family.

Saying that a schoolchild is a "social person", we do not forget that teaching does not fill and cannot fill the whole life of a child. Of course, he plays, does more and more work, draws, sings, dances, begins to show himself in sports. But these types of activities in a younger student are still subordinate to learning - learning activities in primary school age are leading.

Recall that the leading activity in domestic psychology is understood as the activity of a child at a particular stage of his development, in the process and within which he develops the main personality traits and the main mental processes characteristic of a given age. The younger school age is the period of the most intensive formation of educational activity, and it plays its leading role precisely during this period.

The beginning of the school stage does not mean that the game no longer has a place in the life of the child, the game is needed - both at home and at school. Its necessity is due to the fact that in the first days of schooling, children still do not know how to learn. The use of game techniques allows you to mobilize the attention of children, helps to maintain interest in activities and good memorization. As the actual learning activity is formed, the proportion of game techniques gradually decreases from class to class, but does not disappear completely.

From the moment a seven-year-old child crosses the threshold of school and enters grade 1, the game gradually loses its leading role in his life and gives way to teaching, which significantly changes the motives of his behavior, opens up new sources for the development of his cognitive and moral forces.

The stage of the child's initial entry into the new conditions of school life, is characterized by the fact that the child learns to obey the new requirements of both the school and the teacher, regulating his behavior at school and at home, and also begins to be interested in the content of the educational subjects themselves. The painless passage of this stage by the child mainly depends on the good readiness of the child for school life. The joy of going to school, the expectation to meet something unusual in it, the feeling of novelty of school life helps the child quickly accept the teacher's requirements regarding the rules of behavior at school, the norms of relations with comrades, the daily routine, etc. The requirement of strict observance of new rules and norms makes first-graders feel the originality of a new stage in their lives. Here it is necessary to point out the fact that first-graders, especially in the first days and weeks of their stay at school, are extremely sensitive to the fulfillment of all the rules. In a sense, they are formalists: they themselves try to strictly follow the rules and demand this from their classmates.

A positive attitude towards the process of mastering knowledge and skills, curiosity and interest in the environment, formed in the preschool years, contribute to the emergence of cognitive interests in mathematics or grammar, which become the main educational activity of younger students.

The shortcomings of work on the formation of a child's readiness for learning lead to the fact that he initially experiences certain difficulties and is not immediately included in school life.

Basically, first-graders experience three types of difficulties:

The first one of them is related to the peculiarities of the new school regime - you need to wake up and get up on time, you can’t miss classes, listen to all the lessons carefully, do all the learning tasks carefully, etc. Without proper habits, the child develops excessive fatigue, disruptions in educational work, skipping routine moments.

The second type of difficulty associated with the nature of the relationship with the teacher, with classmates, in the family. The teacher, for all his friendliness and kindness to children, nevertheless acts as an authoritative and strict mentor, making certain demands and suppressing any deviations from them. He comprehensively and constantly evaluates not only educational activities, but also the behavior of children. His social role and position is such that children feel some timidity in front of him. Such a state of behavior can manifest itself in excessive stiffness or in some looseness and looseness.

Often a first-grader is lost in a new environment, in a new environment, he cannot immediately get to know the children. The main goal of the teacher's educational work during this period is to form in children the feeling that the class, and then the school, is not a group of people alien to him, but a benevolent and sensitive group of peers. Based on observations and special study, it is necessary to identify the individual characteristics of children, common interests, some external circumstances of life (children live in the same house and often play together) and, using these data, bring together and organize joint activities of children. The relationship of students in the classroom largely depends on the exacting and fair, equal attitude of the teacher to all children.

Changes in the child's position in the family in connection with entering school require a certain restructuring of the family's way of life, the relationship of parents and relatives to the first grader. As life experience shows, in most families new responsibilities and new rights are perceived with respect. The requirements of the student are fully satisfied during the execution homework, subject to the regime of the day, etc. However, such an attentive caring attitude of adults, their readiness to immediately satisfy the needs of the student can lead to the fact that the student begins to dictate his own terms and only his interests will be at the center of family life. This is the so-called "student egoism not to take into account the interests and concerns of other family members. Therefore, one should not exaggerate his school affairs, but consider them in the general flow of family affairs.

The third type of difficulty first graders begin testing in the middle of the school year. First-graders, who happily ran to school long before classes, performed any exercises with pleasure, were proud of the teacher's grades, as they get used to external attributes, gradually lose their craving for learning, which often results in apathy and indifference. This is due to the fact that in educational activities the share of the child's intellectual search is small, cognitive independence is significantly limited, and interests in the very content of the educational material are poorly formed. And the elements of external entertainment, often used by teachers, act only for a short time.

The surest way to prevent "saturation" of students, according to V.V. Davydov, consists in setting rather complex educational and cognitive tasks for children, in a collision problem situations requiring an active search for ways to solve them. The introduction of first-graders from the very beginning into the field of intellectual searches opens before them the need to substantiate the methods of action found on the basis of detailed reasoning and conclusions. Such mental activity of students contributes to the conscious assimilation of the necessary knowledge and skills, the formation of their cognitive interests in learning material. And the absence of the same interests will have a negative impact on all subsequent educational work (VV Davydova, 1979).

Thus, the stage of initial entry into school life is characterized by a significant psychological restructuring - the child acquires important habits of the new regime, establishes trusting relationships with the teacher and classmates, and shows cognitive interest in learning. academic subjects etc. The further course of education, the formation of the child's personality and his intellectual abilities largely depend on how the child is introduced to his first serious duties, how the development of the entire structure of school life goes.

What is a child's readiness for school?

Throughout life, a person experiences several age-related crises that mark a milestone, a transition from one age stage to another, and the degree of “crisis” depends on how prepared a person is for the next age stage, to the requirements that life will present to him during this period. More prepared people (by the system of education, health status, development of abilities, including communicative and intellectual, social and professional skills, etc.) experience age crises(three-year-old, teenage, middle-aged, retirement) is softer, calmer, more cheerful. And vice versa, the more problems are accumulated (not solved), the more critical will be the transition from one age group to another.

This entirely applies to the period when a child begins to study at school, the transition from preschool to primary school age, when the child's life changes radically in the physiological, psychological, and social spheres. The vast majority of children are ready for the new demands of life, changing loads (social, intellectual, psychological and physical) by the age of 7. Some of the children, and unfortunately, it increases due to a number of reasons in recent times only by the age of 8. And none (!) Of the children, taking into account the complex of all (!) Their capabilities, and not just physical and intellectual, is capable of painlessly and successfully adapt to school(in its current version) at 6 years old. This is not about the first weeks or months of schooling, but about how successful a student a child will be throughout the school years.

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

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

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

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

4. capable of taking responsibility for these efforts and results, to accept the fact that just like mom and dad should work, so I should study, and not be guided by my “I want / don’t want”, “I can / can’t”, “like / dislike”, “it turns out /it doesn't work”, etc.

As experience shows, indicated in p.p. 3 and 4, the emotional, communicative and personal qualities of the child can play a decisive role in the child's adaptation at school: with their adequate development, they can even compensate for the lack of physical health and intellectual abilities, and an initially unpromising child can turn out to be a good student and an excellent specialist in the profession, and vice versa, with the underdevelopment of these qualities, even with good intellectual and physical indicators, the child may be unsuccessful in educational and further work.

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

So, speaking of readiness for school, we mean the totalityintellectual , physical, emotional, communicative, personal qualities that help the child enter a new school life as easily and painlessly as possible, take a new social position of a “schoolchild”, successfully master a new educational activity for him and painlessly and conflict-free to enter the new world of people for him. Experts, speaking about readiness for school, sometimes focus on different aspects of the development of children, based on their own experience of working with them. Therefore, below we give several classifications in order to get the most complete picture of the components of the concept of a child's readiness for school:

1. Intellectual readiness.

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

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

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

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

-ability to self-esteem.

This is the child's ability to evaluate himself, more or less realistically, without falling into the extremes of "I can do everything" or "I can't do anything." The prerequisites for an adequate assessment of oneself, the results of one's work will help the future student to navigate the school's assessment system. This is a start to the emergence of the ability to assess one's abilities, the degree of assimilation of academic disciplines. When a child, even without teacher's marks, feels that he has learned, and what else needs to be worked on.

-the ability to subjugate the motives of behavior.

This is when a child understands the need to do homework first, and then play soldiers, that is, the motive "to be a good student, earn the teacher's praise" dominates the motive "enjoy the game." Of course, at this age there can be no stable priority of the learning motive over the game. It is formed during the first 2-3 years of schooling. Therefore, often educational tasks are presented to children in an attractive game form.

In order for a child to successfully cope with the new demands of school life, he must have a set of qualities that are closely intertwined.
It is impossible to consider these qualities in isolation from the "life world" of the child, from the environment of a particular school, from the way of life in the family. Therefore, the modern definition of "school readiness" takes into account all these factors and defines "school readiness" as a set of "competencies".

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

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

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

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

Emotional readiness for school implies a set of qualities that allow the child to overcome emotional insecurity, various blockades that prevent the perception of learning impulses or lead to the fact that the child closes in on himself.

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

When a child knows something, wants to show his knowledge and raises his hand, then, of course, it does not always turn out that he is really called. When a teacher calls another, and the child wants to show his knowledge by all means, this can be a great disappointment. The child may think: “If they don’t call me, then it’s not worth trying”- and stop actively participating in the lessons. In school life, there are a variety of situations in which he has to experience disappointment. The child may react to these situations with passivity or aggression. Ability to adequately tolerate and deal with disappointments– another side of emotional competence.

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

First of all, it is a class community. The child must be prepared for the fact that he will no longer be able to follow only his desires and impulses, regardless of whether he interferes with other children or the teacher due to his behavior. Relationships in the classroom community largely determine how your child can successfully perceive and process learning experience, that is, benefit from it for their development.

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

It is important that the child could feel like a member of a group, a group community, in the case of schooling, a class. The teacher cannot address each child individually, but addresses the whole class. In this case, it is important that each child understands and feels that the teacher, addressing the class, also addresses him personally. That's why feel like a member of a group–this is another important property of social competence.

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

Conflicts are part of the life of any social group. The life of the class is no exception here. The point is not whether conflicts appear or not, but how they are resolved. It is important to teach them other, constructive decision models conflict situations: talk to each other, look for solutions to conflicts together, involve third parties, etc. The ability to constructively resolve conflicts and socially acceptable behavior in controversial situations is an important part of a child's social readiness for school.

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

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

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

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

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

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

It is important that the child can concentrate on a task for some time and complete it. This is not so simple: at every moment of time we are subject to the influence of stimuli of the most diverse kind. These are noises, optical impressions, smells, other people, etc. AT big class There are always distracting events happening. That's why the ability to concentrate for a while and keep attention on the task at hand is the most important prerequisite for successful learning. It is believed that a good concentration of attention is developed in a child if he can carefully perform the task assigned to him for 15-20 minutes without getting tired.

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

Children enjoy doing what interests them. Therefore, when the topic or task that the teacher gives matches their inclinations, what they like, there is no problem. When they are not interested, they often simply do nothing, start doing their own thing, that is, they stop learning. However, it is completely unrealistic to demand from a teacher that he offer children only topics that are interesting to them, interesting always and for everyone. Some things are interesting for some children, but not for others. It is impossible, and indeed wrong, to build all teaching solely on the basis of the interest of the child. Therefore, schooling always contains moments when children have to do something that is not interesting and boring for them, at least at first. The prerequisite for the child to engage in content that is initially alien to him is a general interest in learning, curiosity and curiosity in relation to the new. Such curiosity, curiosity, the desire to learn and learn something is an important prerequisite for successful learning.

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

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

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

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

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

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

The main thing- this is psychological readiness child to school. This concept means the formation of the necessary psychological prerequisites for educational activities that help the child adapt to school conditions and begin systematic learning.

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

>Functionalthe readiness of the child testifies to the level of general development, his eye, spatial orientation, ability to imitate, as well as the degree of development of complexly coordinated hand movements.

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

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

Intellectual readiness also has another aspect - the formation of certain skills in a child. First of all, these include the ability to single out a learning task and turn it into an independent goal of activity.

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

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

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

>Motivational readiness for school is the desire to go to school, to acquire new knowledge, the desire to take the position of a student. Children's interest in the world of adults, the desire to be like them, interest in new activities, establishing and maintaining positive relationships with adults in the family and school, pride, self-affirmation - all these are possible options for motivating learning that give rise in children to the desire to engage in educational work.

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

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

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

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

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

What should a future first grader be able to do?

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

The passage of the next phase of development - learning - will depend on how successfully the child has mastered the phase of the game. Because school is a big and long game for 9-11 years. It has its own rules (school-wide and classroom), players (principal, teachers, children), penalties (deuces, comments in the diary), winnings (five, diplomas, awards, certificate). Especially important is the ability to follow the rules and the ability to lose. Many children perform these moments with difficulty, and when they lose, they react violently emotionally: they cry, scream, throw things. Most likely, they will inevitably have to face difficulties in school. In elementary school, many learning moments are held in the form of a game for this very purpose - to finally give the child the opportunity to master the game and fully engage in learning.

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

Questionnaire for observations.

Circle the appropriate number or put a cross on it.

Body development - movement and perception

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

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

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

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

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

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

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

Does the child manage to keep the boundaries when painting over the pictures? 0 1 2 3

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

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

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

Can the child identify the correct shapes in the picture (e.g. similar or different)? 0 1 2 3

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

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

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

Does the child understand simple cause and effect relationships? 0 1 2 3

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

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

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

How does the child say: clear, distinct and understandable to everyone around? 0 1 2 3

Does he speak in full sentences and is he able to clearly describe what happened (i.e., any event or experience)? 0 1 2 3

When he makes something, cuts, sculpts, draws - does he work with concentration, purposefully, does he show patience and perseverance when something does not work out? 0 1 2 3

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

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

Is he able to complete a simple task carefully and properly? 0 1 2 3

Emotions and sociality

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

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

Did the child sometimes manage to overcome his fearfulness? 0 1 2 3

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

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

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

Is he glad that he will be going to school soon?0 1 2 3

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

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

Does he form contacts with other children on his own? 0 1 2 3

How does the child behave in case of conflicts, is he or she set to a positive resolution of the situation and accepts them? 0 1 2 3

Summing up the observations

If a most of signs of readiness for school turn out to be mild, then it is likely that the child will find it difficult to adapt to school and study successfully at the initial stage.

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

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

Readiness for school is a very topical issue for many parents of six-year-old children. They often ask questions: “Should I let my child go to school? Is he ready for school curriculum? Will it be hard for him to keep up with the school load? Or let him stay another year in the kindergarten?

While internship at school, I encountered some difficulties. When recruiting the first classes, parents came with children who already knew how to count, write and even knew the multiplication tables, began to teach English language in other words, they were intellectually ready to study. But psychologically and emotionally, it was still too early for these children to attend school, since they were not motivated to acquire knowledge, it was difficult for them to adapt to a new team, accept their social role as a schoolchild and meet all the requirements of a teacher. Generally speaking, such children are not yet psychologically ready for schooling. But it was very difficult to explain this to parents, because they claimed: “How? My child is not stupid! Now he reads on his own, solves examples, knows how to write! You are confusing something: my son (daughter) is fully prepared for school, the whole family prepared him (her) for admission. In this article I will try to explain what it is - the readiness of the child for school and what are its components.

Under the psychological readiness for schooling is meant the necessary and sufficient level of mental development of the child for mastering the school curriculum while studying in a team.

School psychologists believe that the preparation of a child for school should consist in the formation of certain skills and abilities, as well as the fulfillment of the requirements that the school puts before the child, represented by teachers. The child should be able to act according to the model, listen and follow the instructions, evaluate their work. Psychologists call the ability to follow the rules and listen to the requirements of an adult an important element of psychological readiness for schooling.

In the structure of the psychological readiness of children for school, it is customary to distinguish the following components:

1. Personal readiness.

This readiness is expressed in relation to the child's school, learning activities, teachers and himself. Here the importance of motivating the child should be emphasized. Ready for schooling are children who are attracted to school not by external attributes (a beautiful portfolio, new felt-tip pens, pencils, notebooks, textbooks), but by the opportunity to gain new knowledge (learn something, learn something). A future first-grader needs to be able to freely control his behavior, cognitive activity. In other words, the child must have a developed educational motivation.

2. Volitional readiness to study at school.

By the end preschool age the child has already formed the foundations volitional actions- internal efforts required to perform a certain activity. The child is able to set a goal, develop a plan of action, make a decision, make efforts to overcome difficulties, evaluate the result of their actions. At the same time, children are still guided by the presence gaming motivation(learning in a playful way), especially on the assessments of other children (team play).

The volitional readiness of the child is evidenced by: high level letters, correct use school supplies, maintaining order on the table, desk or briefcase. Volitional readiness also implies the ability to restrain one's impulsive actions, focus on the task, and listen to the teacher's speech.

Personal readiness for learning includes positive emotional attitude of the child to school and emotional maturity of a preschooler(restraint, reduction in the number of impulsive actions, unbalanced behavior).

If we combine emotional, volitional, motivational readiness for school, then we get - internal position of the student. A child with an unformed position of a schoolboy shows childlike immediacy, answers at the same time with others in the lesson, does not raise his hand, often interrupts, shares his experiences and feelings with the teacher. This immaturity often leads to gaps in knowledge, low learning productivity.

3. Intellectual readiness

The next component of the child's psychological readiness for school . The level of intellectual development of a preschooler- this is the amount of knowledge, the volume of "mental tools", and its vocabulary. Also, the child must have high learning ability- the ability to single out a learning task, and turn it into an independent goal of cognitive activity. A preschooler should be inquisitive and observant, the task of parents is to encourage these qualities.

In general, the child's intellectual readiness for schooling implies the presence of such qualities as: differential perception (the difference between the figure and the background), concentration of attention, analytical thinking (the awareness of the connection between phenomena, the ability to reproduce the pattern). As well as a rational approach to reality (weakening of fantasy), logical memorization, interest in knowledge, mastery of colloquial speech by ear, the ability to understand and use symbols, development fine motor skills and hand-eye coordination.

Important when entering school level colloquial speech child. Children must correctly pronounce all letters and sounds, master the timbre, pitch and power of the voice. It is good if a preschooler, in addition to knowing his native language, shows interest in foreign languages, he has a balanced vocabulary from different spheres of life. The child must competently conduct a dialogue, use simple and complex sentences, adhere to etiquette in communication, enjoy reading, be able to freely retell what they read, recite small rhymes, have an idea of ​​\u200b\u200bletters, sounds, words and sentences.

The intellectual unpreparedness of the child directly leads to failure in learning, he does not understand the teacher and cannot fulfill his requirements, as a result of poor grades, lagging behind in the school curriculum. This may lead to a child's reluctance to go to school or dislike of certain subjects.

4. Social and psychological readiness of the child

She also plays a huge role in preparing for school. It involves the formation and acceptance of a new social role - the student, which is expressed in a serious attitude towards school, learning activities and the teacher.

Older preschoolers are attracted to the external aspect of school life (new uniforms, briefcase, pens, etc.), but most children still want to learn. If a child is not ready to accept the social position of a student, then even with the necessary knowledge and skills, high intellectual development, it will be difficult for him to adapt to school.

Positive attitudes towards school are often associated with the information adults provide to children. It is very important to explain and prepare the child for what awaits him at school and preferably in a language that is accessible to him, to involve and openly answer the questions of interest to the child. This will help not only the formation of a positive attitude and interest in the upcoming studies, but also the right attitude towards the teacher and other students, the ability to quickly and easily establish relationships. In other words, this will help the child adapt, make friends with the new team, teach them to act together with other children, to yield and, if necessary, defend themselves.

And so we see that preparing for school is a very laborious process, which is a test for both parents and young students. It is necessary to take into account many aspects, psychological, motivational, emotional and intellectual readiness of the child to study at school. The combination of these components contributes to the successful educational activity of the child, his rapid adaptation to new conditions and painless entry into a new system of relationships.

Love and take care of yourself!