federal agency on education of the Russian Federation

Stavropol State University

Psychology faculty

Department of Clinical Psychology

Course work

on the course "Psychodiagnostics"

Topic: " Comparative analysis the level of readiness for schooling of children aged 6 and 7”.

Completed by a student

Faculty of Psychology

3 courses group "A"

speciality

"Clinical psychology"

Zhebrikova Anna Andreevna

scientific adviser

Candidate of Psychological Sciences, Associate Professor

Suvorov

Alla Valentinovna

Stavropol, 2009

Introduction……………………………………………………………………..3

1. Psychological readiness for schooling………………6

1. Studying the problem of readiness for schooling in the domestic and foreign psychology……………………………………….6
2. Psychological and pedagogical characteristics of a child aged 6 and 7 and adaptation to schooling of children aged 6 and 7 and analysis of the causes of disadaptation…………………………………………………………………… ….fifteen

II The composition of the subjects and research methods.

2.1 The composition of the subjects…………………………………………………………31

2.2. Research methods………………………………………………..31

III Analysis of the results of the study and their discussion……………….39

Conclusion……………………………………………………………………..49

Conclusion……………………………………………………………….53

References ………………………………………………………..55

Applications………………………………………………………………58

Introduction

The problem of a child's readiness for school has always been relevant. Currently, the relevance of the problem is determined by many factors. Modern research show that 30 - 40% of children come to the first grade of a mass school unprepared for learning, that is, they have insufficiently formed the following readiness components:

Social,

Psychological,

Emotionally - volitional.

The successful solution of the problems of the development of the child's personality, the increase in the effectiveness of education, and the favorable professional development are largely determined by how correctly the level of preparedness of children for schooling is taken into account. AT modern psychology until there is a single and clear definition of the concept of "readiness", or "school maturity".

A. Anastasi interprets the concept of school maturity as mastering skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of mastering the school curriculum.

I. Shvantsara defines school maturity as the achievement of such a degree in development when the child becomes able to take part in school education. I. Shvantsara singles out the mental, social and emotional components as components of readiness for schooling.

L.I. Bozhovich points out that the readiness to study at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one's own cognitive activity and to the social position of the student.

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

Questions of psychological readiness for learning at school are considered by teachers, psychologists, defectologists: L.I. Bozhovich, L.A. Wenger, A.L. Wenger, L.S. Vygotsky, A.V. Zaporozhets, A. Kern, A.R. Luria, V.S. Mukhin, S.Ya. Rubinstein, E.O. Smirnova and many others. The authors provide not only an analysis of the necessary knowledge, skills and abilities of a child during the transition from kindergarten to school, but also consider the issues of a differentiated approach in preparing children for school, methods for determining readiness, and also, importantly, ways to correct negative results and in connection with these recommendations for working with children and their parents. Therefore, the primary task facing both domestic and foreign scientists is as follows:

When and under what condition of the child this process will not lead to disturbances in his development, adversely affect his health.

Scientists believe that a differentiated approach as a social and educational environment is based on the level of speech readiness junior schoolchildren. A differentiated approach will be implemented more effectively if identified speech development first grade students.

Thus, the main goal our work is to identify the level of readiness of a preschooler to study at school and to carry out corrective and developmental activities to develop the child's necessary skills and abilities for the successful assimilation of educational material.

In connection with the goal, we have put forward hypothesis : the level of readiness of children for schooling of 6 and 7 years is different.

In our work, we put the following tasks :

1. Study and analysis of psychological literature on the topic.

2. Selection of psychodiagnostic methods for studying the level of readiness of children for schooling at the age of 6 and 7 years.

3. Conducting an experimental psychological study to study the level of readiness of children for schooling.

4. Processing and interpretation of the obtained results.

5. Formulation of conclusions and conclusions.

6. Registration of work.

object research were made by children of the preparatory group of preschool educational institution"Chamomile" Kindergarten the village of Staromarevka.

Subject research - the level of psychological readiness of preschoolers 6 and 7 for schooling.

Research methods:

1. analysis of literary sources.
2. empirical methods: Kern-Jirasek school maturity test;
3. data processing methods:

Quantitative: tabulation, charting, histograms, fashion.

Qualitative: analysis, synthesis and generalization, classification.

In general, the work consists of 57 sheets of working text, introduction, 3 chapters, conclusions, conclusion, list of references from 29 sources, there are also 9 histograms, 3 diagrams and applications.

I Psychological readiness for schooling

1.1. Studying the problem of readiness for schooling in domestic and foreign psychology.

Psychological readiness to study at school is considered on

present stage development of psychology as a complex characteristic of the child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.

In the psychological dictionary, the concept of “readiness for schooling” is considered as a set of morpho-physiological characteristics of a child of senior preschool age, which ensures a successful transition to a systematic, organized schooling.

V.S. Mukhina argues that readiness for schooling is a desire and awareness of the need to learn, arising as a result of the social maturation of the child, the appearance of internal contradictions in him, setting the motivation for learning activities.

D.B. Elkonin believes that a child’s readiness for schooling involves the “growing” of a social rule, that is, a system of social relations between a child and an adult.

The most complete concept of "readiness for school" is given in the definition of L.A. Wenger, by which he understood a certain set of knowledge and skills, in which all other elements should be present, although the level of their development may be different. The components of this set, first of all, are motivation, personal readiness, which includes the "internal position of the student", volitional and intellectual readiness.

The child's new attitude towards environment, which arises when entering school, L.I. Bozhovich called the "internal position of the student", considering this neoplasm a criterion of readiness for schooling.

In her studies, T.A. Nezhnova points out that a new social position and the activities corresponding to it develop insofar as they are accepted by the subject, that is, they become the subject of his own needs and aspirations, the content of his “internal position”.

A.N. Leontiev considers the real activity with changes in the “internal position” to be the direct driving force behind the development of the child.

In recent years, more and more attention has been paid to the problem of readiness for schooling abroad. When solving this issue, as J. Jirasek notes, theoretical constructions, on the one hand, and practical experience, on the other, are combined. The peculiarity of the research is that the intellectual abilities of children are at the center of this problem. This is reflected in tests that show the development of the child in the field of thinking, memory, perception and other mental processes.

According to S.Strebel, A.Kern, J.Jirasek, a child entering school must have certain characteristics of a schoolboy: be mature in mental, emotional and social terms.

By emotional maturity, they understand emotional stability and the almost complete absence of impulsive reactions of the child.

They associate social maturity with the child's need to communicate with children, with the ability to obey the interests and accepted conventions of children's groups, as well as with the ability to take on the social role of a schoolchild in the social situation of schooling.

F. L. Ilg, L. B. Ames conducted a study to identify the parameters of readiness for schooling. As a result, a special system of tasks arose, which made it possible to examine children from 5 to 10 years old. The tests developed in the study are of practical importance and have a predictive ability. In addition to test tasks, the authors suggest that if a child is not prepared for school, they can be taken away from there and, through numerous trainings, brought to the desired level of readiness. However, this point of view is not the only one. So, D.P. Ozubel proposes, in case of unpreparedness of the child, to change the curriculum at school and thereby gradually align the development of all children.

It should be noted that, despite the diversity of positions, all these authors have a lot in common. Many of them, when studying readiness for schooling, use the concept of "school maturity", based on a false concept, according to which the emergence of this maturity is mainly due to the individual characteristics of the process of spontaneous maturation of the child's innate inclinations and is not significantly dependent on the social conditions of life and upbringing. In the spirit of this concept, the main attention is paid to the development of tests that serve to diagnose the level of school maturity of children. Only a small number of foreign authors - Vronfenvrenner, Vruner - criticize the provisions of the concept of "school maturity" and emphasize the role of social factors, as well as the features of social and family education in its occurrence.

Making a comparative analysis of foreign and domestic research, we can conclude that the main attention of foreign psychologists is directed to the creation of tests and is much less focused on the theory of the question.

The works of domestic psychologists contain a deep theoretical study of the problem of readiness for school.

An important aspect in the study of school maturity is the study of the problem of psychological readiness for learning at school. (L.A. Wenger, S.D. Zuckerman, R.I. Aizman, G.N. Zharova, L.K. Aizman, A.I. Savinkov, S.D. Zabramnaya).

The components of a child's psychological readiness for school are:

Motivational (personal),

intellectual,

Emotionally - volitional.

Motivational readiness - 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 to school is determined by the way information about it is presented. It is important that the information about the school communicated to children is not only understood, but also felt by them. Emotional experience is provided by the inclusion of children in activities that activate both thinking and feeling.

In terms of motivation, two groups of learning motives were distinguished:

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

2. Motives directly related to educational activities, or 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 relation to the child's school, teachers and educational activities, it also includes the formation in children of such qualities that would help them communicate with teachers and classmates.

Personal readiness also implies a certain level of development of the emotional sphere of the child. The child masters social norms for expressing feelings, the role of emotions in the child’s activities changes, emotional anticipation is formed, feelings become more conscious, generalized, reasonable, arbitrary, out of situation, higher feelings are formed - moral, intellectual, aesthetic. Thus, by the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and course of educational activities are possible.

Many authors who consider the personal component of psychological readiness for school pay special attention to the problem of the development of volitionality in a child. There is a point of view that the weak development of arbitrariness is the main reason for poor progress in the first grade. But to what extent should arbitrariness be developed by the beginning of training in
school - a question that is very poorly worked out in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a neoplasm of primary school age, developing within the educational (leading) activity of this age, and on the other hand, weak
arbitrariness interferes with the beginning of schooling.

ON THE. Semago gives age development standards for the first two levels of development of arbitrariness. So, when diagnosing the arbitrariness of motor activity, one should be guided by the following standards:

By the age of 5.5-6 years, it is possible to perform reciprocal movements of the hands (with single errors);

By the age of 6.5-7 years, the child performs voluntary facial movements according to the verbal instructions of an adult (with single errors);

By the age of 7-7.5 years, the child can perform various motor programs both with different arms (feet) and with mimic muscles.

Diagnosis of the arbitrariness of higher mental functions provides for certain age standards:

By the age of 5.5-6 years, the child keeps the instruction, sometimes helping himself with sentences, independently detects mistakes, can correct them, basically keeps the program of activity, but at the same time he may need the organizing help of an adult. The distribution of attention is available on no more than two signs at the same time:

By the age of 6.5 - 7 years, the child can keep the instruction, but when performing complex tasks, sometimes it needs to be repeated. By this age, the child is able to keep the program of performing tasks of a verbal and non-verbal nature. Against the background of fatigue, a little organizing help from an adult may be required. Freely copes with tasks that require the distribution of attention according to two criteria;

By the age of 7-7.5 years, the child fully retains instructions and tasks, is able to independently build an execution program, independently corrects obvious mistakes. Distribution of attention on three signs at the same time is available.

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

VV 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 their activities and exercise self-control. At the same time, a positive attitude to learning, the ability to self-regulate behavior and the manifestation of strong-willed efforts to complete the tasks are important.

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 highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions.

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

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

The ability of children to consciously subordinate their actions to rules that generally determine the mode of action,

Ability to focus on a given system of requirements,

The ability to listen carefully to the speaker and accurately perform the tasks offered orally,

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

These parameters for the development of voluntariness are part of the psychological readiness for school, and education in the first grade is based on them.

D. B. Elkonin believed that voluntary behavior is born in the game in a team of children, allowing the child to rise to a higher level.

The studies of E.E. Kravtsova showed that for the development of arbitrariness in a child during work, a number of conditions should be met:

It is necessary to combine individual and collective forms of activity,

Consider the age of the child

Use games with rules.

Research by N.G. Salmina showed that first grade schoolchildren with a low level of arbitrariness are characterized by a low level of play activity, and, consequently, learning difficulties are characteristic.

In addition to these components of psychological readiness for school, researchers distinguish the level of speech development.

R.S. Nemov argues that the speech readiness of children for learning and learning is primarily manifested in their ability to use behavior and cognitive processes for arbitrary control. No less important is the development of speech as a means of communication and a prerequisite for the assimilation of writing.

This function of speech should be given special care during middle and senior preschool childhood, since the development of written speech significantly determines the progress intellectual development child.

By the age of 6-7, a more complex independent form of speech appears and develops - a detailed monologue statement. By this time, the child's vocabulary consists of approximately 14,000 words. He already owns word measurement, the formation of tenses, the rules for composing a sentence.

Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal and logical, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the level of development cannot but be reflected in the indicators obtained thinking.

Completely separate linguistic and psychological views analysis of speech is not possible, as well as a separate psychodiagnostics of thinking and speech. The fact is that human speech in its practical form contains both linguistic (linguistic) and human (personal psychological) principles.

In addition to development cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes formed personal characteristics. By entering school, the child must develop self-control, labor skills, the ability to communicate with people, and role-playing behavior. In order for a child to be ready for learning and acquiring knowledge, it is necessary that each of these characteristics be sufficiently developed for him, including the level of speech development.

AT preschool age Basically, the process of mastering speech is completed:

• by the age of 7, the language becomes a means of communication and thinking of the child, also the subject of conscious study, since in preparation for school, learning to read and write begins;
• the sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation, the process of phonemic development is completed;
• the grammatical structure of speech develops. Children learn patterns of morphological and syntactic order. Assimilation of the grammatical forms of the language and the acquisition of a larger active vocabulary allow them, at the end of preschool age, to move on to the concreteness of speech.

Thus, the high demands of life on the organization of upbringing and education intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the psychological characteristics of the child. Therefore, the problem of the psychological readiness of children to study at school is of particular importance, since the success of the subsequent education of children at school depends on its solution.

1.2. Psychological and pedagogical characteristics of a child aged 6 and 7, adaptation to schooling of children aged 6 and 7 and analysis of the causes of maladaptation

The admission of a child to school poses a number of tasks for psychologists and teachers during the period of work with a future first grader:

To identify the level of his readiness for schooling and the individual characteristics of his activities, communication, behavior, mental processes which will need to be taken into account during training;

If possible, compensate for possible gaps and increase school readiness, thereby preventing school maladaptation;

Plan the strategy and tactics of teaching the future first-grader, taking into account his individual capabilities.

The solution of these problems requires a deep study of the psychological characteristics of modern first-graders who come to school at 6 and 7 years old with different "baggage" representing the totality of psychological neoplasms of the previous age stage - preschool childhood.

Features of the age stage of 6.7 years are manifested in progressive changes in all areas, from the improvement of psychophysiological functions to the emergence of complex personality neoplasms.

The sensory development of the older preschooler is characterized by the improvement of his orientation in the external properties and relations of objects and phenomena, in space and time. Thresholds of all types of sensitivity are significantly reduced. Visual perception becomes the leading one when getting acquainted with the environment, purposefulness, planning, controllability, awareness of perception increase, the relationship of perception with speech and thinking is established, and, as a result, perception is intellectualized. A special role in the development of perception in senior preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main varieties of properties and relationships. By the age of six, a normally developed child can already correctly examine objects, correlate their qualities with standard shapes, colors, sizes, etc. The assimilation of a system of socially developed sensory standards, the mastery of some rational methods of examining the external properties of objects, and the possibility of a differentiated perception of the surrounding world based on this indicate that the child has reached the necessary level of sensory development for entering school.

The assimilation of socially developed standards, or measures, changes the nature of children's thinking; in the development of thinking, by the end of preschool age, a transition from egocentrism (centration) to decentration is planned. This brings the child to an objective, elementary scientific perception of reality, improving the ability to operate with ideas at an arbitrary level. The formation of new methods of mental actions is largely based on the mastery of certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of figurative thinking.

The thinking of children aged 6, 7 is characterized by the following features that can be used as diagnostic signs of a child's achievement of readiness for schooling, from the point of view of his intellectual development:

• the child solves mental problems, imagining their conditions, thinking becomes out of situation;
• the development of speech leads to the development of reasoning as a way of solving mental problems, an understanding of the causality of phenomena arises;
• children's questions are an indicator of the development of curiosity and speak of the problematic thinking of the child;
• a new correlation of mental and practical activity appears, when practical actions arise on the basis of preliminary reasoning; the planned thinking increases;
• experimentation arises as a way to help understand hidden connections and relationships, apply existing knowledge, try your hand;
• the prerequisites for such qualities of the mind as independence, flexibility, inquisitiveness.

Thus, the orientation of the child at senior preschool age is based on generalized ideas. But, neither they, nor the preservation of sensory standards, etc. are impossible without a certain level of memory development, which, according to L.S. Vygotsky, stands at the center of consciousness in preschool age.

Preschool age is characterized by intensive development of the ability to memorize and reproduce. One of the main achievements of the older preschooler is the development of voluntary memorization. An important feature of this age is the fact that at the age of 7 a child can be given a goal aimed at memorizing certain material. The presence of such an opportunity is due to the fact that the older preschooler begins to use various techniques specifically designed to increase the efficiency of memorization: repetition, semantic and associative linking of material. Thus, by the age of 6-7, the structure of memory undergoes significant changes associated with a significant development of arbitrary forms of memorization and recall.

The attention of a preschooler at the age of 6 is still involuntary. The state of increased attention is associated with orientation in the external environment, emotional attitude towards it. With age (up to 7 years), concentration, volume and stability of attention increase significantly, elements of arbitrariness in the control of attention are formed based on the development of the planning function of speech and cognitive processes; attention becomes mediated; there are elements of post-voluntary attention.

The ratio of arbitrary and involuntary forms, similar to memory, is also noted in such a mental function as imagination. Imagination gradually acquires an arbitrary character: the child is able to create an idea, plan it and implement it. A big leap in its development is provided by the game, the necessary condition of which is the presence of a substitute activity and the presence of substitute objects. The child masters the techniques and means of creating images; imagination passes into the inner plane, there is no need for a visual support for creating images.

With all the importance of the cognitive development of a child of 6, 7 years old, his harmonious development is impossible without an emotional attitude to the environment in accordance with the values, ideals and norms of society.

Preschool childhood (6 years) is a period when emotions and feelings dominate all other aspects of a child's life, giving them a specific coloring and expressiveness. Preschoolers are characterized by intensity and mobility emotional reactions, immediacy in the manifestation of their feelings, a quick change of mood. However, by the end of preschool childhood, the emotional sphere of the child changes - feelings become more conscious, generalized, reasonable, arbitrary, out of situation; higher feelings are formed - moral, intellectual, aesthetic, which in six-year-old children often become a motive for behavior.

For a seven-year-old child experiencing a crisis of seven years, but according to L.S. Vygotsky, are more characterized by mannerism, fidgeting, some tension, unmotivated clowning, which is associated with the loss of childish spontaneity, naivety and an increase in arbitrariness, complication of emotions, generalization of experience (“intellectualization of affect”).

During preschool childhood, emotional processes also develop that regulate children's activities. The main neoplasms in the emotional sphere of a child of 6-7 years old, which need to be paid special attention, including when diagnosing psychological readiness for school, are given below:

1. A change in the content of affects, which is expressed primarily in the emergence of special forms of empathy, which is facilitated by developing emotional decentration.

2. Changing the place of emotions in the temporal structure of the activity as the complexity and distance of its initial components from the final results (emotions begin to anticipate the progress of the task being solved). Such an “emotional anticipation” by A.V. Zaporozhets and Ya.Z. Neverovich is also associated with the emerging activity of emotional imagination.

Ya.L. Kolominsky and E.A. Panko, when considering the development of the emotional sphere of an older preschooler, pay attention to its close connection with the emerging will of the child.

3. By the age of six, the main elements of volitional action are formalized: the child is able to set a goal, make a decision, outline an action plan, execute it, show a certain effort in case of overcoming an obstacle, evaluate the result of his action. But all these components of volitional action are not yet sufficiently developed: the identified goals are not sufficiently stable and conscious, the retention of the goal is largely determined by the difficulty of the task, the duration of its implementation.

Considering voluntary behavior as one of the main psychological neoplasms of preschool age, D.B. Elkonin defines it as behavior mediated by a certain representation.

A number of researchers (G.G. Kravtsov, I.L. Semago) believe that the development of arbitrariness in senior preschool age occurs at three levels, which have periods of "overlap":

• formation of motor arbitrariness;
• the level of voluntary regulation of higher mental functions proper;
• voluntary regulation of one's own emotions. It should be noted that, but according to N.I. Gutkina, seven-year-old children have a higher level of development of voluntariness (work according to the model, sensorimotor coordination) compared to six-year-old children, respectively, seven-year-old children are better prepared for school according to this indicator of readiness for school.

The development of the child's will is closely connected with the change in the motives of behavior occurring at preschool age, the formation of subordination of motives, which gives a general direction to the child's behavior, which, in turn, is one of the main psychological neoplasms of preschool age. Acceptance of the most significant this moment motive is the basis that allows the child to go to the intended goal, ignoring situationally arising desires. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of actions by a significant adult.

It should be noted that by the older preschool age there is an intensive development of cognitive motivation: the direct impressionability of the child decreases, at the same time, the older preschooler becomes more and more active in the search for new information. II.I. Gutkina, comparing the motives of children aged 6 and 7, notes that there are no significant differences in the degree of severity of the cognitive motive in six-year-olds and seven-year-olds, which indicates that according to this parameter mental development 6 and 7 year olds can be considered as one age group.

The motivation to establish a positive attitude of others also undergoes a significant change.

The formation of the motivational sphere, subordination, the development of cognitive motivation, a certain attitude to school are closely connected with the development of the child's self-awareness, his transition to a new level, with a change in his attitude towards himself; the child has an awareness of his social "I". The emergence of this neoplasm largely determines both the behavior and activities of the child, and the whole system of his relations to reality, including school, adults, etc. As noted by L.I. Bozhovich, exploring the problem of the "crisis of seven years", awareness of one's social "I" and the emergence on this basis of an internal position, i.e. a holistic attitude to the environment and to oneself, which expresses a new level of self-consciousness and reflection, awakens the corresponding needs and aspirations child, including the need to go beyond their usual children's lifestyle, to take a new, more significant place in society.

An older preschooler who is ready for school wants to learn also because he has a desire to take a certain position in a society of people that opens access to. the world of adulthood, and because he has a cognitive need that he can not satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, named by L.I. Bozhovich’s internal position of a schoolchild, which, in her opinion, can act as one of the criteria for a child’s personal readiness for schooling.

At the same time, as II.I. Gutkin, the inner position of a schoolchild is more common and more pronounced in seven-year-old children than in six-year-olds, which indicates the impossibility of considering seven-year-olds and six-year-olds as a single age group in terms of this parameter of development of the motivational sphere.

Considering the emergence of personal consciousness, it is impossible not to mention the development of self-esteem of a child of senior preschool age.

The basis of initial self-esteem is mastering the ability to compare yourself with other children. Six-year-old children are characterized mainly by undifferentiated overestimated self-esteem. By the age of seven, it differentiates and decreases somewhat. The development of the ability to adequately assess oneself is largely due to the decentration that occurs during this period, the child's ability to look at himself and at the situation from different points of view.

Entering school marks a turning point in the social situation of a child's development. Becoming a schoolchild, the child receives new rights and obligations and for the first time begins to engage in socially significant activities, the level of performance of which determines his place among others and his relationship with them.

According to Sh.A. Amonashvili, the main characteristic of the motivational sphere of a six-year-old child is the predominance of actual needs and impulsive activity. A six-year-old child continuously has a variety of needs that constantly replace each other. Their peculiarity is that they are experienced as an urgent, i.e. actual, desire. Impulsive activity is uncontrolled, it is not preceded by at least fleeting reflection, weighing, deciding whether to do it, to do it. Fatigue, which increases emotional excitability, enhances the impulsive activity of children, and the meager social and moral experience does not allow them to be restrained and compliant, reasonable and strong-willed. Actual needs and impulsive activity are also inherent in seven-year-old children, but greater social experience helps them better regulate their behavior.

Consequently, children aged 6 and 7 will form learning activities differently. The entry into the conditions of schooling, adaptation to it will be different. Thus, the difficulty of a six-year-old child lies in the lack of the necessary level of arbitrariness, which complicates the process of adopting new rules; the predominance of positional motivation leads to the complexity of the formation of the lowest level of actual development for learning at school - the internal position of the student.

Adaptation to schooling of children aged 6 and 7 years and analysis of the causes of disadaptation

Adaptation to school - the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. "A favorable combination of social external conditions leads to adaptability, an unfavorable combination leads to maladaptation".

The main features of systematic schooling are as follows. First, with admission to school, the child begins to carry out socially significant and socially valued activities - educational activities. Secondly, a feature of systematic schooling is that it requires the obligatory implementation of a number of identical rules for all, to which all the behavior of the student is subject during his stay at school.

Admission to school requires a certain level of development of thinking, arbitrary regulation of behavior, communication skills. Assessment of the level of school adaptation consists of the following blocks:

1. An indicator of intellectual development - carries information about the level of development of higher mental functions, about the ability to learn and self-regulate the child's intellectual activity.

2. Indicator of emotional development - reflects the level of emotional and expressive development of the child, his personal growth.

3. The indicator of the formation of communication skills (taking into account the psychological neoplasms of the crisis of 7 years: self-assessment and the level of claims).

4. The level of school maturity of the child in the preschool period.

Research results of G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of socio-psychological adaptation to school can be distinguished. In the description of each level of adaptation, we will highlight the age- psychological features six and seven year old students.

1. High level of adaptation.

The first-grader has a positive attitude towards the school, he perceives the requirements adequately; learning material is easy to digest; deeply and fully masters the program material; solves complex problems, is diligent, carefully listens to instructions, explanations of the teacher, performs assignments without external control; shows great interest in independent study work (always prepares for all lessons), performs public assignments willingly and conscientiously; occupies a favorable status position in the class.

As follows from the description, the levels of development of all indicators listed above are high. The characteristics of a child with a high level of adaptation to school correspond to the characteristics of a child who is ready for school and has survived the crisis for 7 years, since in this case there are indications of formed arbitrariness, learning motivation, a positive attitude towards school, and developed communication skills. Based on the data of some researchers, a six-year-old first-grader cannot be classified as a high level due to the underdevelopment of such aspects of adaptation as readiness for schooling (in terms of arbitrariness of behavior, ability to generalize, learning motivation, etc.), unformed personality neoplasms of the 7-year-old crisis ( self-esteem and level of claims) without the necessary intervention of teachers and psychologists.

2. Average level of adaptationThe first grader has a positive attitude towards the school, attending it does not cause negative feelings, understands the educational material if the teacher sets it out in detail and clearly, assimilates the main content of the curriculum, independently solves typical tasks, is focused and attentive when performing tasks, assignments, instructions from an adult, but his control; is concentrated only when he is busy with something interesting for him (preparing for lessons and doing homework almost always); performs public assignments conscientiously, makes friends with many classmates.

3. Low level of adaptation.

A first grader has a negative or indifferent attitude towards school; frequent complaints of ill health; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily; independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, requires constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention during extended pauses for rest; to understand the new and solve problems according to the model, significant educational assistance from the teacher and parents is required; performs public assignments under control, without much desire, passive; He has no close friends, knows only a part of his classmates by their first and last names.

In fact, this is already an indicator of "school maladjustment" [ 13].

In this case, it is difficult to single out age-related features, since we are dealing with disorders of the somatic and mental health of the child, which can be a determining factor in the low level of development of generalization processes, attention functions of other mental processes and properties included in the selected indicators of adaptation.

Thus, due to age characteristics, six-year-old first-graders can only achieve an average level of adaptation to school in the absence of a special organization of the educational process and psychological support by the teacher.

The next aspect to which attention should be paid is the unfavorable result of the adaptation process, the reasons leading to the so-called maladaptation.

Disadaptation and maladjustment styles

According to the definition formulated by V.V. Kogan, "school maladaptation is a psychogenic disease or psychogenic formation of a child's personality, which violates his objective and subjective status in school and family and affects the student's educational and extracurricular activities".

This concept is associated with deviations in school activities - difficulties in learning, conflicts with classmates, etc. These deviations can be in mentally healthy children or in children with various neuropsychiatric disorders, but do not apply to children who have learning disabilities caused by oligophrenia, organic disorders, physical defects.

School maladaptation is the formation of inadequate mechanisms for a child to adapt to school in the form of learning disorders, behavior, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

Studying the behavior of six- and seven-year-old children, first graders, T.V. Dorozhovets, discovered three maladaptive styles: accommodative, assimilation and immature.

The accommodation style reflects the child's desire for complete subordination of his behavior to the requirements of the environment.

The assimilation style is characterized by the desire of the child to subordinate the social environment to his needs. In the case of an immature style of adaptation associated with the psychological immaturity of a child of a given age, we are talking about his inability to accept a new social situation of development.

An increased degree of expression of each of these styles of adaptation leads to school maladaptation.

The behavior of these children at school is different. First-graders with an accommodative style of adaptation corresponding to the typical image of a “good student” readily obey all the rules and norms of school life, and thus, as a rule, turn out to be the most adapted to learning activities and the norms of school life.

Positive assessments from teachers, due to their high authority, contribute to the formation of a positive "I-concept" of children and an increase in their sociometric status.

Children with an assimilation type of adaptation, who ignore school rules that are new to them or follow them only in the presence of a teacher, are, as a rule, maladapted in terms of accepting educational activities and school requirements. Typical in such cases, negative assessments of the teacher in the presence of classmates lead, as a rule, to an even greater decrease in their authority, status in the class, thereby making it difficult for them to social adaptation. However, it was noted that the relatively weak orientation of children to the authority of the teacher protects them from a strong underestimation of self-esteem.

The most difficult to adapt children with immature style, when it is due to insufficient development of the will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life. The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, is connected with the nature of family education. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty.

In addition to the concept of "school maladjustment" in the literature, there are the terms "school phobia", "school neurosis", "didactic neurosis". As a rule, school neurosis manifests itself in unreasonable aggressiveness, fear of going to school, refusal to attend classes, etc. More often, a state of school anxiety is observed, which manifests itself in excitement, increased anxiety in educational situations, the expectation of a bad attitude towards oneself, a negative assessment from the outside teachers, peers.

In cases of didactogenic neuroses, the system of education itself is traumatic in the first place. AT modern school As a rule, the activity of the teacher has very little contact with the activity of the student, while the joint activity of the teacher and the student is the most effective way to transfer experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, memorize, etc. The teacher remains in a position “above” the student, and, sometimes, without realizing it, suppresses the student’s initiative, his cognitive activity a much needed learning activity.

Didactogenic neurosis in the case of teaching six-year-olds can arise when the teacher does not pay attention to their age-psychological characteristics. According to many authors (D.B. Elkonin, Sh.A. Amonashvili, V.S. Mukhina, and others), the style and nature of pedagogical interaction between a teacher and a six-year-old child differs significantly from the classical approach to teaching seven-year-olds. This issue will be discussed in more detail in the next section of this chapter.

Another cause of maladaptive behavior may be excessive fatigue and overload. Going to school is a turning point in a child's life. The success of his education at school depends on the characteristics of education in the family, his level of readiness for school.

A number of authors (E.V. Novikova, G.V. Burmenskaya, V.Yo. Kagan, etc.) believe that the main reason for school maladaptation is not the mistakes themselves in educational activities or the relationship of the child with the teacher, but feelings about these mistakes. and relationships.

For many children, going to school can be a difficult challenge. Every child faces at least one of the following problems:

• regime difficulties (they consist in a relatively low level of arbitrariness in the regulation of behavior, organization);

• communication difficulties (most often observed in children who have little experience in communicating with peers, manifested in the difficulty of getting used to the class team, to their place in this team);
• relationship problems with the teacher;
• problems associated with a change in the family environment.

Thus, school adaptation is the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to a systematic, organized school education. The success of such a restructuring, from a psychological point of view, depends on the level of development of intellectual functions, the emotional-volitional sphere, the formation of communication skills, etc. The immaturity of any of these areas is one of the reasons that can lead to one form or another of maladjustment .

According to the existing classification of forms of maladaptation, violations of the adaptation process to school can manifest themselves in the form of:

• unformed elements of educational activity;
• unformed motivation for learning;
• inability to voluntarily regulate behavior, attention, learning activities;
• inability to adapt to the pace of school life.

The analysis of literary sources showed that the following authors dealt with the problem of readiness of children for schooling at the age of 6 and 7 years: V.S. Mukhina, D.B. Elkonin, L.I. Bozovic, J. Jirasek, N.A. Semago, E.E. Kravtsova, R.S. Nemov and others. But at the same time, there are no detailed results that determine the criteria for children's readiness for schooling, which once again confirms the relevance of the topic we have chosen.

II. Composition of the subjects and research methods

2.1. The composition of the subjects.

The study involved children of the preparatory group of the MOU secondary school No. 7s. Staromarevka, Grachevsky district, Stavropol Territory.

The experiment involved 32 children aged 6 (16 children) to 7 (16 children) years. The study was conducted from March 15 to April 15.

Some children willingly participated in the experiment, were concentrated, attentive, and for some, the implementation caused difficulties.

2.2. Research methods

2.2.1. Empirical psychodiagnostic methods.

To study the level of readiness of children for schooling, we used the Kern-Jirasek school maturity test.

Orientational Kern-Jirasek school maturity test (Istratova O.N. reference book of the psychologist of elementary school. - Rostov n / D: Phoenix, 2008. -442 p.: ill.)

J. Jirasek's orientation test of school maturity, which is a modification of A. Kern's test, consists of five tasks.

First task - drawing a male figure from memory second - drawing a curved smooth line; third - drawing a house with a fence; fourth - drawing letters fifth - drawing a group of points. The result of each task is evaluated on a five-point system (1 - the highest score; 5 - the lowest score), and then the total result for the three tasks is calculated. The development of children who received a total of three tasks from 3 to 6 points is considered as above average, from 7 to 11 - as average, from 12 to 15 - below the norm. Children who have received 12-15 points must be examined in depth, because among them there may be mentally retarded. All three tasks of the graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements. These skills are necessary at school for mastering the letter. In addition, the test allows you to determine in general terms the intellectual development of the child (drawing of a male figure but memory). The task "drawing written letters" and "drawing a group of dots" reveal the child's ability to imitate a model - a skill necessary in school education. These tasks also allow you to determine whether the child can concentrate, without distraction, work for some time on a task that is not very attractive to him.

J. Jirassk conducted a study to establish the relationship between the success of the school maturity test and success in further education. It turns out that kids who do well on a test tend to do well in school, but kids who do poorly on a test may do well in school. Therefore, Jirasek emphasizes that the test result can be considered as a basis for a conclusion about school maturity and cannot be interpreted as school immaturity (for example, there are cases when capable children schematically draw a person, which significantly affects their total score).

The Kern-Jirasek test can be used both in a group and individually.

Instructions for using the test

A child (a group of children) is offered a test form.The first side of the form should contain data about the child and leave free space for drawing the figure of a man, on the back in the upper left part there is a sample of written letters, and in the lower left part - a sample of a group of dots. The right side of this side of the sheet is left free for the reproduction of samples by the child. A sheet of typewritten paper can serve as a form, oriented so that its lower part is longer than the side. A pencil is placed in front of the subject so that it is at the same distance from both hands (if the child is left-handed, the experimenter must make an appropriate entry in the protocol). The form is placed in front of the child with a clean side.

Instructions for task No. 1

“Here (show each child) draw some man. The way you can." No more explanations, help or drawing attention to the errors and shortcomings of the drawing is allowed. If the children nevertheless begin to ask how to draw, the experimenter should still limit himself to one phrase: "Draw as best you can." If the child does not start drawing, then you should approach him and encourage him, for example, say: “Draw, you will succeed.” Sometimes the guys ask the question, is it possible to draw a woman instead of a man, in this case it is necessary to answer that everyone draws a man, and they also need to draw a man. If the child has already begun to draw a woman, then you should be allowed to finish her, and then ask him to draw a man next to him. It should be borne in mind that there are times when a child categorically refuses to draw a man. Experience has shown that such a refusal can be associated with trouble in the child's family, when the father is either not in the family at all, or he is,but it poses a threat. At the end of the drawing of the human figure, the children are told to turn the piece of paper over to the other side.

Task number 2.

"You will need to draw a curved line as shown in the sample."

Task number 3. Instruction.

“Look carefully at this task, you need to copy the house and the fence in the same way. But be careful the fence is drawn in different ways.”

Task number 4 are explained as follows:

“Look, there is something written here. You don’t know how to write yet, but try, maybe you will succeed in the same way. Take a good look at how it is written, and here, next to it, write the same in the free space. It is suggested to copy the phrase:

"He ate soup" written in cursive. If any child fails to guess the length of the phrase and one word does not fit on the line, you should pay attention to the fact that you can write this word higher or lower. It should be borne in mind that there are children who already know how to read a written text, and then they, having read the phrase proposed to them, write it block letters. In this case, it is necessary to have a sample of foreign words also written in written letters.

Before task number 5, the experimenter says:

“Look, there are dots drawn here. Try here, next to it, to draw in the same way.

At the same time, it is necessary to show where the child should draw, since it is necessary to take into account the possible weakening of the concentration of attention in some children. While the children are doing the tasks, it is necessary to follow them, while making brief notes about their actions. First of all, they pay attention to which hand the future student draws - right or left, whether he shifts the pencil from one hand to another while drawing. They also note whether the child spins too much, drops the pencil and looks for it under the table, whether he began to draw, despite the instructions, in a different place or even outlines the outline of the sample, whether he wants to make sure that he draws beautifully, etc.

Evaluation of test results

Task number 1 - drawing a male figure.

1 point is given when the following conditions are met: the drawn figure must have a head, torso, and limbs. The head is connected to the body by the neck and should not be larger than the body. There is hair on the head (perhaps they are covered with a cap or hat) and ears, on the face - eyes, nose, mouth, hands end with a five-fingered hand. The legs are bent at the bottom. The figure has men's clothes and is drawn in the so-called synthetic method (contour), which consists in the fact that the entire figure (head, neck, torso, arms, legs) is drawn immediately as a whole, and is not made up of separate finished parts. With this method of drawing, the entire figure can be outlined in one contour without lifting the pencil from the paper. The figure shows that the arms and legs, as it were, “grow” from the body, and are not attached to it. In contrast to the synthetic, a more primitive analytical method of drawing involves the image separately of each of the constituent parts of the figure. So, for example, the torso is drawn first, and then the arms and legs are attached to it.

2 points. Fulfillment of all requirements per unit, except for the synthetic way of drawing. Three missing details (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn synthetically.

3 points. The figure must have a head, torso, limbs. The arms and legs are drawn with two lines (3D). The absence of neck, hair, ears, clothes, fingers and feet is allowed.

4 points. Primitive drawing with head and torso. The limbs (one pair is enough) are drawn with only one line each.

5 points. There is no clear image of the trunk ("cephalopod" or the predominance of "cephalopod") or both pairs of limbs. Scribble.

Task number 2 - copying a curved line.

1 point - the curve is accurately drawn.

2 points - the curve is drawn correctly, but there are small errors, an acute angle is made somewhere.

3 points - the curve is drawn correctly, but the corners are not smooth, but sharp.

4 points - the curve is drawn incorrectly, and only some elements are taken from the sample.

5 points - the curve is drawn incorrectly or there is no curve.

Task number 3 - copying a house with a fence.

1 point The house and the fence are accurately drawn.

2 points. The house and the fence are sketched with minor flaws.

3 points. The house and the fence are not drawn exactly, their own elements are added.

4 points. Not what is needed is drawn, with the presence of sample details.

5 points. Ladies with a fence are not drawn correctly. No image.

Task number 4 - copying words written in written letters

1 point The written sample is well and completely legible copied.

The letters exceed the size of the sample letters no more than twice. The first letter in height clearly corresponds to the capital letter. The letters are clearly connected in three words. The copied phrase deviates from the horizontal line by no more than 30 degrees.

2 points. Still legibly copied sample. The size of the letters and the observance of the horizontal line are not taken into account.

3 points. Explicit division of the inscription into at least two parts. You can understand at least four letters of the sample.

4 points. At least two letters match the pattern. The reproduced pattern still creates the label line.

5 points. Scribble.

Task number 5 - drawing a group of points

1 point An almost perfect copy of the pattern. A slight deviation of one point from a line or column is allowed. Sample reduction is acceptable, but the increase should not be more than doubled. The drawing must be parallel to the pattern.

2 points. The number and arrangement of points must match the pattern. You can ignore the deviation of no more than three points per half the width of the gap between the row and column.

3 points. The drawing as a whole corresponds to the sample, not exceeding its width and height by more than twice. Number

points may not match the sample, but they should not be more than 20 and less than 7. Any rotation is allowed, even 180 degrees.

4 points. The outline of the drawing does not match the pattern, but still consists of dots. Sample dimensions and number of points are not taken into account. Other shapes (such as lines) are not allowed.

5 points. Scribble.

Overall assessment of test results

Ready for schooling are considered children who have received from three to six points on the first three subtests. The group of children who received seven to nine points is average level development of school readiness. Children who received 9-11 points require additional research to obtain more objective data. Particular attention should be paid to a group of children (usually these are individual guys) who scored 12-15 points, which is development below the norm. Such children need a thorough individual examination of intelligence, development of personal, motivational qualities.

Thus, we can say that the Kern-Jirasek method provides a preliminary orientation in the level of development of readiness for schooling.

2.2.2. Methods of processing and interpretation of experimental psychological research data.

Quantitative processing - manipulations with the measuring characteristics of the object under study and its manifestations in the external form of properties.

Qualitative processing is a way of preliminary penetration into the essence of an object by identifying its measurable properties on the basis of some data.

Quantitative processing is implemented using mechanisms mathematical statistics, and qualitative - operates with techniques and methods of logic.

Mathematical processing has 2 phases: primary and secondary.

Primary processing methods are aimed at organizing information about the object and subject of research. At this stage, raw information is grouped for one reason or another, entered into tables, and presented graphically for clarity.

We have used the following primary processing methods:

1. Compilation of tables - all data is entered in a table, according to which it is easy to determine who has what level of readiness for school.
2. Drawing up diagrams and graphs - a graphical representation of the results obtained.
3. Calculation of the mode value most frequently occurring in the sample

Used qualitative research methods:

• Analysis is the division of a whole object into parts for the purpose of their independent study.
• Synthesis is a real or mental connection of various parts, sides of an object into a single whole.
• Classification is the distribution of a set of objects into groups, classes, depending on their common features.
• Generalization - the process of establishing common properties and features of the subject.

III. The results of an experimental psychological study of the level of readiness of children aged 6 and 7 for schooling.

1. The results of a study of the readiness of six-year-old children for schooling.

When studying the level of readiness, we obtained the following results:

low result(12 points and above).

In our study on the level of readiness of 6-year-old children for schooling, the following indicators were obtained (diagram 3.1.1.)

1. The results of a study of the readiness of seven-year-old children for schooling.

In our study on the level of readiness of 7-year-old children for schooling, the following indicators were obtained (diagram 3.1.2.)

3.3 . Comparative analysis of the readiness of children aged 6 and 7 for schooling.

The data obtained can be presented in the form of a diagram “The ratio of the level of readiness of children 6 and 7 years old) and histograms.

In general, the analysis of the readiness of children aged 6 and 7 for schooling showed:

The mode for school readiness for six-year-olds is 13, which corresponds to a low indicator, i.e. most of the children studied by us have a low indicator of readiness for learning

The school readiness mode for seven-year-olds is 6, which corresponds to a high indicator, i.e. Most of the children studied by us have a high indicator of readiness for learning.

In general, the level of readiness of children aged 6 and 7 for schooling is average.

Conclusion

After conducting an experimental - psychological study of the level of readiness of children 6 and 7 years old for schooling, we can draw the following conclusions:

The level of readiness for schooling of six-year-olds.

Low level of readiness (12 or more points)

50% of the subjects of the group showedlow result(12 points and above).

25% of children showed very low results - one subject scored 15 points - Elinna had difficulty completing tasks 1,3,4 and 5: the figure of a man is drawn disproportionately, the torso is in the form of an oval, arms and legs are short in relation to the torso. The child drew the curved line correctly. Drawing a house with a fence - the house is drawn with a slight slope to the left, and the fence is very stretched and not drawn correctly. Drawing a group of points - respect for rows and columns is violated, instead of three rows and three columns, a large number of rows and columns are drawn. Phrase cheating is scribble, there is not a single element from the sample.

The second subject scored 17 points - the figure of a man is drawn disproportionately - a large head, a small torso, short legs and arms. The curved line is not drawn at all. House and fence - the house is drawn with minor flaws (the pipe is missing), the fence is not drawn correctly. The points are drawn correctly. The phrase is missing.

Children who scored 13 points. 12.5% ​​of children from this group completed all tasks, but all with shortcomings. The human figure is drawn incorrectly, the torso is missing, only the head is drawn. The curved line is not drawn correctly, the proportions are not respected. The house is also a lack of proportions - the house is very large in relation to the fence. A group of points - the absence of rows and columns. Phrase - doodle.

In 25% of children, it was difficult to complete 1, 3, 5 tasks. The figure of a man - the children did not respect the proportions, they have no arms and legs, or they are very small and thin in relation to a very large body. The house and the fence - the absence of a fence in both works, in one of the works the house was not drawn correctly, in the place of one window the child drew 6 windows. Phrase - doodle.

In 25% of children who scored 12 points, the difficulty was caused by the implementation of 2 and 5 tasks. One child simply continued the line of the sample, while the other drew it with sharp corners. Phrase - both children have scribbles.

12.5% ​​of children who scored 12 points did not cope with only 1 task - the figure of a man is missing.

Average level of readiness (7-11 points).

43.75% of children showed an average level of readiness for school.

In 71.4% of children, the 5th task caused difficulty. Children drew either scribbles, or part of the phrase is written correctly, and part of the scribble. All other tasks were completed with minor flaws.

14.3% of children did not cope with tasks 1, 2 and 3. The figure of a man is drawn disproportionately - he has very long legs and short arms. The curve is not drawn accurately, the line is crooked and broken. The house is very tall.

14.3% of children coped with all tasks, but with minor shortcomings. The human figure is out of proportion. House with a fence - no fence.

High level of readiness (3 - 6 points).

6, 25% of children showed a high level, scoring 6 points - all tasks were completed.

The level of readiness for schooling of seven-year-olds.

Low level of readiness (12 or more points).

12.5% ​​of children from this group showed a low level of readiness.

They did all the work wrong. The figure of a man - one child did not draw him at all, the other drew only the head, everything else is missing. Curve - one child drew it incorrectly - the proportions are not met, there are sharp corners. A house with a fence - one has all the details of the house drawn separately, there is no single image, the other has a house larger than a roof. The fence was both drawn incorrectly. Dots - there is no respect for rows and columns. The phrase is not written or scribbled.

Average level (11 - 7 points).

31.25% of children showed an average level of readiness for learning.

60% of the subjects found it difficult to complete the 4th task. Some subjects did not respect the number of rows and columns (their number exceeds two rows and two columns more). Some have only two columns, and the number of lines exceeds 2-3 pieces more. Others have circles instead of dots, the number of rows in the middle column exceeds.

In 20% of children, the 5th task caused difficulty. Instead of a phrase, the previous task (points) is drawn.

20% of children did not cope with the 1st task - all parts of the figure are drawn separately, there is no single image.

High level of readiness (3-6 points) - 56.25% of children.

55.5% of children showed a high level of readiness for school (5-7 points).

The children of this group coped with all the tasks well, but 33.3% of the children have shortcomings in the first task - the man in all children is disproportionate. For 11.1% of the children, the 2nd task caused difficulty - the curve is depicted with a large number of waves (according to the model of wave 2).

Comparative analysis of the readiness of children aged 6 and 7 for schooling.

The study involved 32 children, including:

• High level of readiness for school - 10 people (31.2%) - 9 seven-year-olds and 1 six-year-olds. Six-year-olds and seven-year-olds coped with all the tasks, but there are shortcomings in some works.
• The average level of readiness for school is 12 people (37.5%) - 5 seven-year-olds and 7 six-year-olds. Six-year-olds did not cope with tasks No. 5 and partially with tasks No. 1,2 and 3. Seven-year-olds: partially failed with task No. 1, the second - No. 5 and the third - No. 4.
• Low level of readiness for school - 10 people (31.2%) - 2 seven-year-olds and 8 six-year-olds. Some six-year-olds did not cope with all the tasks (2 children), for some children, tasks No. 1, No. 2, No. 3, No. 5 caused difficulties. Two seven-year-old children could not cope with all the tasks.

Conclusion

The problem of our study was to study the level of readiness of children aged 6 and 7 for schooling.

Modern studies show that 30-40% of children come to the first grade of a mass school unprepared for learning, that is, they do not have the following components of readiness sufficiently formed:

Social,

Psychological,

Emotionally - volitional.

The successful solution of the problems of the development of the child's personality, the increase in the effectiveness of education, and the favorable professional development are largely determined by how correctly the level of preparedness of children for schooling is taken into account.

An analysis of the psychological literature on the research problem allows us to say that the primary task facing both domestic and foreign scientists is as follows:

What is the best age to start learning?

When and under what condition of the child this process will not lead to disturbances in his development, adversely affect his health. Scientists believe that a differentiated approach as a social and educational environment is based on the level of speech readiness of younger students. A differentiated approach will be carried out more effectively if the speech development of first grade students is identified.

This study on the study of the level of readiness of children aged 6 and 7 for schooling included a methodology aimed at studying the level of readiness of children for schooling.

The studies were carried out on the basis of the secondary school No. 7 with. Staromarevka, Grachevsky district, Stavropol Territory. The study involved students aged 6 (16 people) to 7 (16 people) years old (preparatory group).

The Kern-Jirasek school maturity test was chosen as the main method;

The results of our study confirm the hypothesis put forward that the level of readiness of children aged 6 and 7 is different.

The practical significance of the study is to develop recommendations for the work of a psychologist.

The results can be used by the school psychologist, educator and parents to determine the level of readiness of children for school.

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17. Nezhnova T.A. Dynamics of "internal position" during the transition from preschool to school age. - M., 1988.
18. Nemov R.S. Psychologists: a textbook for students of higher pedagogical educational institutions: In 3 books. Book 3: Experimental pedagogical psychology and psychodiagnostics. - M .: Education, 1995, v.3. 512s.
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20. Features of the mental development of children 6-7 years of age / Ed. D.B. Elkonin, A.L. Venger. - M, "Pedagogy", 1988.
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22. Rogov E.I. Handbook of a practical psychologist in education - M, "Vlados", 1995.
23. Collection of legal documents on the service of practical psychology in the education system of the Rostov region / Under. Ed. T.G. Zenkova. Rostov n/a: 2002. 192p.
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25. Ulyenkova U. Formation general ability to learning in six-year-old children.// Preschool education, 1989, No. 3.
26. Khudik V.A. Psychological diagnostics of child development: research methods - K., Osvita, 1992.
27. Tsukerman G.A. School difficulties of well-off children. Moscow: Knowledge, 1994. 74 p.
28. Eidemiller EG, Yustickis V. Psychology and psychotherapy of the family. St. Petersburg: Publishing house "Peter", 1999. 656p.
29. Elkonin D.B. Child psychology (Development of a child from birth to 7 years) - M: Uchpedgiz, 1960.

Attachment 1.

Table 1. The level of readiness of children aged 6 and 7 for schooling.

Application No. 3.

An example of a task.

Send your good work in the knowledge base is simple. Use the form below

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Chapter 1. Theoretical analysis of the problem of a child's readiness for school

Chapter 2 Experimental study developing a child's readiness for school

2.2 Psychocorrective work with schoolchildren at the stage of adaptation

Conclusion

Bibliography

Applications

INTRODUCTION

The relevance of research. In modern conditions, the role of the personal factor in school education is objectively increasing.

The high demands of life on the organization of upbringing and education make it necessary to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life.

In this sense, the problem of school readiness is of particular importance. Determination of the goals and principles of the organization of training and education in preschool institutions is connected with its solution. At the same time, the success of the subsequent education of children in school depends on its decision.

Research into the preparation of children for school was started directly under the guidance of academic psychologist A.V. Zaporozhets. The results of the work were repeatedly discussed with D.B. Elkonin. Both of them fought for the preservation of childhood for children, for the maximum use of the possibilities of this age stage, for a painless transition from preschool to primary school age.

Preparing children for school is a multifaceted task, covering all spheres of a child's life. There are three main approaches to the problem of a child's readiness for school.

The first approach can include all research aimed at developing in preschool children certain skills and abilities necessary for schooling.

The second approach is that a child entering school must have a certain level of cognitive interests, a readiness to change their social position, and a desire to learn.

The essence of the third approach is to study the child's ability to consciously subordinate his actions to the given one while consistently following the adult's verbal instructions. This skill is associated with the ability to master the general way of fulfilling the verbal instructions of an adult.

There are many works in the domestic literature, the purpose of which is to study the problem of preparing for schooling: L.S. Vygotsky, V.V. Davydov, R.Ya. Guzman, E.E. Kravtsova and others.

The problems of diagnosing children entering school were dealt with by A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonin and others.

At school for recent times Serious transformations have taken place, new programs have been introduced. The structure of the school has changed. Higher requirements are imposed on children going to the first grade. The development of alternative methods in the school makes it possible to teach children according to a more intensive program.

Thus, the problem of school readiness remains relevant. The need to study it follows from the school's own work in modern conditions. Firstly, the requirements for children entering school have increased. Secondly, as a result of the introduction of new programs and developments in primary school, there is a possibility for a child to choose one or another program depending on the level of preparation for school.

Thirdly, due to changing social conditions, many children have different levels of readiness. In connection with the relevance of this problem, the topic was defined: "The study of the personal and motivational readiness of the child for school."

The purpose of the study: to identify and substantiate the totality of psychological and pedagogical conditions for a child's readiness for school.

Object of study: the child's readiness for school.

Research hypothesis: the effectiveness of the system of work on studying the readiness of the child for school will increase if the following conditions are met:

a) With the proper organization of special events (classes, tests, purposeful games, etc.) to identify the individual characteristics of the child at the time of the study and school maladaptation.

b) When applying psycho-correctional work with schoolchildren experiencing difficulties in learning and behavior.

Subject of study: the study of the child's personal and motivational readiness for school.

Based on the object and subject to achieve the goal, the following tasks were identified:

1. To study and analyze the psychological and pedagogical literature on the research topic.

2. Consider the essence of the concept of “readiness for schooling”, identify its criteria.

3. To identify the features of the psychological and pedagogical status of schoolchildren with the aim of timely prevention and effective solution of problems that arise in their learning, communication and mental state.

4. Carry out diagnostics and develop recommendations that contribute to the maximum use of the child's capabilities in preparing for learning.

Methodological basis researches have made the developed theoretical positions stated in works of psychologists, teachers, sociologists, philosophers, such as L.S. Vygotsky, V.V. Davydova, R.Ya. Guzman, E.E. Kravtsova, A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonina and others.

Research methods:

Theoretical

study and theoretical analysis of psychological, pedagogical and methodological literature;

The study and generalization of the experience of teachers and psychologists.

empirical

testing, conversation, diagnostic (stating), analysis of students' work (documentation)

Psychocorrectional work with students.

The theoretical significance of the study lies in the fact that it:

the concept of "personal-motivational and intellectual readiness of the child for school" is presented.

the relationship of mental qualities and properties that determine the readiness of the child for school is determined.

factors of a social and motivational nature, peculiar combinations, which determine a significant variability in the level of readiness of children entering school, have been identified.

The practical significance is expressed in the creation of conditions conducive to the formation of a high level of readiness for schooling.

Scope and structure of work. The thesis consists of ___ pages of typewritten text, an introduction, two chapters, a conclusion, a list of references (51 sources), ____ applications.

Chapter I. Generalized theoretical analysis of the studied problem of the child's readiness for school

1.1 The concept of a child's readiness for school

Going to school is a turning point in a child's life. Therefore, the concern that both adults and children show with the approaching need to enter school is understandable. Distinctive feature position of the student, schoolchild is that his study is a mandatory, socially significant activity. For her, he is responsible to the teacher, the school and the family. The life of a student is subject to a system of strict rules that are the same for all students. Its main content is the assimilation of knowledge common to all children.

A very special type of relationship develops between teacher and student. A teacher is not just an adult who arouses or dislikes a child. He is the official bearer of social requirements for the child. The grade that the student receives in the lesson is not an expression of a personal attitude towards the child, but an objective measure of his knowledge, his performance academic duties. A bad evaluation cannot be compensated for either by obedience or remorse. The relationship of children in the classroom is also different from those that develop in the game.

The main measure that determines the position of the child in the peer group is the assessment of the teacher, academic success. At the same time, joint participation in compulsory activities gives rise to a new type of relationship based on shared responsibility. Assimilation of knowledge and restructuring, changing oneself becomes the only educational goal. Knowledge and learning activities are acquired not only for the present, but also for the future, for the future.

The knowledge that children receive at school is of a scientific nature. If earlier initial education was a preparatory step for the systematic assimilation of the foundations of the sciences, now it is turning into the initial link of such assimilation, which begins with the first grade.

The main form of organizing the educational activities of children is a lesson in which the time is calculated up to a minute. In the lesson, all children need to follow the instructions of the teacher, follow them clearly, not be distracted and not engage in extraneous activities. All these requirements relate to the development of different aspects of the personality, mental qualities, knowledge and skills. The student must be responsible for learning, be aware of its social significance, obey the requirements and rules of school life. For successful study, he needs to have developed cognitive interests, a fairly broad cognitive outlook. The student absolutely needs that complex of qualities that organizes the ability to learn. This includes understanding the meaning of educational tasks, their differences from practical ones, awareness of how to perform actions, skills of self-control and self-assessment.

An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. This level turns out to be different for different children, but a typical feature that distinguishes six seven-year-old children is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately, upon coming to the first grade, join in general activities, adopt a system of requirements set by the school and the teacher.

As for the arbitrariness of cognitive activity, although it begins to form at senior preschool age, by the time it enters school, it has not yet reached full development: it is difficult for a child to maintain stable voluntary attention for a long time, to memorize significant material, and the like. Education in elementary school takes into account these characteristics of children and is structured in such a way that the requirements for the arbitrariness of their cognitive activity increase gradually, as it improves in the very process of learning.

The readiness of the child for school in the field of mental development includes several interrelated aspects. A child, in the first grade, needs a certain amount of knowledge about the world around him: about objects and their properties, about phenomena of animate and inanimate nature, about people, their work and other aspects of social life, about “what is good and what is bad” , i.e. about moral standards behavior. But what is important is not so much the volume of this knowledge as their quality - the degree of correctness, clarity and generalization of the ideas that have developed in preschool childhood.

We already know that the figurative thinking of an older preschooler provides quite rich opportunities for mastering generalized knowledge, and with well-organized learning, children master ideas that reflect the essential patterns of phenomena related to different areas of reality. Such representations are the most important acquisition that will help the child to move to the assimilation of scientific knowledge at school. It is quite enough if, as a result of preschool education, the child becomes familiar with those areas and aspects of phenomena that serve as the subject of study of various sciences, begins to single them out, to distinguish living from non-living, plants from animals, natural from man-made, harmful from useful. Systematic familiarization with each area of ​​knowledge, mastering systems scientific concepts- business of the future.

A special place in the psychological readiness for school is occupied by the mastery of special knowledge and skills that are traditionally related to school proper - literacy, counting, and solving arithmetic problems. Primary school is designed for children who have not received special training, and begins to teach them literacy and mathematics from the very beginning. Therefore, appropriate knowledge and skills cannot be considered an obligatory component of a child's readiness for schooling. At the same time, a significant part of the children entering the first grade can read, and almost all children can count to one degree or another. The acquisition of literacy and elements of mathematics at preschool age can influence the success of schooling. Of positive importance is the education in children of general ideas about the sound side of speech and its difference from the content side, about the quantitative relations of things and their difference from the objective meaning of these things. Will help the child to study at school and assimilate the concept of number and some other initial mathematical concepts.

As for skills, counting, problem solving, their usefulness depends on what basis they are built on, how well they are formed. Thus, the skill of reading increases the level of a child's readiness for school only if it is built on the basis of the development of phonemic hearing and awareness of the sound composition of a word, and is itself continuous or syllable-by-syllable. Letter-by-letter reading, often found in preschoolers, will make it difficult for the teacher, because the child will have to be retrained. It is the same with counting - experience will be useful if it is based on an understanding of mathematical relations, the meaning of a number, and useless or even harmful if counting is learned mechanically.

The readiness to assimilate the school curriculum is evidenced not by the knowledge and skills themselves, but by the level of development of cognitive interests and cognitive activity of the child. A general positive attitude towards school and learning is enough to ensure sustainable successful learning, if the child is not attracted by the very content of the knowledge received at school, is not interested in the new things that he gets acquainted with in the classroom, if he is not attracted by the process of cognition itself. Cognitive interests develop gradually, over a long period of time, and cannot arise immediately upon admission to school, if at preschool age they were not given enough attention to their upbringing. studies show that the greatest difficulties in primary school are not those children who have insufficient knowledge and skills by the end of preschool age, but those who show intellectual passivity, who lack the desire and habit to think, solve problems that are not directly related to any interest child's play or life situation. To overcome intellectual passivity, in-depth individual work with the child is required. The level of development of cognitive activity that a child can reach by the end of preschool age and which is sufficient for successful education in primary school includes, in addition to voluntary control of this activity, certain qualities of perception of the child's thinking.

A child entering school must be able to systematically examine objects, phenomena, highlight their diversity and properties. He needs to have a fairly complete, clear and dissected perception, bale. Primary school education is largely based on the children's own work with different material, under the guidance of a teacher. In the process of such work, the essential properties of things are highlighted. Importance has a good orientation of the child in space and time. Literally from the first days of being at school, the child receives instructions that cannot be fulfilled without taking into account the spatial features of things, knowledge of the direction of space. So, for example, the teacher might suggest drawing a line "obliquely from the top left to the bottom right corner" or "straight down the right side of the cage", etc. the idea of ​​time and the sense of time, the ability to determine how much time has passed is an important condition for the student's organized work in the classroom, completing the task within the specified time.

Especially high demands are made by schooling, the systematic assimilation of knowledge, to the thinking of the child. The child must be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions. Another side of psychological development that determines a child’s readiness for schooling is the development of his speech - mastering the ability to coherently, consistently, understandably for others an object, picture, event, convey the train of his thoughts, explain this or that phenomenon, rule.

Finally, psychological readiness for school includes the qualities of a child's personality that help him enter the class team, find his place in it, and join in common activities. These are social motives of behavior, those rules of behavior in relation to other people learned by the child and the ability to establish and maintain relationships with peers that are formed in the modern activities of preschoolers.

The main place in the preparation of the child for school is the organization of the game and productive activities. It is in these types of activity that social motives of behavior first arise, a hierarchy of motives is formed, the actions of perception and thinking are formed and improved, and social skills of relationships are developed. Of course, this does not happen by itself, but with the constant supervision of the activities of children by adults who pass on the experience of social behavior to the younger generation, communicate the necessary knowledge and develop the necessary skills. Some qualities can be formed only in the process of systematic teaching of preschoolers in the classroom - these are elementary skills in the field of educational activities, a sufficient level of performance of cognitive processes.

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

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

A special problem is adaptation to school. The situation of uncertainty is always exciting. And before school, every child experiences extreme excitement. He enters into life in new conditions compared to kindergarten. It may also happen that a child in the lower grades will obey the majority in spite of own will. Therefore, it is necessary to help the child in this difficult period of his life to find himself, to teach him to be responsible for his actions.

I.Yu. Kulachina distinguishes two aspects of psychological readiness - personal (motivational) and intellectual readiness for school. Both aspects are important both in order for the child's educational activity to be successful, and for the speedy adaptation to new conditions, painless entry into a new system of relationships.

1.2 Problems of studying the personal and motivational readiness of the child for schooling

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

Psychological studies have shown that the age of six to seven years is the period of formation of the psychological mechanisms of a child's personality. The essence of a person's personality is connected with the ego's creative possibilities, with the ego's ability to create new forms of social life, and "creativity in a person, his need for creation and imagination as a psychological means of their implementation arise and begin to develop at preschool age thanks to game activity."

The creativity of the child in the game, the creative attitude to certain tasks and can be one of the indicators of the formation of personality.

This feature of the development of the psyche cannot be underestimated, one cannot ignore the child, his interests, needs, on the contrary, it is necessary to encourage and develop creative abilities. Mental development and personality formation is closely connected with self-consciousness, and self-consciousness is most clearly manifested in self-esteem, in how the baby evaluates himself, his qualities, his capabilities, his successes and failures. It is especially important for the teacher to know and take into account that correct assessment and self-assessment for a six-seven-year-old child is impossible without authoritative correction by an adult. One of the important conditions for the successful education of a child in primary school is that he has the appropriate motives for learning: attitude towards him as an important, socially significant matter, the desire to acquire knowledge, interest in certain academic subjects. Cognitive interest in any object and phenomenon develops in the process of vigorous activity of the children themselves, then the children acquire certain experience, ideas. The presence of experience, ideas contribute in children to the emergence of a desire for knowledge. Only the presence of sufficiently strong and stable motives can induce the child to systematically and conscientiously fulfill the duties imposed on him by the school. The prerequisites for the emergence of these motives are, on the one hand, the general desire of children to go to school, which is formed by the end of preschool childhood, to acquire an honorable position in the eyes of the child, and, on the other hand, the development of curiosity, mental activity, which is manifested in a lively interest in the environment, in the desire learn new things.

Numerous surveys of older schoolchildren and observations of their games testify to the great craving of children for school.

What attracts children to school?

Some children are attracted to learning in school life. “I love to write”, “I will learn to read”, “I will solve problems at school” and this desire is naturally associated with new moments in the development of an older preschooler. It is no longer enough for him to join the life of adults only indirectly in the game. But being a student is something else. This is already a perceived step up to adulthood.

Some children refer to external accessories. “They will buy me a beautiful uniform”, “I will have a brand new satchel and a pencil case”, “My friend is studying at school ...”. This, however, does not mean that motivationally similar children are not ready for school: the very positive attitude towards it, which creates favorable conditions for the subsequent formation of a deeper, actual learning motivation, is of decisive importance. The emergence of learning motivation is facilitated by the formation and development of curiosity, mental activity, directly related to the allocation of cognitive tasks that initially do not appear for the child as independent, being woven into the performance of practical activities, to the performance of tasks of a proper cognitive nature, directing children to the conscious performance of mental work.

A positive attitude towards school includes both intellectual and emotional components. The desire to occupy a new social position, i.e. to become a schoolboy merges with an understanding of the importance of schooling, respect for the teacher, for older schoolmates, it reflects both love and respect for the book as a source of knowledge. However, being in school does not yet give reason to believe that the walls themselves make the child a real schoolboy. He will become one, and now he is on his way, at a difficult transitional age, and he can attend school for various reasons, including those not related to teaching: parents force him, you can run during breaks, and others.

Studies show that the emergence of a child's conscious attitude to school is determined by the way information about it is presented. It is important that the information about the school communicated to children is not only understandable, but also felt and experienced by them. Such an emotional experience is provided, first of all, through the inclusion of children in activities that activate both thinking and feelings. For this, excursions around the school, conversations, stories of adults about their teachers, communication with students, reading fiction, viewing filmstrips, films about the school, feasible inclusion in the public life of the school, holding joint exhibitions of children's works, familiarization with proverbs and sayings in which the mind merges, the importance of books, teachings, etc.

A particularly important role is played by the game in which children find the application of their knowledge, there is a need to acquire new knowledge, and the skills necessary for learning activities develop.

Personal readiness for school includes the formation in children of such qualities that would help them communicate with classmates at school, with a teacher. Every child needs the ability to enter the children's community, to act together with others, to yield in some circumstances and not to yield in others.

Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. The personal readiness of a child for school is usually judged by his behavior in group classes and during a conversation with a psychologist. There are also specially developed conversation plans that reveal the position of the student (the method of N.I. Gutkina), and special experimental techniques. For example, the predominance of a cognitive or play motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has examined the toys in the room for a minute, they begin to read a fairy tale to him, but they stop reading at the most interesting place. The psychologist asks what he now wants more - to listen to a fairy tale or play with toys, it is obvious that with personal readiness for school, cognitive interest dominates and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with a weak cognitive need, are more attracted to the game.

From the moment the idea of ​​the school acquired the features of the desired way of life in the child's mind, we can say that his inner position received a new content - it became the inner position of the student.

And this means that the child has psychologically moved into a new age period of his development - primary school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need (“I want to go to school”). The presence of the inner position of the student is revealed in the fact that the child resolutely refuses the preschool-play, individually direct way of existence and shows a brightly positive attitude towards school-learning activities in general and especially to those aspects of it that are directly related to learning.

The next condition for successful learning is sufficient arbitrariness, controllability of behavior, which ensures the implementation of the child's learning motives. The arbitrariness of external motor behavior provides the child with the opportunity to withstand the school regime, in particular, to behave in an organized manner in the classroom.

The main prerequisite for mastering the arbitrariness of behavior is the formation of a system of motives, their subordination, which comes to the end of preschool age, as a result of which some motives come to the fore, while others become less important. All this, however, does not mean that the behavior of a child entering school can and should be different. a high degree arbitrariness, but it is important that at preschool age a mechanism of behavior is formed that ensures the transition to a new type of behavior in general.

Determining the child's personal readiness for school, it is necessary to identify the specifics of the development of the sphere of arbitrariness. Features of voluntary behavior can be traced not only when observing the child in individual and group classes, but also with the help of special techniques.

Quite widely known is the Kern-Jirasek orientation test of school maturity, which includes, in addition to drawing a male figure from memory, two tasks - drawing written letters and drawing a group of dots, i.e. sample work. Similar to these tasks, the methodology of N.I. Gutkina "House": children draw a picture depicting a house made up of elements of capital letters. There are also simpler methods.

Task A.L. Wenger's "Draw mouse tails" and "Draw umbrella handles". And mouse tails and handles are also letter elements. It is impossible not to mention two more methods of D.B. Elkonina, A.L. Wenger: Graphic Dictation and Pattern and Rule. Performing the first task, the child draws an ornament on a piece of paper in a box from the points set previously, following the instructions of the psychologist. The psychologist dictates to a group of children in which direction and how many cells to draw the lines, and then offers to finish the “pattern” obtained under dictation to the end of the page. Graphic dictation allows you to determine how accurately a child can fulfill the requirement of an adult given orally, as well as the ability to independently perform tasks to a visually perceived sample. A more complex technique “Pattern and Rule” involves simultaneously following a pattern in your work (the task is given to draw exactly the same pattern as a given geometric figure point by point) and a rule (a condition is stipulated: you cannot draw a line between identical points, i.e. connect a circle with a circle, a cross with a cross, a triangle with a triangle). The child tries to complete the task, can draw a figure similar to the given one, neglecting the rule, and, conversely, focus only on the rule, connecting different points and not referring to the model. Thus, the methodology reveals the level of orientation of the child to a complex system of requirements.

1.3 Psychological support of children at the stage of admission and adaptation at school

In the most common sense, school adaptation is understood as the child's adaptation to a new system of social conditions, new relationships, requirements, activities, lifestyle, etc. a child who fits into the school system of requirements, norms and social relations is most often called adapted. Sometimes the most humanistic-minded teachers add another criterion - it is important, they say, that this adaptation be carried out by the child without serious moral losses, deterioration in well-being, mood, self-esteem. Adaptation is not only an adaptation to successful functioning in a given environment, but also the ability for further psychological, personal, social development.

An adapted child is a child adapted to the full development of his personal, intellectual and other potentials in the pedagogical environment given to him.

The purpose of the psychological and pedagogical conditions that allow the child to successfully function and develop in the pedagogical environment ( school system relations).

That is, in order to help the child feel comfortable at school, to release his intellectual, personal, physical resources for successful learning and full development, teachers and psychologists need to: identify the psychological characteristics of the child, adjust the educational process to his individual characteristics , opportunities and needs; help the child develop skills and internal psychological mechanisms necessary for successful learning and communication in the school environment.

Let us dwell on the main stages of work with children during the period of adaptation.

The first stage is the child's admission to school.

Within this stage it is expected:

Conducting psychological and pedagogical diagnostics aimed at determining the school readiness of the child.

Conducting group and individual consultations for parents of future first-graders. Group consultation in the form parent meeting- this is a way to give parents some useful information about the organization of the last months of a child's life before the start of school. Individual counseling is primarily provided to parents whose children have performed poorly in the testing process and may have difficulty adjusting to school.

Group consultation of teachers of future first-graders, which at this stage is of a general introductory nature.

Conducting a psychological and pedagogical consultation based on the results of diagnostics, the main purpose of which is to develop and implement a specific approach to completing classes.

The second stage is the primary adaptation of children at school.

Without exaggeration, it can be called the most adult for children and the most responsible for adults.

Within the framework of this stage (from September to January) it is expected:

Carrying out consultative and educational work with parents of first-graders, aimed at familiarizing adults with the main tasks and difficulties of primary adaptation, tactics of communication and helping children.

Conducting group and individual consultations of teachers to develop a unified approach to individual children and a unified system of requirements for the class by various teachers working with the class.

Organization methodical work teachers, aimed at building the educational process in accordance with the individual characteristics and capabilities of schoolchildren, identified during the diagnosis and observation of children in the first weeks of education.

Organization of pedagogical support for schoolchildren. This work is done outside of school hours. The main form of work are various games.

Organization of group developmental work with children, aimed at increasing the level of their school readiness, social and psychological adaptation in the new system of relationships.

Analytical work aimed at comprehending the results of the activities of teachers and parents during the period of primary adaptation of first-graders.

The third stage is psychological pedagogical work with schoolchildren experiencing difficulties in school adaptation

Work in this direction is carried out during the second half of the first grade and involves the following:

Conducting psychological and pedagogical diagnostics aimed at identifying a group of schoolchildren experiencing difficulties in school education, communication with teachers and peers, and well-being.

Group and individual counseling and education of parents on the results of the diagnosis.

Advising and educating teachers on issues of this age in general.

Organization of pedagogical assistance to children experiencing various difficulties in learning and behavior, taking into account the data of psychodiagnostics.

Organization of group psycho-correctional work with schoolchildren experiencing difficulties in learning and behavior.

Analytical work aimed at comprehending the results of the work carried out during the six months and the year as a whole.

What tasks do teachers and psychologists need to solve when a child enters school?

The first task is to identify the level of his readiness for schooling and those individual characteristics of activity, communication, behavior that must be taken into account in the process of teaching communication in the school environment.

The second task is, if possible, to compensate, eliminate, fill in the gaps, i.e. to increase the level of school readiness by the time of arrival in the first grade.

The third task is to think over the strategy and tactics of teaching the child, taking into account the identified features and opportunities.

We highlight the main areas of work:

Psychological and pedagogical diagnostics;

Education and counseling of parents;

Advising and educating educators on class building and teaching individual students.

Diagnostics will reveal the level of readiness of the child to master a new role and fulfill the requirements of educational activities, as well as his individual characteristics, without which it is not possible to build the process of his successful learning and development.

Education and counseling of parents will allow to solve some emerging or already declared problems even before coming to the first grade.

Working with teachers is not only and not so much the acquisition of classes, it is the beginning of a large analytical work with the proposed curriculum.

The initial stage of the child's stay at school is precisely the period of the child's socio-psychological adaptation to new conditions. It is during this period that the main work of the teaching staff, psychologists, and parents of schoolchildren falls, aimed at the fastest adaptation of children to school, adaptation to it as an environment for their development and life.

Let us dwell on the tasks of psychological and pedagogical support for schoolchildren during this period:

Creation of conditions for the psychological and pedagogical adaptation of children at school (creation of a cohesive class team, presentation of uniform reasonable requirements to children, establishment of norms for relationships with peers and teachers, etc.).

Increasing the level of psychological readiness of children for successful learning, assimilation of knowledge, cognitive development;

Adaptation of the curriculum, workload, educational technologies to the age and individual-personal capabilities and needs of students.

The solution of such problems involves the mutual adaptation of the child who came to study and the socio-psychological environment in which his education takes place. On the one hand, special efforts are being made to increase the level of readiness of the child to learn, to be included in the system of pedagogical interaction. On the other hand, the interaction itself, its forms and content are modified in accordance with the characteristics of the child and his capabilities.

Main areas of work:

1. Counseling and education of teachers, which involves both actual psychological counseling upon request, and joint psychological and pedagogical work on the analysis of the curriculum and its adaptation to specific students. A separate stage is counseling teachers on issues related to the organization of pedagogical support for children in a more acute period of primary adaptation. We single out three main types of consultative situations that are organized and implemented during the period of primary adaptation of children in school.

The first situation is the organization of the methodological work of teachers.

The first step is to harmonize the psychological and pedagogical side of the teacher's activity, the program and the system of psychological and pedagogical requirements for the status of a first-grader.

The second step is to bring the program in accordance with the individual characteristics of the students. The dependent variable should be the pedagogical program. If this is an author's specific product, it is the system of requirements that needs to be modified, and children who can study under this program are already selected according to them, however, experience shows that many curricula used today in public schools need psychological polishing to a greater or lesser extent. (and in adaptation to specific children even more so). But even if the teacher works strictly according to a certain program and considers it ideal, there are still teaching methods, personal style. And this is fertile ground for introspection and self-improvement.

Such work begins in the summer, but of course the process of real activity, meeting with real children help to make both planning and the actual work more meaningful. The analysis is based on: observational data, diagnostic results and a well-developed, modified system of psychological and pedagogical requirements.

The second situation is the organization of pedagogical assistance to children in the period of primary adaptation.

Helping children to adapt in a team, to develop norms and rules of behavior: to get used to a new space, to feel comfortable in it is purely pedagogical work. There are many developed forms of organizing such support, among them are various educational games. It is precisely with their conduct that the consultative assistance of a psychologist is primarily connected. Educational games that have a deep psychological meaning for the child and the children's team often take on outwardly very simple uncomplicated forms, are easy to perform, and are interesting to children.

At the stage of adaptation, the teacher can play them with first-graders during the dynamic hour, at breaks, in the extended day group. The game requires certain skills and abilities from each participant, imposes certain requirements on the level of development of the group, the relationship between its members. In one exercise, the readiness of children to take on leadership functions in one form or another and, at the same time, obey the system of rules set by the leader can be manifested. Another game requires children to have the skills of cooperation, constructive behavior. In any collective interaction, the ability to empathy and empathy is diagnosed and developed. Each game is a diagnosis of the group and its individual members, and the possibility of purposeful influence, and the holistic development of the personal, psychological potential of the child. The planning of such influences and the analysis of their results should be the fruit of cooperation between the teacher and the psychologist.

The third situation is advising first-grade teachers on topical issues related to the problems of teaching specific children or the class as a whole. This work can be extremely varied.

2. Counseling and education of parents.

The psychologist has enough opportunities and chances to actively involve parents in accompanying their children in the learning process. What can he expect, what can he achieve? First of all, - increasing the psychological competence of parents in matters that are most relevant from the point of view of the period of development experienced by children. Next, creating a benevolent contact, trusting relationship with parents, which are a guarantee that with their problems, doubts and questions, parents will go to a psychologist and honestly share their observations. And lastly, taking some responsibility for what happens to their child at school. If this has been achieved, you can count on cooperation with parents in solving problematic situations for the child. As for the forms of work, they are very traditional: meetings at which the psychologist has the opportunity to provide parents with the necessary psychological information, individual consultations at the request of both the family and the decision of the psychologist himself. At the beginning of the first grade, it is advisable to hold meetings and meetings regularly - about once every two months, telling parents about the difficulties of the adaptation period, forms of support for the child, optimal psychological forms of home solution school problems etc. Before starting psychological developmental work, it is imperative to tell parents about its goals and objectives, involve them in discussing ongoing classes with children, and give certain tasks for observing children during the period of psychological work.

3. Psychologically developing work at the stage of primary adaptation.

The purpose of developing activities at this stage is the creation of socio-psychological conditions for the successful adaptation of first-graders in the situation of schooling.

Achieving this goal is possible in the process of implementing the following tasks:

Developing in children the cognitive skills and abilities necessary for success in elementary school. The complex of these skills is included in the concept of psychological readiness for school;

Development in children of social and communication skills necessary to establish interpersonal relationships with peers and appropriate role-playing relationships with teachers;

Formation of sustainable learning motivation against the background of the positive "I - concept" of children, stable self-esteem and low level of school anxiety.

First of all, possible forms of organization of developing work.

More efficient and economical - group form. The size of the developing group should not exceed 5-6 people. This means that in the process of psychological developmental work, either only a part of the first graders can be included, or the class is divided into several stably functioning developing groups.

The following principles for the acquisition of such mini-associations can be proposed:

Each group includes children with different levels of readiness for school, with an accentuation of various problems, so that children help each other in acquiring new psychological skills.

When selecting children in a group, it is necessary, if possible, to equalize the number of boys and girls.

At the first stages of work, it is necessary to take into account the personal relationships of children and select them in groups based on mutual sympathy.

As the groups work, their composition, at the discretion of the psychologist, may change so that the social experience received by children is more versatile. The beginning of developing work with first-graders at the stage of adaptation falls approximately at the end of October - the beginning of November. The cycle must include at least 20 lessons. The frequency of group meetings depends on what stage of work she is at. So in the beginning it should be quite high 3-4 times a week. The approximate duration of each lesson is 35-50 minutes, depending on the condition of the children, the complexity of the proposed exercises and other specific circumstances of the work.

The main content of group classes is games and psychological exercises. Throughout the existence of the group, the psychologist must be engaged in the development and maintenance of group dynamics. Goodbye greeting rituals, various exercises, games that require the interaction and cooperation of children, joint search for solutions or their options, competitive situations, etc. can be used. At the same time, it must be remembered that the existence of a group in a permanent composition should not be very long.

The structure of a group lesson with schoolchildren should include the following elements: greeting ritual, warm-up, reflection of the current lesson, farewell ritual. The program is a system of interrelated classes aimed at developing the necessary level of psychological readiness for school in primary school students in the areas of education, communication with peers and teachers, and motivational readiness.

By the middle of the first grade, for most children, the difficulties of the adaptation period are behind them: now they can use the reserve of intellectual strength, emotional resources, and abilities at their disposal to master various types of activities. Educational activity is very attractive in the eyes of first-graders, they are curious, focused on "adult" activities. They are interested and, if I may say so, "psychologically comfortable" to engage in cognition.

But by the same time, a group of children stands out who have not gone through the era of adaptation so well. Some aspects of the new social situation turned out to be alien and inaccessible for assimilation. For many, the “stumbling block” is the actual learning activity. A complex of failure develops, which in turn gives rise to uncertainty, disappointment, loss of interest in learning, and sometimes cognitive activity in general. Uncertainty can also turn into aggression, anger at those who put them in such a situation, “plunged” into the sea of ​​failure and deprived of support. Others did not succeed in relationships with peers, a teacher. Chronic failure in communication has led to the need to defend oneself - to withdraw into oneself, internally turn away from others, attack the first. Someone manages to cope with their studies, communicate with classmates, but at what cost? Health worsens, tears or fever in the morning become the norm, strange unpleasant “habits” appear: tics, stuttering, biting nails and hair. These children are maladjusted. For some of them, maladaptation has already acquired forms that threaten personal well-being, for others it has taken on milder forms, smoothed out features.

Thus, the main tasks of the third stage of work are to determine the level of school adaptation of first-graders and the creation of psychological and pedagogical conditions for solving the problems of learning, behavior and psychological well-being of schoolchildren who experience difficulties in the process of school adaptation.

The activities of teachers and psychologists unfold in the following areas:

Psychological and pedagogical diagnostics of the level and content of school adaptation of first-graders.

Conducting a psychological and pedagogical consultation based on the results of diagnostics with the development of a strategy and tactics for accompanying each child, and especially those schoolchildren who experience difficulties in adapting.

Carrying out consultative and educational work with parents, individual counseling of the most difficult cases.

Organization of pedagogical assistance to schoolchildren experiencing difficulties in adaptation.

Organization of socio-psychological assistance to children experiencing difficulties in adaptation.

CHAPTER 2 EXPERIMENTAL STUDY OF THE DEVELOPMENT OF A CHILD'S READINESS FOR SCHOOL

2.1 The choice of methods and techniques for studying the readiness of the child for schooling

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Chapter 2. The main directions of work with younger students (A.M. Parishioners)

As a rule, all children entering school want to study well and no one wants to be a poor student. However, the different degree of readiness for schooling, due to the different levels of mental development of children, does not allow all students to immediately successfully master the school curriculum. Therefore, the task of the school psychologist in joint work with the teacher is to create favorable conditions for the development of each child, to ensure an individual approach to him from the very first days of his stay at school. But the implementation of the latter requires a good knowledge of the characteristics of the development of children. In this regard, the psychologist should get acquainted with future first-graders already at the stage of enrolling them in school.

II.2.1. Methods for determining the readiness of children for schooling.

Definition of school maturity. There are various methods for determining school maturity (19, 20, 79, 35, 21, 31, 88, etc.). For the initial acquaintance with the child, it is most convenient, in our opinion, to use the Kern-Jirasek orientation test of school maturity (31, 88), since it has standards, requires little time for its implementation and is used to examine six-year-old children.

The test consists of three tasks. The first task is to draw a male figure from memory, the second is to draw written letters, and the third is to draw a group of dots. The result of each task is evaluated on a five-point system (1 - the highest score, 5 - the lowest score), and then the total result for the three tasks is calculated. The development of children who received a total of three tasks from 3 to 6 points is considered as above average, from 7 to 11 - as average, from 12 to 15 - as below the norm. Children who have received 12-15 points should be examined in depth, as there may be mentally retarded children among them. But at the same time, it should be borne in mind that without further examination, this group of children cannot be classified as underdeveloped, characterized by school immaturity, since, according to Jirasek, a satisfactory result of the orientation test is a relatively reliable basis for concluding about school maturity with a forecast of good school performance. but an unsatisfactory result cannot serve as a sufficient basis for a conclusion about school immaturity with a forecast of poor school performance.

His studies showed that, as a rule, most students who showed a level of development above average and average on the test adapt well to school requirements and successfully master all sections of the school curriculum in grades I-II. Those students who, according to the test, showed a level of development below the average, for the most part, experience difficulties in adapting to school requirements and mastering writing (using a pencil and pen at the beginning of education), but by the end of grade II, almost half of them are doing well in mother tongue and mathematics. Probably, these are children with normal intellect, who, by the time they entered school, had a weak development of volition and fine motor skills of the hand. Without an additional examination, it is difficult to conclude what is the reason for the poor performance of the test - low intellectual development, poor development of volitionality, as a result of which the child cannot perform a task that is not interesting to him, or underdevelopment of sensorimotor connections and fine motor skills of the hand. There are also cases when children with good intellect schematically draw the figure of a man, which significantly worsens their total score, and left-handed children do poorly on task No. 2 (drawing written letters). All of the above once again indicates that a poor result on the Kern-Jirasek test does not have an unambiguous interpretation and requires additional clarification.

(The practice of applying the Kern-Jirasek test shows that often children from dysfunctional families refuse to draw the figure of a man, and children who know written letters rewrite the proposed sample in block letters. In this case, you must have a sample of written letters in a foreign language).

The author of the test also notes the limitations of the methodology due to the non-use of verbal subtests in it, which make it possible to judge the development of logical thinking (the test of school maturity basically allows one to judge the development of sensorimotor skills).

The Kern-Jirasek test can be used both in a group and individually.

All three tasks of this graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements. These skills are necessary at school for mastering the letter. In addition, the test allows you to determine in general terms the intellectual development of the child (drawing a male figure from memory) ( There is a whole trend that deals with the definition of the mental development of a person by drawing tests (Goodenough, Makhover, etc.)).

The tasks "drawing written letters" and "drawing a group of dots" reveal the child's ability to imitate a model. This skill is also necessary in schooling. Subtests also allow you to determine whether the child can concentrate, without distraction, work for some time on a task that is not very attractive to him.

Instructions for using the test ( Instructions for the use of the test and evaluation of the results are given according to J. Jirasek (88)). A child (a group of children) is offered a test form. The front side of the form should contain data about the child and leave free space for drawing the figure of a man, on the back in the upper left part there is a sample of written letters, and in the lower left part - a sample of a group of dots. The right side of this side of the sheet is left free for the reproduction of samples by the child. A pencil is placed in front of the subject so that it is at the same distance from both hands (if the child is left-handed, the experimenter must make an appropriate entry in the protocol).

Instructions for task number 1 are as follows: "Here (show each child) draw some man. As best you can." No more explanations, help or drawing attention to the errors and shortcomings of the drawing is allowed. If the children nevertheless begin to ask how to draw, then the psychologist should still limit himself to one phrase: "Draw as best you can." If the child does not start drawing, then you should approach him and encourage him, for example, say: "Draw, you will succeed." Sometimes children ask if it is possible to draw a woman instead of a man. In this case, you must answer that everyone draws a man and they also need to draw a man. If the child has already begun to draw a woman, you should be allowed to finish her, and then ask him to draw a man next to him.

After finishing drawing the human figure, the children are told to turn the piece of paper over to the other side. Task No. 2 is explained as follows: “Look, something is written here. You still don’t know how to write, but try, maybe you will succeed in the same way. Take a good look at how it is written, and here, nearby, on a free write in the same place. It is suggested to copy the phrase: "He ate the soup" (written in written letters). If any child fails to guess the length of the phrase, and one word does not fit on the line, you should draw his attention to the fact that you can write this word higher or lower.

Before task No. 3, the experimenter says: "Look, dots are drawn here. Try to draw here, next to it, in the same way." At the same time, it is necessary to show where the child should draw, since it is necessary to take into account the possible weakening of the concentration of attention in some children. Here is a sample proposed for reproduction (see Fig. 2, on the right).

During the performance of tasks by children, it is necessary to monitor them, while making brief notes about their actions. First of all, you should pay attention to which hand the future student draws - right or left, whether he shifts the pencil from one hand to another while drawing. They also note whether the child is spinning, whether he drops the pencil and looks for it under the chair, whether he began to draw in the wrong place that was indicated to him, or simply outlines the outline of the sample, whether he wants to make sure that he draws beautifully, etc.

Evaluation of test results. Task number 1 - drawing a male figure.

1. The point is set under the following conditions.
The drawn figure should have a head, torso and limbs. The head is connected to the body by the neck and should not be larger than the body. There is hair on the head (perhaps they are covered with a cap or hat) and ears, on the face there are eyes, nose and mouth. The hands end in a five-fingered hand. The legs are bent at the bottom. The figure has men's clothing and is drawn in the so-called "synthetic" (contour) method, which consists in the fact that the entire figure (head, neck, torso, arms, legs) is drawn at once as a whole, and is not made up of separate finished parts. With this method of drawing, the entire figure can be outlined in one contour without lifting the pencil from the paper. The figure shows that the arms and legs, as it were, "grow" from the body, and are not attached to it. In contrast to the synthetic, a more primitive "analytical" way of drawing involves the image separately of each of the constituent parts of the figure. So, for example, the torso is drawn first, and then the arms and legs are attached to it.

2. points are given in the following case:
Fulfillment of all requirements for 1 point, except for the synthetic method of drawing. Three missing details (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn synthetically.

3. points. The figure has a head, torso and limbs. Arms or legs are drawn with two lines (3D). The absence of neck, hair, ears, clothes, fingers and feet is allowed.

4. points. Primitive drawing with head and torso. The limbs (one pair is enough) are drawn with only one line each.

5 points. There is no clear image of the trunk ("cephalopod" or the predominance of "cephalopod") or both pairs of limbs. Scribble.

Task number 2 - copying words written in written letters.

1. score. The written sample is well and completely legible copied. The letters exceed the size of the sample letters no more than twice. The first letter in height clearly corresponds to the capital letter. The letters are clearly connected in three words. The copied phrase deviates from the horizontal line by no more than 30°.

2. points. Still legibly copied sample. The size of the letters and the observance of the horizontal line are not taken into account.

3. points. Explicit division of the inscription into three parts. You can understand at least four letters of the sample.

4. points. At least two letters match the pattern. The reproduced pattern still creates the label line.

5 points. Scribble.

Task number 3 - drawing a group of points.

1. score. An almost perfect copy of the pattern. A slight deviation of one point from a line or column is allowed. Sample reduction is acceptable, but the increase should not be more than doubled. The drawing must be parallel to the pattern.

2. points. The number and arrangement of points correspond to the sample. You can ignore a deviation of no more than three points per half the width of the gap between a row or column.

3. points. The drawing as a whole corresponds to the sample, not exceeding its width and height by more than twice. The number of points may not correspond to the sample, but they should not be more than 20 and less than 7. Any turn is allowed - even 180 °.

4. points. The outline of the drawing does not match the pattern, but still consists of dots. Sample dimensions and number of points are not taken into account. Other shapes (such as lines) are not allowed.

5 points. Scribble.

The described test is convenient for initial acquaintance with children in that it gives a general picture of development and can be used in a group, which is very important when enrolling children in school so as not to lengthen the enrollment procedure. After reviewing the results of the test, the psychologist can call for an individual examination of the children he needs in order to more clearly imagine their mental development. If a child scored from 3 to 6 points in all three tests, then, as a rule, there is no need to additionally talk with him in order to clarify the picture of his intellectual development. (Note that this test gives almost no information about personality traits.) Children who score 7-9 points, if these points are evenly distributed among all tasks, may also not be invited for an interview, since these children, as a rule, represent the average level development. If the total score includes very low marks (for example, a score of 9 consists of a mark of 2 for the first task, a mark of 3 for the second and a mark of 4 for the third), then it is better to talk with the child (conduct an individual examination) in order to more accurately imagine features of its development. And of course, it is necessary to additionally examine children who received 10-15 points (the lower limit of average development is 10-11 points and development is below the norm - 12-15 points).

An additional individual examination should help the psychologist to identify the features of the intellectual and personal development child, so that he can outline a corrective and preventive program of work with him. In this regard, it is very important to choose the appropriate methods for this kind of survey.

Determining the level of intellectual development. When starting an additional psychological examination of a child, the psychologist must first of all determine the level of his intellectual development. For this purpose, the method of D. Wexler, created in the USA in 1949 and intended for the study of intelligence in children from 5 to 16 years old, is suitable. In the Soviet Union, a version of D. Veksler's methodology adapted for our country is used (58; 64).

This version of the technique allows to differentiate between healthy children and oligophrenic children. But since, according to the results of this test, it is impossible to draw an unambiguous boundary between the norm and pathology (the same result can be the upper limit of oligophrenia and the lower limit of the norm), we consider it appropriate to use the Wechsler test when enrolling children in school not to distinguish the norm from pathology, and to determine the low, medium and high level of mental development. Let children with a low level of mental development (among whom there may be pedagogically neglected, with mental retardation and pathology) study in a regular school in the first year of study, so that in the course of training it is possible to clarify the diagnosis and then decide on the advisability of transferring this student to a school for mentally retarded children.

Determining the level of development of an arbitrary sphere. The success of teaching in the first grade significantly depends on three parameters: the development of voluntary attention in the child, arbitrary memory and the ability to follow the rules.

To determine the level of development of voluntary attention in children entering school, we have developed a technique called "House". The technique is a task for drawing a picture depicting a house, the individual details of which are made up of elements of capital letters (Fig. 2, left). The task allows you to identify the child's ability to focus on a sample in his work, the ability to accurately copy it, which implies a certain level of development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand. In this sense, the "House" method can be considered as an analogue of tasks No. 2 and No. 3 of the Kern-Jirasek test (drawing written letters and drawing a group of points) ( The study showed that the "House" method gives the closest results with task No. 2 of the Kern-Jirasek test.). However, the "House" method allows us to identify the features of the development of voluntary attention, since only "attention errors" are taken into account when processing the results, while the Kern-Jirasek test does not allow, for example, to determine what caused the poor performance of the task - poor attention or poor spatial Perception . So, in task No. 3, the assessment depends both on the reproduction of the correct number of points on paper, and on maintaining a certain distance between them.

Processing of the results obtained by the "House" method is carried out by counting points awarded for errors. The following are considered errors:

• a) incorrectly depicted element (1 point). Moreover, if this element is incorrectly depicted in all the details of the drawing, for example, the sticks that make up the right side of the fence are incorrectly drawn, then 1 point is awarded not for each incorrectly depicted stick, but for the entire right side of the fence as a whole. The same applies to the rings of smoke coming out of the chimney, and to the shading on the roof of the house: 1 point is awarded not for each incorrect ring, but for all incorrectly copied smoke; not for every wrong line in the hatching, but for the entire hatching as a whole. The right and left sides of the fence are priced separately. So, if the right part is incorrectly drawn, and the left part is copied without error (or vice versa), then the subject receives 1 point for drawing the fence, but if errors are made in both the right and left parts, then 2 points are given (for each part, 1 score). An incorrectly reproduced number of elements in a drawing detail is not considered an error, i.e. it does not matter how many smoke rings, lines in the hatching of the roof or sticks in the fence;
• b) replacing one element with another (1 point);
• in) absence of an element (1 point);
• G) breaks between lines where they should be connected (1 point).

Error-free copying of the drawing is estimated at 0 points. Thus, the worse the task is performed, the higher the total score. Our experiments with children from 5 years 7 months to 6 years 7 months showed that a child with well-developed voluntary attention performs the task "House" without errors and gets 0 points. A child with an average development of voluntary attention makes an average of 1-2 mistakes and, accordingly, receives 1-2 points. Children who receive more than 4 points are characterized by poor development of voluntary attention.

Some notes on the methodology:

When the child reports the end of work, he should be asked to check whether everything is correct with him. If he sees inaccuracies in his drawing, he can correct them, but this must be recorded by a psychologist.

In the course of the task, it is necessary to note the distractibility of the child, and also to fix if he draws with his left hand.

Sometimes poor-quality performance of a task is caused not by poor attention, but by the fact that the child did not accept the task assigned to him "to draw exactly according to the model", which requires careful study of the sample and verification of the results of his work. The rejection of the task can be judged by the way the child works: if he briefly glanced at the drawing, quickly drew something without consulting the model, and gave the work away, then the mistakes made in this case cannot be attributed to poor voluntary attention.

If the child has not drawn some elements, he can be offered to reproduce these elements according to the model in the form of independent figures. For example, the following are offered as reproduction patterns: circle, square, triangle, etc. (various elements of the picture "House"). This is done in order to check whether the omission of the indicated elements in the general drawing is connected with the fact that the child simply cannot draw them. It should also be noted that with a defect in vision, gaps between the lines are possible in those places where they should be connected (for example, the corner of the house, the connection of the roof with the house, etc.).

To study the level of development arbitrary memory for children entering school, you can use tasks for memorizing pictures and words. The child is offered to memorize as many color pictures as possible depicting objects familiar to him (25 color pictures are presented; the duration of perception of each picture is 3 s). After showing all the pictures, he is asked to name the objects that he just saw in the pictures. In the study of 3.M. Istomina (32) found that five-year-old children memorize on average 6-7 pictures, and six-year-olds - 8. You can use the "Memorizing 10 words" method (74), in which the child is asked to remember the names of 10 familiar objects. Research results show that five-year-old and six-year-old children memorize 3-4 words on average.

The technique "Memorizing 10 words" can also be used to determine asthenia, rapid exhaustion of such mental processes as attention and memory. S.Ya. Rubinstein (74) points out that if a healthy child memorizes more and more words with each new presentation of a verbal series, then a test subject suffering from asthenia (fatigue and exhaustion of mental processes, as a result of which protective inhibition of the central nervous system sets in very quickly), with each new presentation remembers fewer and fewer words. Asthenia should be judged not only by the results of the "Memorizing 10 words" technique, but also on the basis of medical data (information about infectious diseases suffered by a child at an early age, about birth and craniocerebral injuries, etc.), as well as conversations with parents about the behavior of the child.

Due to the fact that with a strongly pronounced protective inhibition it is difficult to maintain concentration on any object for a long time, asthenic children can be attributed to the group of children with weak development of volitionality.

The ability to act according to the rule is determined in the task, which can be performed only if this rule is observed. As such a task, it is convenient to use the "Pattern" technique by L.I. Tsekhanskaya (19), aimed at studying the degree of formation of the ability of children entering school to consciously subordinate their actions to a rule that generally determines the mode of action. In this technique, such a rule is a scheme for connecting its individual elements into an integral pattern. The methodology has standard indicators and is convenient when comparing the level of achievements of various subjects.

Determination of the features of the development of the motivational sphere. It is known that in preschool age, play motives have the greatest motivating force, and in primary school age, educational motives. For effective learning and the development of the child, it is important to know what motives dominate in the motivational sphere of the future first grader - playful or educational, since with a weak development of educational motivation, the child may not accept the educational task assigned to him.

N.L. Belopolskaya (2, 2a) suggests using the introduction of one or another motive under conditions of mental satiety as a model for determining the dominance of educational or play motives of behavior. In this case, the objective indicators of the change in activity will be the quality and duration of the task, which, before the introduction of the motive under study, caused a state of mental satiety in the child.

The experiment is carried out in three stages. At the first stage, A. Karsten's technique for mental satiety is given (65). As a task, the subjects are asked to fill in circles drawn on a piece of paper with dots. When signs of mental satiety appear, you can proceed to the second stage of the experiment, at which a learning motive is introduced, namely, the subject is informed that the quality and quantity of the task done are evaluated by the school mark (it is warned that at least one page must be done for the top five). At the third stage, a game motive is introduced - the child is offered a game by the rules, which is a game-competition of two participants. In a game-competition for the speed and accuracy of filling circles with dots, the winner is the one who fills 1 page first. After the end of the experiment, a conclusion is made about the motivating force of the game and learning motive for this child.

In the study of N.L. Belopolskaya showed that in children 7-8 years old with mental retardation, play motives prevail over educational ones. It is natural to assume that this pattern will continue at an earlier age, namely at 5.5-6 years. But it does not follow from this that if a 6-year-old child shows dominance of game motivation, then this indicates a mental retardation. With a certain degree of confidence, it can be said that a six-year-old child with mental retardation will have a dominance of play motivation over learning, but in no case can it be argued that if at 6 years of age there is a dominance of play motivation, then this indicates a developmental delay, since six-year-olds According to the periodization of mental development, children belong to older preschoolers, for whom play is the leading activity. Senior preschool age is characterized by the flourishing of role-playing games and games with rules; it is in the game that the preconditions for learning activity are born, and in particular arbitrariness. Game motivation allows the child to demonstrate a level of development of mental processes that is still inaccessible to him outside the game. Therefore, for the majority of six-year-old children who are at an average level of mental development, the dominance of game motivation can be characteristic. At the same time, there are cases when educational motivation (in the form of a motive for getting a mark) and game motivation (in the form of a game-competition according to the rules) turn out to be equivalent, since getting a mark for a task completed in a certain way is somewhat akin to a game-competition according to the rules, where the prize (the same mark) is awarded for a certain quality of the task.

Therefore, when determining the leading type of motivation for six-year-old children, we propose a modification of N.L. Belo-Polish. Drawing circles can be used as experimental material in the experiment on mental satiety. The learning motive is that the subject is told that now he will learn to write the letter "O" (or the number "O") beautifully. If he wants to get the highest mark for his work - "5", then he must write beautifully at least 1 page.

The game motif may be as follows. Figures of a hare and a wolf are placed in front of the child (you can use images of these animals instead of figures). The subject is offered to play a game in which the hare needs to hide from the wolf so that he does not eat it. The child can help the hare by drawing a large field for him with even rows of cabbages. The field will be a sheet of white paper, and the cabbage will be represented by circles. The rows of cabbage in the field should be frequent and even, and the cabbages themselves should be of the same size, then the hare will be able to hide among them from the wolf. For example, the experimenter draws the first two rows of cabbage, then the child continues to work independently. The motives proposed in this modification of the methodology have, from our point of view, a more pronounced educational and game coloring.

So, summing up what has been said, let us emphasize once again the main points of the psychological examination of children during their enrollment in school:

1. The purpose of a psychological examination is to determine school maturity in order to identify children who are not ready for schooling and who need special developmental classes and an individual approach to learning.

2. The first stage of the survey of children entering school should provide indicative information about their school maturity. To solve this problem, it is advisable to use the Kern-Jirasek orientation test of school maturity, which has normative indicators.

3. Children who have received an assessment according to the Kern-Jirasek test, indicating a level of development below the average norm, must undergo an additional psychological examination to clarify the features of the development of their intellectual, voluntary and motivational spheres.

4. An additional psychological study of intelligence is carried out for children who received 12-15 points on the Kern-Jirasek test, since pathology may occur in this group of subjects. For the study of intelligence, it is advisable to use the children's adapted method of Veksler.

5. An additional psychological study of the voluntary and motivational spheres can be carried out for all future first-graders in order to more accurately represent the level of their mental development.

The study of an arbitrary sphere can be carried out using methods that determine the level of development of voluntary attention, memory, as well as the ability to act according to the rule, since it is these parameters of the development of an arbitrary sphere that determine the formation of the prerequisites for educational activity. It must be remembered that the methods used must have standard indicators, otherwise the examined children cannot be divided into groups.

Features of the development of the motivational sphere (dominance at this stage of the child's development of play or educational motives) can be determined by the method of N.L. Belopolskaya.

II.2.2. Development groups.

With children who are not ready for schooling, the psychologist can work directly in groups that we call "development groups" and indirectly through teachers.

A development group is a small group of children, no more than six people (preferably an even number, so that two teams can be formed in games), with whom the psychologist conducts developmental and corrective work aimed at achieving by the children such a level of mental development at which their normal development is possible. schooling. Since the main contingent of such a group is children who are pedagogically neglected and with mental retardation, the content of work in the group is largely reduced to filling gaps in the development and upbringing of these children. Children who fall into the group, as a rule, do not know how to play, they have insufficiently developed play activity, which significantly determines the mental development of a preschooler. In this regard, various games are widely used in developmental and correctional programs (plot-role-playing, with rules, developing); playing with children, we create conditions for the development of prerequisites for schooling. The need to use games in the work of the group is also due to the lack of cognitive interest among its participants.

The practice of working in a development group shows that children perceive developmental material better if classes are conducted emotionally. The leader of the group should, as it were, "pour" special correctional and developmental programs and an individual approach.

Similar information.

Chapter 1. Theoretical analysis of the problem of a child's readiness for school

1.2 Problems of studying the personal and motivational readiness of the child for schooling

Chapter 2

Conclusion

Bibliography

Applications

INTRODUCTION

The relevance of research. In modern conditions, the role of the personal factor in school education is objectively increasing.

The high demands of life on the organization of upbringing and education make it necessary to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life.

In this sense, the problem of school readiness is of particular importance. Determination of the goals and principles of the organization of training and education in preschool institutions is connected with its solution. At the same time, the success of the subsequent education of children in school depends on its decision.

Research into the preparation of children for school was started directly under the guidance of academic psychologist A.V. Zaporozhets. The results of the work were repeatedly discussed with D.B. Elkonin. Both of them fought for the preservation of childhood for children, for the maximum use of the possibilities of this age stage, for a painless transition from preschool to primary school age.

Preparing children for school is a multifaceted task, covering all spheres of a child's life. There are three main approaches to the problem of a child's readiness for school.

The first approach can include all research aimed at developing in preschool children certain skills and abilities necessary for schooling.

The second approach is that a child entering school must have a certain level of cognitive interests, a readiness to change their social position, and a desire to learn.

The essence of the third approach is to study the child's ability to consciously subordinate his actions to the given one while consistently following the adult's verbal instructions. This skill is associated with the ability to master the general way of fulfilling the verbal instructions of an adult.

There are many works in the domestic literature, the purpose of which is to study the problem of preparing for schooling: L.S. Vygotsky, V.V. Davydov, R.Ya. Guzman, E.E. Kravtsova and others.

The problems of diagnosing children entering school were dealt with by A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonin and others.

The school has recently undergone major transformations, new programs have been introduced. The structure of the school has changed. Higher requirements are imposed on children going to the first grade. The development of alternative methods in the school makes it possible to teach children according to a more intensive program.

Thus, the problem of school readiness remains relevant. The need to study it follows from the school's own work in modern conditions. Firstly, the requirements for children entering school have increased. Secondly, as a result of the introduction of new programs and developments in primary school, there is a possibility for a child to choose one or another program depending on the level of preparation for school.

Thirdly, due to changing social conditions, many children have different levels of readiness. In connection with the relevance of this problem, the topic was defined: "The study of the personal and motivational readiness of the child for school."

The purpose of the study: to identify and substantiate the totality of psychological and pedagogical conditions for a child's readiness for school.

Object of study: the child's readiness for school.

Research hypothesis: the effectiveness of the system of work on studying the readiness of the child for school will increase if the following conditions are met:

a) With the proper organization of special events (classes, tests, purposeful games, etc.) to identify the individual characteristics of the child at the time of the study and school maladaptation.

b) When applying psycho-correctional work with schoolchildren experiencing difficulties in learning and behavior.

Subject of study: the study of the child's personal and motivational readiness for school.

Based on the object and subject to achieve the goal, the following tasks were identified:

To study and analyze the psychological and pedagogical literature on the research topic.

Consider the essence of the concept of “readiness for schooling”, identify its criteria.

To identify the features of the psychological and pedagogical status of schoolchildren with the aim of timely prevention and effective solution of problems that arise in their learning, communication and mental state.

The methodological basis of the study was the developed theoretical provisions set forth in the works of psychologists, educators, sociologists, philosophers, such as L.S. Vygotsky, V.V. Davydova, R.Ya. Guzman, E.E. Kravtsova, A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonina and others.

Research methods:

Theoretical

study and theoretical analysis of psychological, pedagogical and methodological literature;

The study and generalization of the experience of teachers and psychologists.

empirical

testing, conversation, diagnostic (stating), analysis of students' work (documentation)

Psychocorrectional work with students.

The theoretical significance of the study lies in the fact that it:

the concept of "personal-motivational and intellectual readiness of the child for school" is presented.

the relationship of mental qualities and properties that determine the readiness of the child for school is determined.

factors of a social and motivational nature, peculiar combinations, which determine a significant variability in the level of readiness of children entering school, have been identified.

The practical significance is expressed in the creation of conditions conducive to the formation of a high level of readiness for schooling.

Scope and structure of work. The thesis consists of ___ pages of typewritten text, an introduction, two chapters, a conclusion, a list of references (51 sources), ____ applications.

Chapter I. Generalized theoretical analysis of the studied problem of the child's readiness for school

1.1 The concept of a child's readiness for school

Going to school is a turning point in a child's life. Therefore, the concern that both adults and children show with the approaching need to enter school is understandable. A distinctive feature of the position of a student, a schoolchild, is that his study is a mandatory, socially significant activity. For her, he is responsible to the teacher, the school and the family. The life of a student is subject to a system of strict rules that are the same for all students. Its main content is the assimilation of knowledge common to all children.

A very special type of relationship develops between teacher and student. A teacher is not just an adult who arouses or dislikes a child. He is the official bearer of social requirements for the child. The grade that a student receives in a lesson is not an expression of a personal attitude towards a child, but an objective measure of his knowledge, his fulfillment of his educational duties. A bad evaluation cannot be compensated for either by obedience or remorse. The relationship of children in the classroom is also different from those that develop in the game.

The main measure that determines the position of the child in the peer group is the assessment of the teacher, academic success. At the same time, joint participation in compulsory activities gives rise to a new type of relationship based on shared responsibility. Assimilation of knowledge and restructuring, changing oneself becomes the only educational goal. Knowledge and learning activities are acquired not only for the present, but also for the future, for the future.

The knowledge that children receive at school is of a scientific nature. If earlier primary education was a preparatory stage for the systematic assimilation of the fundamentals of the sciences, now it is turning into the initial link of such assimilation, which begins with the first grade.

The main form of organizing the educational activities of children is a lesson in which the time is calculated up to a minute. In the lesson, all children need to follow the instructions of the teacher, follow them clearly, not be distracted and not engage in extraneous activities. All these requirements relate to the development of different aspects of the personality, mental qualities, knowledge and skills. The student must be responsible for learning, be aware of its social significance, obey the requirements and rules of school life. For successful study, he needs to have developed cognitive interests, a fairly broad cognitive outlook. The student absolutely needs that complex of qualities that organizes the ability to learn. This includes understanding the meaning of educational tasks, their differences from practical ones, awareness of how to perform actions, skills of self-control and self-assessment.

An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. This level turns out to be different for different children, but a typical feature that distinguishes six seven-year-old children is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately, upon coming to the first grade, join in the general activity, accept the system school and teacher requirements.

As for the arbitrariness of cognitive activity, although it begins to form at senior preschool age, by the time it enters school, it has not yet reached full development: it is difficult for a child to maintain stable voluntary attention for a long time, to memorize significant material, and the like. Education in elementary school takes into account these characteristics of children and is structured in such a way that the requirements for the arbitrariness of their cognitive activity increase gradually, as it improves in the very process of learning.

The readiness of the child for school in the field of mental development includes several interrelated aspects. A child, in the first grade, needs a certain amount of knowledge about the world around him: about objects and their properties, about phenomena of animate and inanimate nature, about people, their work and other aspects of social life, about “what is good and what is bad” , i.e. on moral standards of conduct. But it is not so much the volume of this knowledge that is important, but their quality - the degree of correctness, clarity and generalization of the ideas that have developed in preschool childhood.

We already know that the figurative thinking of an older preschooler provides quite rich opportunities for mastering generalized knowledge, and with well-organized learning, children master ideas that reflect the essential patterns of phenomena related to different areas of reality. Such representations are the most important acquisition that will help the child to move to the assimilation of scientific knowledge at school. It is quite enough if, as a result of preschool education, the child becomes familiar with those areas and aspects of phenomena that serve as the subject of study of various sciences, begins to single them out, to distinguish living from non-living, plants from animals, natural from man-made, harmful from useful. Systematic acquaintance with each field of knowledge, assimilation of systems of scientific concepts is a matter of the future.

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A special place in the psychological readiness for school is occupied by the mastery of special knowledge and skills that are traditionally related to school proper - literacy, counting, and solving arithmetic problems. Primary school is designed for children who have not received special training, and begins to teach them literacy and mathematics from the very beginning. Therefore, appropriate knowledge and skills cannot be considered an obligatory component of a child's readiness for schooling. At the same time, a significant part of the children entering the first grade can read, and almost all children can count to one degree or another. The acquisition of literacy and elements of mathematics at preschool age can influence the success of schooling. Of positive importance is the education in children of general ideas about the sound side of speech and its difference from the content side, about the quantitative relations of things and their difference from the objective meaning of these things. Will help the child to study at school and assimilate the concept of number and some other initial mathematical concepts.

As for skills, counting, problem solving, their usefulness depends on what basis they are built on, how well they are formed. Thus, the skill of reading increases the level of a child's readiness for school only if it is built on the basis of the development of phonemic hearing and awareness of the sound composition of a word, and is itself continuous or syllable-by-syllable. Letter-by-letter reading, often found in preschoolers, will make it difficult for the teacher, because the child will have to be retrained. It is the same with counting - experience will be useful if it is based on an understanding of mathematical relations, the meaning of a number, and useless or even harmful if counting is learned mechanically.

The readiness to assimilate the school curriculum is evidenced not by the knowledge and skills themselves, but by the level of development of cognitive interests and cognitive activity of the child. A general positive attitude towards school and learning is enough to ensure sustainable successful learning, if the child is not attracted by the very content of the knowledge received at school, is not interested in the new things that he gets acquainted with in the classroom, if he is not attracted by the process of cognition itself. Cognitive interests develop gradually, over a long period of time, and cannot arise immediately upon admission to school, if at preschool age they were not given enough attention to their upbringing. studies show that the greatest difficulties in primary school are not those children who have insufficient knowledge and skills by the end of preschool age, but those who show intellectual passivity, who lack the desire and habit to think, solve problems that are not directly related to any interest child's play or life situation. To overcome intellectual passivity, in-depth individual work with the child is required. The level of development of cognitive activity that a child can reach by the end of preschool age and which is sufficient for successful education in primary school includes, in addition to voluntary control of this activity, certain qualities of perception of the child's thinking.

A child entering school must be able to systematically examine objects, phenomena, highlight their diversity and properties. He needs to have a fairly complete, clear and dissected perception, bale. Primary school education is largely based on the children's own work with different material, under the guidance of a teacher. In the process of such work, the essential properties of things are highlighted. Good orientation of the child in space and time is important. Literally from the first days of being at school, the child receives instructions that cannot be fulfilled without taking into account the spatial features of things, knowledge of the direction of space. So, for example, the teacher might suggest drawing a line "obliquely from the top left to the bottom right corner" or "straight down the right side of the cage", etc. the idea of ​​time and the sense of time, the ability to determine how much time has passed is an important condition for the student's organized work in the classroom, completing the task within the specified time.

Especially high demands are made by schooling, the systematic assimilation of knowledge, to the thinking of the child. The child must be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions. Another side of psychological development that determines the child's readiness for schooling is the development of his speech - mastering the ability to coherently, consistently, understandably for others an object, picture, event, convey the train of his thoughts, explain this or that phenomenon, rule.

Finally, psychological readiness for school includes the qualities of a child's personality that help him enter the class team, find his place in it, and join in common activities. These are social motives of behavior, those rules of behavior in relation to other people learned by the child and the ability to establish and maintain relationships with peers that are formed in the modern activities of preschoolers.

The main place in the preparation of the child for school is the organization of the game and productive activities. It is in these types of activity that social motives of behavior first arise, a hierarchy of motives is formed, the actions of perception and thinking are formed and improved, and social skills of relationships are developed. Of course, this does not happen by itself, but with the constant supervision of the activities of children by adults who pass on the experience of social behavior to the younger generation, communicate the necessary knowledge and develop the necessary skills. Some qualities can be formed only in the process of systematic teaching of preschoolers in the classroom - these are elementary skills in the field of educational activities, a sufficient level of performance of cognitive processes.

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

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

A special problem is adaptation to school. The situation of uncertainty is always exciting. And before school, every child experiences extreme excitement. He enters into life in new conditions compared to kindergarten. It may also happen that a child in the lower grades will obey the majority against his own will. Therefore, it is necessary to help the child in this difficult period of his life to find himself, to teach him to be responsible for his actions.

I.Yu. Kulachina identifies two aspects of psychological readiness - personal (motivational) and intellectual readiness for school. Both aspects are important both in order for the child's educational activity to be successful, and for the speedy adaptation to new conditions, painless entry into a new system of relationships.

Problems of studying the personal and motivational readiness of the child for schooling

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

Psychological studies have shown that the age of six to seven years is the period of formation of the psychological mechanisms of a child's personality. The essence of a person's personality is connected with the ego's creative possibilities, with the ego's ability to create new forms of social life, and "creativity in a person, his need for creation and imagination as a psychological means of their implementation arise and begin to develop at preschool age thanks to game activity."

The creativity of the child in the game, the creative attitude to certain tasks and can be one of the indicators of the formation of personality.

This feature of the development of the psyche cannot be underestimated, one cannot ignore the child, his interests, needs, on the contrary, it is necessary to encourage and develop creative abilities. Mental development and personality formation is closely connected with self-consciousness, and self-consciousness is most clearly manifested in self-esteem, in how the baby evaluates himself, his qualities, his capabilities, his successes and failures. It is especially important for the teacher to know and take into account that correct assessment and self-assessment for a six-seven-year-old child is impossible without authoritative correction by an adult. One of the important conditions for the successful education of a child in primary school is that he has the appropriate motives for learning: attitude towards him as an important, socially significant matter, the desire to acquire knowledge, interest in certain academic subjects. Cognitive interest in any object and phenomenon develops in the process of vigorous activity of the children themselves, then the children acquire certain experience, ideas. The presence of experience, ideas contribute in children to the emergence of a desire for knowledge. Only the presence of sufficiently strong and stable motives can induce the child to systematically and conscientiously fulfill the duties imposed on him by the school. The prerequisites for the emergence of these motives are, on the one hand, the general desire of children to go to school, which is formed by the end of preschool childhood, to acquire an honorable position in the eyes of the child, and, on the other hand, the development of curiosity, mental activity, which is manifested in a lively interest in the environment, in the desire learn new things.

Numerous surveys of older schoolchildren and observations of their games testify to the great craving of children for school.

What attracts children to school?

Some children are attracted to learning in school life. “I love to write”, “I will learn to read”, “I will solve problems at school” and this desire is naturally associated with new moments in the development of an older preschooler. It is no longer enough for him to join the life of adults only indirectly in the game. But being a student is something else. This is already a perceived step up to adulthood.

Some children refer to external accessories. “They will buy me a beautiful uniform”, “I will have a brand new satchel and a pencil case”, “My friend is studying at school ...”. This, however, does not mean that motivationally similar children are not ready for school: the very positive attitude towards it, which creates favorable conditions for the subsequent formation of a deeper, actual learning motivation, is of decisive importance. The emergence of learning motivation is facilitated by the formation and development of curiosity, mental activity, directly related to the allocation of cognitive tasks that initially do not appear for the child as independent, being woven into the performance of practical activities, to the performance of tasks of a proper cognitive nature, directing children to the conscious performance of mental work.

A positive attitude towards school includes both intellectual and emotional components. The desire to occupy a new social position, i.e. to become a schoolboy merges with an understanding of the importance of schooling, respect for the teacher, for older schoolmates, it reflects both love and respect for the book as a source of knowledge. However, being in school does not yet give reason to believe that the walls themselves make the child a real schoolboy. He will become one, and now he is on his way, at a difficult transitional age, and he can attend school for various reasons, including those not related to teaching: parents force him, you can run during breaks, and others.

Studies show that the emergence of a child's conscious attitude to school is determined by the way information about it is presented. It is important that the information about the school communicated to children is not only understandable, but also felt and experienced by them. Such an emotional experience is provided, first of all, through the inclusion of children in activities that activate both thinking and feelings. For this, excursions around the school, conversations, stories of adults about their teachers, communication with students, reading fiction, viewing filmstrips, films about the school, feasible inclusion in the public life of the school, holding joint exhibitions of children's works, familiarization with proverbs and sayings, in which the mind merges, the meaning of the book, teaching, etc. is emphasized.

A particularly important role is played by the game in which children find the application of their knowledge, there is a need to acquire new knowledge, and the skills necessary for learning activities develop.

Personal readiness for school includes the formation in children of such qualities that would help them communicate with classmates at school, with a teacher. Every child needs the ability to enter the children's community, to act together with others, to yield in some circumstances and not to yield in others.

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Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. The personal readiness of a child for school is usually judged by his behavior in group classes and during a conversation with a psychologist. There are also specially developed conversation plans that reveal the position of the student (the method of N.I. Gutkina), and special experimental techniques. For example, the predominance of a cognitive or play motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has examined the toys in the room for a minute, they begin to read a fairy tale to him, but they stop reading at the most interesting place. The psychologist asks what he now wants more - to listen to a fairy tale or play with toys, it is obvious that with personal readiness for school, cognitive interest dominates and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with a weak cognitive need, are more attracted to the game.

From the moment the idea of ​​the school acquired the features of the desired way of life in the mind of the child, it can be said that his inner position received a new content - it became the inner position of the student.

And this means that the child psychologically moved into a new age period of his development - primary school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need (“I want to go to school”). The presence of the internal position of the student is found in the fact that the child resolutely refuses the preschool-playing, individually direct way of existence and shows a brightly positive attitude towards school-learning activities in general and especially to those aspects of it that are directly related to learning.

The next condition for successful learning is sufficient arbitrariness, controllability of behavior, which ensures the implementation of the child's learning motives. The arbitrariness of external motor behavior provides the child with the opportunity to withstand the school regime, in particular, to behave in an organized manner in the classroom.

The main prerequisite for mastering the arbitrariness of behavior is the formation of a system of motives, their subordination, which comes to the end of preschool age, as a result of which some motives come to the fore, while others become less important. All this, however, does not mean that the behavior of a child entering school can and should be characterized by a high degree of arbitrariness, but it is important that at preschool age a mechanism of behavior is formed that ensures the transition to a new type of behavior in general.

Determining the child's personal readiness for school, it is necessary to identify the specifics of the development of the sphere of arbitrariness. Features of voluntary behavior can be traced not only when observing the child in individual and group classes, but also with the help of special techniques.

Quite widely known is the Kern-Jirasek orientation test of school maturity, which includes, in addition to drawing a male figure from memory, two tasks - copying written letters and copying a group of dots, i.e. sample work. Similar to these tasks, the methodology of N.I. Gutkina "House": children draw a picture depicting a house made up of elements of capital letters. There are also simpler methods.

Task A.L. Wenger's "Draw mouse tails" and "Draw umbrella handles". And mouse tails and handles are also letter elements. It is impossible not to mention two more methods of D.B. Elkonina, A.L. Wenger: Graphic Dictation and Pattern and Rule. Performing the first task, the child draws an ornament on a piece of paper in a box from the points set previously, following the instructions of the psychologist. The psychologist dictates to a group of children in which direction and how many cells to draw the lines, and then offers to finish the “pattern” obtained under dictation to the end of the page. Graphic dictation allows you to determine how accurately a child can fulfill the requirement of an adult given orally, as well as the ability to independently perform tasks to a visually perceived sample. A more complex technique “Pattern and Rule” involves simultaneously following a pattern in your work (the task is given to draw exactly the same pattern as a given geometric figure point by point) and a rule (a condition is stipulated: you cannot draw a line between identical points, i.e. connect a circle with a circle, a cross with a cross, a triangle with a triangle). The child tries to complete the task, can draw a figure similar to the given one, neglecting the rule, and, conversely, focus only on the rule, connecting different points and not referring to the model. Thus, the methodology reveals the level of orientation of the child to a complex system of requirements.

1.3 Psychological support of children at the stage of admission and adaptation at school

In the most common sense, school adaptation is understood as the child's adaptation to a new system of social conditions, new relationships, requirements, activities, lifestyle, etc. a child who fits into the school system of requirements, norms and social relations is most often called adapted. Sometimes the most humanistic-minded teachers add another criterion - it is important, they say, that this adaptation be carried out by the child without serious moral losses, deterioration in well-being, mood, self-esteem. Adaptation is not only an adaptation to successful functioning in a given environment, but also the ability for further psychological, personal, social development.

An adapted child is a child adapted to the full development of his personal, intellectual and other potentials in the pedagogical environment given to him.

The purpose of the psychological and pedagogical conditions that allow the child to successfully function and develop in the pedagogical environment (school system of relations).

That is, in order to help the child feel comfortable at school, to release his intellectual, personal, physical resources for successful learning and full development, teachers and psychologists need to: identify the psychological characteristics of the child, adjust the educational process to his individual characteristics , opportunities and needs; help the child develop the skills and internal psychological mechanisms necessary for successful learning and communication in the school environment.

Let us dwell on the main stages of work with children during the period of adaptation.

The first stage is the child's admission to school.

Within this stage it is expected:

Conducting psychological and pedagogical diagnostics aimed at determining the school readiness of the child.

Conducting group and individual consultations for parents of future first-graders. Group consultation in the form of a parent meeting is a way to give parents some useful information about the organization of the last months of a child's life before the start of school. Individual counseling is primarily provided to parents whose children have performed poorly in the testing process and may have difficulty adjusting to school.

Group consultation of teachers of future first-graders, which at this stage is of a general introductory nature.

Conducting a psychological and pedagogical consultation based on the results of diagnostics, the main purpose of which is to develop and implement a specific approach to completing classes.

The second stage is the primary adaptation of children at school.

Without exaggeration, it can be called the most adult for children and the most responsible for adults.

Within the framework of this stage (from September to January) it is expected:

Carrying out consultative and educational work with parents of first-graders, aimed at familiarizing adults with the main tasks and difficulties of primary adaptation, tactics of communication and helping children.

Conducting group and individual consultations of teachers to develop a unified approach to individual children and a unified system of requirements for the class by various teachers working with the class.

Organization of methodological work of teachers aimed at building the educational process in accordance with the individual characteristics and capabilities of schoolchildren, identified during the diagnosis and observation of children in the first weeks of education.

Organization of pedagogical support for schoolchildren. This work is done outside of school hours. The main form of work are various games.

Organization of group developmental work with children, aimed at increasing the level of their school readiness, social and psychological adaptation in the new system of relationships.

Analytical work aimed at comprehending the results of the activities of teachers and parents during the period of primary adaptation of first-graders.

The third stage is psychological and pedagogical work with schoolchildren experiencing difficulties in school adaptation

Work in this direction is carried out during the second half of the first grade and involves the following:

Conducting psychological and pedagogical diagnostics aimed at identifying a group of schoolchildren experiencing difficulties in school education, communication with teachers and peers, and well-being.

Group and individual counseling and education of parents on the results of the diagnosis.

Advising and educating teachers on issues of this age in general.

Organization of pedagogical assistance to children experiencing various difficulties in learning and behavior, taking into account the data of psychodiagnostics.

Organization of group psycho-correctional work with schoolchildren experiencing difficulties in learning and behavior.

Analytical work aimed at comprehending the results of the work carried out during the six months and the year as a whole.

What tasks do teachers and psychologists need to solve when a child enters school?

The first task is to identify the level of his readiness for schooling and those individual characteristics of activity, communication, behavior that must be taken into account in the process of teaching communication in the school environment.

The second task is, if possible, to compensate, eliminate, fill in the gaps, i.e. to increase the level of school readiness by the time of arrival in the first grade.

The third task is to think over the strategy and tactics of teaching the child, taking into account the identified features and opportunities.

We highlight the main areas of work:

Psychological and pedagogical diagnostics;

Education and counseling of parents;

Advising and educating educators on class building and teaching individual students.

Diagnostics will reveal the level of readiness of the child to master a new role and fulfill the requirements of educational activities, as well as his individual characteristics, without which it is not possible to build the process of his successful learning and development.

Education and counseling of parents will allow to solve some emerging or already declared problems even before coming to the first grade.

Working with teachers is not only and not so much the acquisition of classes, it is the beginning of a large analytical work with the proposed curriculum.

The initial stage of the child's stay at school is precisely the period of the child's socio-psychological adaptation to new conditions. It is during this period that the main work of the teaching staff, psychologists, and parents of schoolchildren falls, aimed at the fastest adaptation of children to school, adaptation to it as an environment for their development and life.

Let us dwell on the tasks of psychological and pedagogical support for schoolchildren during this period:

Creation of conditions for the psychological and pedagogical adaptation of children at school (creation of a cohesive class team, presentation of uniform reasonable requirements to children, establishment of norms for relationships with peers and teachers, etc.).

Increasing the level of psychological readiness of children for successful learning, assimilation of knowledge, cognitive development;

Adaptation of the curriculum, workload, educational technologies to the age and individual-personal capabilities and needs of students.

The solution of such problems involves the mutual adaptation of the child who came to study and the socio-psychological environment in which his education takes place. On the one hand, special efforts are being made to increase the level of readiness of the child to learn, to be included in the system of pedagogical interaction. On the other hand, the interaction itself, its forms and content are modified in accordance with the characteristics of the child and his capabilities.

Main areas of work:

Counseling and education of teachers, which involves both actual psychological counseling upon request, and joint psychological and pedagogical work on the analysis of the curriculum and its adaptation to specific students. A separate stage is counseling teachers on issues related to the organization of pedagogical support for children in a more acute period of primary adaptation. We single out three main types of consultative situations that are organized and implemented during the period of primary adaptation of children in school.

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The first situation is the organization of the methodological work of teachers.

The first step is to harmonize the psychological and pedagogical side of the teacher's activity, the program and the system of psychological and pedagogical requirements for the status of a first-grader.

The second step is to bring the program in accordance with the individual characteristics of the students. The dependent variable should be the pedagogical program. If this is an author's specific product, it is the system of requirements that needs to be modified, and children who can study under this program are already selected according to them, however, experience shows that many curricula used today in public schools need psychological polishing to a greater or lesser extent. (and in adaptation to specific children even more so). But even if the teacher works strictly according to a certain program and considers it ideal, there are still teaching methods, personal style. And this is fertile ground for introspection and self-improvement.

Such work begins in the summer, but of course the process of real activity, meeting with real children help to make both planning and the actual work more meaningful. The analysis is based on: observational data, diagnostic results and a well-developed, modified system of psychological and pedagogical requirements.

The second situation is the organization of pedagogical assistance to children in the period of primary adaptation.

Helping children to adapt in a team, to develop norms and rules of behavior: to get used to a new space, to feel comfortable in it is purely pedagogical work. There are many developed forms of organizing such support, among them are various educational games. It is precisely with their conduct that the consultative assistance of a psychologist is primarily connected. Educational games that have a deep psychological meaning for the child and the children's team often take on outwardly very simple uncomplicated forms, are easy to perform, and are interesting to children.

At the stage of adaptation, the teacher can play them with first-graders during the dynamic hour, at breaks, in the extended day group. The game requires certain skills and abilities from each participant, imposes certain requirements on the level of development of the group, the relationship between its members. In one exercise, the readiness of children to take on leadership functions in one form or another and, at the same time, obey the system of rules set by the leader can be manifested. Another game requires children to have the skills of cooperation, constructive behavior. In any collective interaction, the ability to empathy and empathy is diagnosed and developed. Each game is a diagnosis of the group and its individual members, and the possibility of purposeful influence, and the holistic development of the personal, psychological potential of the child. The planning of such influences and the analysis of their results should be the fruit of cooperation between the teacher and the psychologist.

The third situation is advising first-grade teachers on topical issues related to the problems of teaching specific children or the class as a whole. This work can be extremely varied.

Parent counseling and education.

The psychologist has enough opportunities and chances to actively involve parents in accompanying their children in the learning process. What can he expect, what can he achieve? First of all, it is an increase in the psychological competence of parents in matters that are most relevant from the point of view of the period of development experienced by children. Next, creating a benevolent contact, trusting relationship with parents, which are a guarantee that with their problems, doubts and questions, parents will go to a psychologist and honestly share their observations. And lastly, taking some responsibility for what happens to their child at school. If this has been achieved, you can count on cooperation with parents in solving problematic situations for the child. As for the forms of work, they are very traditional: meetings at which the psychologist has the opportunity to provide parents with the necessary psychological information, individual consultations at the request of both the family and the decision of the psychologist himself. At the beginning of the first grade, it is advisable to hold meetings and meetings regularly - about once every two months, telling parents about the difficulties of the adaptation period, forms of child support, optimal psychological forms for solving school problems at home, etc. Before starting psychological developmental work, it is imperative to tell parents about its goals and objectives, involve them in discussing ongoing classes with children, and give certain tasks for observing children during the period of psychological work.

3. Psychologically developing work at the stage of primary adaptation.

The purpose of developing activities at this stage is the creation of socio-psychological conditions for the successful adaptation of first-graders in the situation of schooling.

Achieving this goal is possible in the process of implementing the following tasks:

Developing in children the cognitive skills and abilities necessary for success in elementary school. The complex of these skills is included in the concept of psychological readiness for school;

Development in children of social and communication skills necessary to establish interpersonal relationships with peers and appropriate role-playing relationships with teachers;

Formation of sustainable learning motivation against the background of the positive "I - concept" of children, stable self-esteem and low level of school anxiety.

First of all, possible forms of organization of developing work.

More efficient and economical - group form. The size of the developing group should not exceed 5-6 people. This means that in the process of psychological developmental work, either only a part of the first graders can be included, or the class is divided into several stably functioning developing groups.

The following principles for the acquisition of such mini-associations can be proposed:

Each group includes children with different levels of readiness for school, with an accentuation of various problems, so that children help each other in acquiring new psychological skills.

When selecting children in a group, it is necessary, if possible, to equalize the number of boys and girls.

At the first stages of work, it is necessary to take into account the personal relationships of children and select them in groups based on mutual sympathy.

As the groups work, their composition, at the discretion of the psychologist, may change so that the social experience received by children is more versatile. The beginning of developing work with first-graders at the stage of adaptation falls approximately at the end of October - the beginning of November. The cycle must include at least 20 lessons. The frequency of group meetings depends on what stage of work she is at. So in the beginning it should be quite high 3-4 times a week. The approximate duration of each lesson is 35-50 minutes, depending on the condition of the children, the complexity of the proposed exercises and other specific circumstances of the work.

The main content of group classes is games and psychological exercises. Throughout the existence of the group, the psychologist must be engaged in the development and maintenance of group dynamics. Goodbye greeting rituals, various exercises, games that require the interaction and cooperation of children, joint search for solutions or their options, competitive situations, etc. can be used. At the same time, it must be remembered that the existence of a group in a permanent composition should not be very long.

The structure of a group lesson with schoolchildren should include the following elements: greeting ritual, warm-up, reflection of the current lesson, farewell ritual. The program is a system of interrelated classes aimed at developing the necessary level of psychological readiness for school in primary school students in the areas of education, communication with peers and teachers, and motivational readiness.

By the middle of the first grade, for most children, the difficulties of the adaptation period are behind them: now they can use the reserve of intellectual strength, emotional resources, and abilities at their disposal to master various types of activities. Educational activity is very attractive in the eyes of first-graders, they are curious, focused on "adult" activities. They are interested and, if I may say so, "psychologically comfortable" to engage in cognition.

But by the same time, a group of children stands out who have not gone through the era of adaptation so well. Some aspects of the new social situation turned out to be alien and inaccessible for assimilation. For many, the “stumbling block” is the actual learning activity. A complex of failure develops, which in turn gives rise to uncertainty, disappointment, loss of interest in learning, and sometimes cognitive activity in general. Uncertainty can also turn into aggression, anger at those who put them in such a situation, “plunged” into the sea of ​​failure and deprived of support. Others did not succeed in relationships with peers, a teacher. Chronic lack of success in communication has led to the need to defend yourself - withdraw into yourself, internally turn away from others, attack the first. Someone manages to cope with their studies, communicate with classmates, but at what cost? Health worsens, tears or fever in the morning become the norm, strange unpleasant “habits” appear: tics, stuttering, biting nails and hair. These children are maladjusted. For some of them, maladaptation has already acquired forms that threaten personal well-being, for others it has taken on milder forms, smoothed out features.

Thus, the main tasks of the third stage of work are to determine the level of school adaptation of first-graders and the creation of psychological and pedagogical conditions for solving the problems of learning, behavior and psychological well-being of schoolchildren who experience difficulties in the process of school adaptation.

The activities of teachers and psychologists unfold in the following areas:

Psychological and pedagogical diagnostics of the level and content of school adaptation of first-graders.

Conducting a psychological and pedagogical consultation based on the results of diagnostics with the development of a strategy and tactics for accompanying each child, and especially those schoolchildren who experience difficulties in adapting.

Carrying out consultative and educational work with parents, individual counseling of the most difficult cases.

Organization of pedagogical assistance to schoolchildren experiencing difficulties in adaptation.

Organization of socio-psychological assistance to children experiencing difficulties in adaptation.

CHAPTER 2

2.1 The choice of methods and techniques for studying the readiness of the child for schooling

Readiness for school is a complex holistic phenomenon that characterizes the psychophysical state of the future student as a whole. Among her various psychological parameters highest value have: the formation of the most important cognitive processes and skills that allow the first grader to successfully carry out educational activities, motivational readiness - the formation of the student's internal position, personal readiness - a certain attitude towards himself, his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. The main purpose of the psychological examination of a child admitted to school is to recognize his individual characteristics, as well as to continue their maladjustment.

There are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity refers to differentiated perception, including figures from the background, concentration of attention, analytical thinking, the ability to memorize, the ability to reproduce images, and the development of sensorimotor coordination. Emotional maturity is a decrease in impulsive reactions and the ability to perform various tasks for a long time. Social maturity includes the need to communicate with peers and the ability to subordinate one's behavior to the laws of children's groups, as well as the ability to fulfill the role of a student in a school situation.

Based on these parameters, tests are created to determine school maturity. Readiness diagnostics is nothing more than a search for an answer to the question of whether the child will successfully master the program, cope with educational, social, emotional and psychophysical stress.

The aim of the study was to study the formation of a child's psychological readiness for schooling. To do this, we used several methods:

Technique 1. (test conversation, planted by S.A. Bankov) (Appendix No. 2) this technique involves the study of the psychosocial maturity of the child.

Results.

Table 1.

High level

Average level

Low level

Nikita A.

Continuation

Vladik Ch.

As can be seen from table 4:

2 people - very high level;

6 people - high level;

9 people - average level;

3 people - low level.

Method 5. Study of visual perception using a test

“Name the figures” (Appendix 6).

Method 6. Determination of auditory perception using a test

"Understanding the text" (Appendix 7).

Results.

Table 5

High level

Average level

Low level

1. Nikita A.

2. Robert A.

4. Christina B.

5. Alyosha B.

6. Regina V.

10. Artem K.

11. Alina L.

12. Artem L.

13. Sasha S.

15. Lena P.

16. Masha P.

17. Vova S.

18. Sharif H.

19. Vladik Ch.

20. Airat Sh.

As can be seen from table 5:

visual perception:

6 people - high level;

10 people - average level;

4 people - the average level.

Auditory perception:

8 people - high level;

12 people - the average level.

Methodology7. Methodology for diagnosing the level of development

observation (Appendix 8).

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Results.

Table 6

High level

Average level

Low level

Nikita A.

Robert A.

Christina B.

Regina W.

Vladik Ch.

As can be seen from table 6:

2 people - high level;

10 people - average level;

8 people - low level.

Method 8. Memory diagnostics. Auditory memory is studied using the "10 words" technique (Appendix 9).

Method 9. Visual memory. Using the methodology of D. Wexler (Appendix 10).

Results.

Table 7

High level

Average level

Low level

Nikita A.

Robert A.

Christina B.

Regina W.

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Variance Data

degree of psychosocial maturity

school maturity

level of perception

It can be seen from the table data that the most pronounced differences in dispersion data are observed in the following parameters: 1, 4, 3, 5, 8.

Linear correlation data can be presented in the form of the following table.

Table. Linear correlation data

degree of psychosocial maturity

school maturity

level of mental performance according to corrective tests

level of perception

visual perception "Name the figures"

auditory perception "Name the figures"

level of development of observation

visual memory according to the Wexler method

Auditory memory according to the Wechsler method

From the above data, it can be seen that the strongest relationships exist between the following parameters: 1-4, 2-3, 2-5, 2-7, 3-4, 3-6, 3-8, 4-5, 5-7 , 6-8 - the level of significance for all values ​​is the same and equals Р=0.001. This indicates the interdependence of these parameters from each other, i.e. the presence of one parameter in a child can serve as a prerequisite for the formation of another, and vice versa. Because the data correlation analysis are positive, then the relationship between the dependent parameters is directly proportional. Correlation analysis data are presented in the form of a correlation galaxy in Appendix No. 11.

Based on the data obtained using the methods of mathematical processing, it can be seen that the results and conclusions thesis found confirmation in the methods of mathematical data processing.

2.2 Psychocorrective work with schoolchildren at the stage of adaptation

The correctional program for younger schoolchildren was prepared by the candidate of psychological sciences N.L. Vasilyeva.

Goal: overcoming intellectual difficulties in teaching at school, developing the creative potential of each student.

The group included children with low rates of voluntariness, forcing of educational actions and fine motor skills of the hand.

Classes were held 2 times a week for 45-50 minutes. Each lesson was enlightened to the development of various mental processes and was organized according to the scheme traditional for the entire program: greeting ritual, reflection, the main part of reflection, farewell ritual.

The lesson began with a verse of a song, which was chosen by the guys according to their mood and or a general handshake with the wish of everyone health and good. As a rule, it was not difficult for them to recall the previous lesson and their impressions of various games. The general attitude of children to classes has changed. In the beginning, they willingly ran to the office without asking about the upcoming lesson, and then they became interested in the content. If it was not supposed to carry out the exercises they loved, they went reluctantly. On such days, we had to make additional efforts to increase their interest (this included the inclusion of the games they liked in the program, and the presentation of medals "The most serious", "The most ingenious", etc.)

Continuation
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From the exercise for the development of attention, I especially liked the "Live Picture" during the classes for the development of thinking, the task to list the possible uses of bricks was surprising. By the end of the classes, the children began to accept the working conditions much faster, their attentiveness increased, as evidenced by the kindness and correctness of performing rather complex tasks.

The program of the cycle "Educational Games" includes 12 lessons. Each lesson is aimed at predominantly training one of the mental processes.

Lesson 1. Acquaintance.

The purpose of the lesson: Creating an atmosphere of psychological security, group cohesion.

1. Acquaintance. Each participant in a circle calls his name. The second circle is held with the repetition of three names: the name of the neighbor on the right, his own name and the name of the neighbor on the left.

2. Confusion

3. Correction test

4. Joint drawing

5. Ring

Lesson 2. Attention.

Purpose of the lesson: training of voluntary attention, continuation of work

over group cohesion.

Repetition of names in a circle. Throw the ball to your favorite participant by calling his name.

Listen to silence.

Correction test.

Synthesis of words from sounds.

Live photo.

Words are invisible.

Confusion.

Lesson 3. Memory.

Purpose of the lesson: training of an arbitrary component of the auditory,

visual and motor memory.

Correction test.

Lived - was - a cat.

Transfer of an imaginary object.

Live photo.

Words are invisible.

Bird - door - fish.

Lesson 4. Divergent thinking.

The purpose of the lesson: training the ability to think creatively, give

own answers to ambiguous questions.

Correction test.

Words with a given letter.

Making proposals.

Establishment of causal relationships.

Draw a drawing.

Shared history.

Lesson 5. Imagination.

The purpose of the lesson: training the ability to fantasize, creative

abilities.

Correction test.

Domestic cartoon.

Draw what you see.

List all possible uses of bricks.

Finish "Kolobok" differently.

What do ink blobs look like?

Lesson 6. Convergent thinking.

The purpose of the lesson: training the ability to think logically, accustoming to standard mental operations.

Correction test.

Finish a series of numbers.

Exclusion of the 4th superfluous.

Words are invisible.

Revealing relationships.

Lesson 7. Communication skills.

The purpose of the lesson: training the ability to work together, cooperate.

Correction test.

Bewitched.

Words with a given letter.

5. Joint drawing

6. Path.

Lesson 8. Divergent thinking.

The purpose of the lesson: training the ability to think creatively and independently, to give their own answers to ambiguous questions.

Correction test.

Association run.

To make a sentence.

An exercise.

Solving problems on matches.

An exercise.

Guess the object by matches.

Lesson 9. Attention.

Purpose of the lesson: training of voluntary attention, continuation of work on the development of the ability to interact

Correction test.

What has changed in the classroom?

Synthesis of words and sounds.

Forbidden movement.

Words are invisible.

Team score.

Lesson 10. Memory.

The purpose of the lesson: training an arbitrary component of various types of memory.

Lesson 11. Imagination.

The purpose of the lesson: to develop the ability to fantasize, creativity.

Correction test.

Domestic cartoon.

What do clouds look like?

Shared story from sentences.

Come up with ideas for this story.

Draw your mood in colors.

Lesson 12. Conclusion.

The purpose of the lesson: Consolidation of a positively colored emotional attitude to intellectual activity and to interaction with a group of peers.

Correction test.

Words are invisible.

Association run.

Confusion.

Compliments.

CONCLUSION

"A child's readiness for school" is a complex, multifaceted concept that covers all spheres of a child's life. This is a necessary and sufficient level of psychological development of the child for the development of the school curriculum in the conditions of peer education.

The main components of a child's readiness for school are personal (motivational) and intellectual readiness for school. Both aspects are important both for the child's educational activity to be successful and for his speedy adaptation to new conditions, without painful entry into a new system of relationships.

Psychological readiness for schooling is determined, first of all, to identify children who are not ready for schooling, in order to carry out developmental work with them aimed at preventing school failure and maladaptation.

It is advisable to carry out developmental work with children in need in development groups. In these groups, a program that develops the psyche of children is being implemented. There is no special task to teach children to count, write, read. The main task is to bring the psychological development of the child to the level of readiness for school. The main emphasis in the development group is on the motivational and development of the child, namely the development of cognitive interest and learning motivation. The task of an adult is to first awaken in a child a desire to learn something new, and only then begin work on the development of higher psychological functions.

Based on the foregoing, we can conclude that preparing a child for school is one of the important tasks of teaching education, its solution in unity with other tasks. preschool education allows to ensure the holistic harmonious development of the personality of each child.

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Applications.

Attachment 1.

Educational material for classes. Sustainability of attention. Eliminate impulsivity.

"Listen to silence"

Everyone listens to silence for 3 minutes. This is followed by a discussion of who heard what and in what order.

"Minute"

The facilitator asks the children to internally measure the time equal to 1 minute. When the inner minute is over, everyone raises their hand. The host uses a stopwatch to measure real time and records the degree of discrepancy for each answer. This exercise, in addition to training attention, is also a good diagnostic method for studying the internal pace of the child.

The amount of attention.

"What changed"

The exercise has several options.

What has changed in the class compared to the previous lesson (lesson, afternoon)?

What has changed in the circle? If the participants of the lesson are sitting in a circle, then you can use this option. The driver closes his eyes or turns away. The leader silently (with gestures) asks any participants in the lesson to change places, then the driver must restore the original picture of the circle.

"Live Picture"

The leader (or one of the children) organizes the participants (from two to all) into any group. A living picture may or may not have a plot. Participants freeze in a given position. Entering for 30 seconds examines this sculptural group, then turns away. A specified number of changes are made to the picture. The task of the incoming one is to restore the original picture.

Concentration (intensity) of attention.

Invisible words.

The facilitator writes on the board (or on the wall, or in the air) with his finger a word one letter at a time. Children write letters as they appear on paper or try to remember them. Then it is discussed which word each got. The leader can involve one of the children in the image of the word. In this case, he shows one after another cards with letters written on them to the student, which he reproduces with his finger on the board. The number of repetitions is agreed in advance (from two to three in the first lessons to one as you get used to it), and the pace of the exercise gradually increases.

Synthesis of words from sounds.

The incoming pronounces the word, but not together (ball), but in separate sounds (m - i - h, k - o - r - o - in - a). Children synthesize these sounds into words. Two parameters that regulate the complexity of the exercise are the length of the word and the rate of pronunciation of sounds. As they learn, the children themselves think of words from sounds (plasticine)

Team score.

The group is divided into two teams. The order of the digits (within 10, etc.) and the arithmetic operations used (+; -; ·) are specified in advance. Then the children of the first team call the numbers in turn, the leader, or one of the children, calls the arithmetic operations. The children of the second team follow this row and perform operations in their minds. Then the teams change places. The team with the most correct answers wins.

Switching attention.

Correction test.

For this exercise, you can use special tables, but old magazines are also suitable.

For the next 5 minutes, the children swap magazines and check for errors. Each missing letter is considered a mistake, checking by the children themselves ensures concentration of attention for another 5 minutes, i.e. is also attention training.

The teacher should pay attention to the individual characteristics and pace of each child when performing a correction test. One child works at a fast pace, looks through a large piece of text, however, and he has a lot of mistakes.

The other does everything without a single mistake, but slowly and little in volume. Depending on the identified features of the activity, each child receives recommendations for improving the style of work.

Distribution of attention.

Memory size.

Restore the missing word.

Continuation
--PAGE_BREAK--

A series of 5-7 words is read that are not related in meaning, for example: sugar - bullet - box - fish - dance - pear. Then the row is not read completely, one of the words is skipped. Children must restore the missing word (and in the future - and its place in the row). The third time, another word is skipped. For the fourth time, you can ask the children to restore the entire row completely, without preserving the order of words or in order.

Memory accuracy.

"Once upon a time there was a cat ..."

The exercise consists in drawing up a series of definitions for a noun. Each of the participants repeats the entire previous row, adding their definition at the end.

For example, "It was a beautiful cat..."

“It was a beautiful fluffy cat…”

“It was a beautiful, fluffy cat with green eyes…”

Various options can be used, for example, “Grandma, baked a cake. This was…"

Making up stories.

a) From individual words.

Each of the participants speaks in turn one word at a time so that the result is a common story. Before you say your word, you must repeat all the previously said words.

b) From the proposals.

The exercise is similar to the previous one, the difference is that each participant says a whole sentence, not just one word. An indispensable condition is the repetition of the previous row.

Bird - animal - fish.

The facilitator randomly offers each participant one of three words. The participant must, in response, recall a representative of one species or another. It is not possible to repeat what has already been said.

Example: a bird is a bullfinch, a fish is a bream, an animal is a bear, etc.

14. Transfer of an imaginary object.

The host sets an object, showing the actions performed with it (for example, stroking a kitten, playing ball). The object is not called aloud, only actions are shown. The object is passed in a circle, and everyone must guess what was passed to him, or try to feel (fluffy white kitten, elastic ball) or do something with this object and pass it to another. By observing other participants, children gradually become more and more confident about what subject they are conveying. In addition, this exercise trains figurative and tactile memory well. In a more complex version, each passes his subject. The next participant guesses what he got.

Ways to develop divergent thinking.

Fluency of thought.

15. Come up with words with a given letter.

a) Beginning with the letter "a";

b) Ending with the letter "t";

c) In which the third from the beginning of the letter "c";

16. List objects with a given attribute:

a) Red (white, green, etc.) color;

b) round shape.

Flexibility of thinking.

17. List all possible uses of a brick - in 8 minutes. If the children's answers are something like this: building a house, a barn, a garage, a school, a fireplace, this will indicate good fluency of thinking, but its insufficient flexibility, since all of the listed ways of using bricks belong to the same class. If the child says that with the help of a brick one can hold a door, make a weight out of paper, hammer a nail, or make red powder, then he will receive, in addition to a high score in thinking fluency, also a high score in immediate flexibility of thinking: this subject quickly moves from one class to another.

Fluency of associations.

18. List words with the meaning "good" and words with a meaning opposite to the word "solid".

19. Given four not large numbers. The question is what arrhythmic actions can be performed with them in order to eventually get, for example (4 + 4; 3 + 4; 3 + 4 + 1; 2 + 3 + 4-1).

20. Running associations.

The first participant says the word. The second participant adds his word. The third participant comes up with a sentence that includes two named words. The offer must make sense. Then he comes up with a new word, and the next participant tries to connect the second and third words in the sentence, and so on. The goal is to gradually increase exercise performance.

For example: tree, light. “Having climbed a tree, I saw a light not far from the window of the forester's lodge.

21. Fluency of expressions.

Initial letters are given (for example, B - C - E - P), each of which represents the beginning of words in a sentence. It is necessary to form various sentences, for example: "The whole family ate a pie."

Ease of adaptation.

22. Solving problems with matches.

The ability to establish cause-and-effect relationships.

Children are offered the beginning of the phrase. It is necessary to continue this phrase with the words "due to the fact that ...", "because ...".

Today I am very cold because: ... it is cold outside.

... walked for a long time.

Mom is in a good mood because ... etc.

Ways to develop convergent thinking. The ability to understand the elements.

Guess an object or animal by its features.

Children conceive an object in the absence of the driver and then list its features in turn: color, shape, possible use or habitat (for animals), etc. According to these signs, the driver indicates the intended object.

25. Establishing relationships.

On the left is the relationship between the two concepts. From the row of words on the right, one so that it forms a similar relationship with the top word.

School Hospital

Education Doctor, student, institution, treatment, patient.

Song Painting

Deaf Lame, blind, artist, drawing, sick.

Steel Fork, wood, chair, food, tablecloth.

Exclusion of the 4th superfluous.

Isolation of essential features.

A group of words is proposed, three of which are united by an essential feature, and the fourth word turns out to be superfluous, not suitable in meaning. For example, a truck, train, bus, tram - transport.

Deduction.

Meaningful tasks of the type are proposed: Ivan is younger than Sergey. Ivan is older than Oleg. Who is older: Sergey or Oleg?

Generalizations.

Name objects in one word, for example:

Fork, spoon, knife...

Rain, snow, frost...

Imagination.

29. Inner cartoon.

The facilitator tells the beginning of the story and then interrupts it. For example: “You are walking along the road and you see the walls of an unfamiliar magical city ahead. You enter the city gates and…”; or “You are going for a walk in the woods. The sun is shining, a light breeze is blowing. You go to the edge of the forest and ... ". Children represent the continuation of the story. Can be used as a standalone exercise.

30. Finish drawings.

The contours of the elements of object images are presented, for example, the silhouette of a tree with one branch, a circle - a head with ears, simple geometric shapes: a circle, a square, a triangle. Children are asked to draw each of the figures so that some kind of picture is obtained. What matters is the degree of originality, unusualness of the image created by the child (the absence of repetitions from the drawings of other children) and the freedom to use the given elements to create an image of the imagination (for example, the figure does not act as the main part of the picture, but is included as one of the secondary elements in the image created by the child: the triangle is no longer the roof of the house, but the pencil lead with which the boy draws a picture).

Communication skills.

In random order, break into pairs, for example, enter into a pair with the one who is now nearby. The couples are located one after another, holding hands, raising their closed hands up, as if forming a roof. The driver passes under closed hands and chooses a partner for himself. The new couple stands behind, and the freed participant enters the stream and looks for a mate, etc. In essence, this game is a sociometric procedure and turns out to be emotionally significant for each participant.

Confusion.

The leader is chosen. The rest of the participants, holding hands, form a circle. The leader turns away, and the rest of the participants begin to “get confused”, changing their position in the circle, but not opening their hands. The driver needs to unravel the resulting figure, returning everyone to their original position, in a circle.

Joint drawing.

a) Each participant in turn or on a piece of paper some line related to the previous ones. The result is a general pattern. Participants discuss what they have achieved. You can all together come up with a name for the picture or a name if it is a character.

b) The game can be played by teams. This option introduces a time parameter.

Annex 2

Method 1. The degree of psychosocial maturity (test conversation,

planted by S.A. banking).

Survey questions:

Give your last name, first name, patronymic

Say your first name, last name. Mother's name, father's name.

Are you a girl or a boy? What will you be when you grow up as an aunt or uncle?

Continuation
--PAGE_BREAK--

Do you have a brother, sister? Who is older?

How old are you? How much will it be in a year? In two years?

Is it morning or evening? (Afternoon or morning?)

When do you have breakfast - in the evening or in the morning? Do you have lunch in the morning or afternoon? What comes before lunch or dinner?

Where do you live? State your home address.

What is your father's job? Mother?

Do you like to draw? What color is this pencil (ribbon, dress)?

What season is it now - winter, spring, summer or autumn? Why do you think so?

When can you go sledding? - winter or summer?

Why does it snow in winter and not in summer?

What does a postman, a doctor, a teacher do?

Bell and school desk are needed for what?

You yourself (a) want to go to school number 7

Show your right eye, left ear. What are eyes and ears for?

What animals do you know?

What kind of birds do you know?

Who is bigger cow or goat? Bird or bee? Who has more paws: a dog or a rooster?

What is greater than 8 or 9, 7 or 3?.. Count from 3 to 6, from 9 to 2.

What should you do if you accidentally break someone else's item?

Response score:

1. For the correct answer to all sub-questions of one item, the child receives 1 point, (except for control ones)

2. The child may receive 0.5 points for correct but incomplete answers to the sub-questions of the item.

3. Answers corresponding to the question posed are considered correct: Dad works as an engineer, A dog has more paws than a rooster. Answers such as: Mom Tanya are considered incorrect; Dad works at work.

4. Control tasks include questions: 5, 8, 15, 22.

No. 5 - if the child can calculate how old he is - 1 point,

if he names the years taking into account the months - 3 points.

No. 8 - for a full home address with the name of the city - 2 points,

for incomplete - 1 point.

No. 15 - for each correctly indicated use of school paraphernalia - 1 point.

No. 22 - for the correct answer - 2 points.

Item 16 is assessed together with items 15 and 17. If in item 15 the child scored 3 points and gave a positive answer to the question of item 16, then the protocol indicates a positive motivation to study at school (the total score should be at least 4).

Appendix 3

Method 2. Determination of school maturity on the test

Kerna-Jiraseka. (Appendix No. 2)

The test includes three tasks: drawing a figure from a representation,

Copying a phrase from written letters, drawing dots in a certain spatial position.

These tasks give a general idea of ​​the level of mental development of the child, his ability to imitate, the severity of fine-motor coordination. Without the development of the latter, it is impossible to form writing skills, develop a second signal system and abstract thinking and speech.

Testing procedure: the child is given a sheet of paper, the name and surname of the child is written on the front side.

Instruction: "Here (each is shown where) draw some uncle as you can." When the drawing is finished, the children are asked to turn the paper over reverse side which is written a sample phrase and a configuration of 10 points.

The second task is formulated as follows: “Look, something is written here. You don't know how to write yet, but try. Take a good look at how it's written and write the same."

The third task: “Points are drawn here. Try to draw them side by side as well"

Evaluation of results:

Each task is scored from 1 (best) to 5 (worst).

Evaluation criteria for each of the tasks:

Task number 1 "Drawing a male figure."

1 point - the drawn figure must have a head, torso, limbs. The neck should connect the head with the body (it should not be larger than the body). On the head - hair (possibly a hat or hat), ears, on the face - eyes, nose, mouth. The upper limbs should end with a hand with five fingers. There must be elements of men's clothing.

2 points - fulfillment of all requirements, as in assessment 1, except for the synthetic method of representation (i.e., the head, torso are drawn separately, arms, legs are attached to it.) Perhaps three missing parts of the body: neck, hair, 1 finger , but no part of the body should be missing.

3 points - the figure in the drawings must have a neck and torso, limbs (Arms and legs, which must be drawn with two lines). Ears, hair, clothes, fingers, feet are missing.

4 points - a primitive drawing of the head with the torso. The limbs (only one pair is enough) are shown in one line.

5 points - there is no clear image of the trunk and limbs. Scribble.

1 point - high level of intellectual development;

2 points - average level;

3 points - below average;

4 points - low level;

5 points - very low.

Appendix 4

Method 3. The level of mental performance according to corrective

An important criterion for school maturity, i.e. readiness for school is the level of formation of voluntary attention.

The technique of using curly tables. for the diagnosis of mental performance and attention in children of 6-7 years of age, the Research Institute of Physiology of Children and Adolescents was proposed.

Work with this table continues for 2 minutes

Instruction: look carefully at the figures, look for three among them: a flag, a triangle, a circle. In the triangle you will put a dash (-), In a circle - a cross (+), In a checkbox - a dot (.). You should ask the child how he understood the tasks. A signal is given to start work. Tables are collected after 2 minutes.

Evaluation of the performance of the task is carried out according to the number of viewed figures and the number of errors made.

For example, a child looked at 60 signs and made 7 mistakes. in terms of 100 characters, which will be 11.6.

X \u003d 7x100 \u003d 11.6

In addition, the coefficient of productivity of mental performance is calculated by the formula:

UR - mental performance;

C - number of scanned lines;

a is the number of errors.

Appendix 5

Method 4. Diagnosis of the level of perception. Methodology "What's enough?" (Nemov R.S.).

The child is offered 7 drawings. Each of which lacks some important element.

Instructions: each of the pictures is missing some important detail, look carefully and name the missing detail. Carrying out diagnostics with the help of a stopwatch or a second hand of a watch fixes the time. Spent to complete the task.

Evaluation of results:

10 points - the child named all 7 missing items in less than 25 seconds

8-9 points - the time to search for all the missing items took 26 -30 seconds;

6-7 points - the time to search for all the missing items took 31-35 seconds;

4-5 points - the time to search for all the missing items took 36-40 seconds;

2-3 points - the time to search for all the missing items took 41-45 seconds;

score - time to search for all missing items took more than 45 seconds

Conclusions about the level of development:

10 points - very high;

8 -9 points - high;

4-7 points - average;

2-3 points - low;

0-1 point - very low.

Appendix 6

Technique 5. Study of visual perception with the help of the “Name the figures” test.

The visual perception of children is determined by the speed of memorization and the accredited reproduction of the material read from the board, as well as from the textbook and other manuals. The level of visual perception of children depends on the methods of work of the teacher, the number and nature of visual aids, their correct selection, the time and place of their use in the lesson. Therefore, it is important to determine and develop the level of visual perception.

Task: The child is shown signs with the image of objects

Instruction: “Tell me, what figures are these drawings made of?”

(Figures are presented according to the degree of complexity).

Evaluation of results: the task is considered completed, it is evaluated with a sign (+), if the child correctly found and named all the shapes (circle, triangle, rectangle) or made 1-2 mistakes - a high level. The task is considered completed, evaluated with a sign (+), if the child made 3-4 mistakes - the average level. The task is considered not completed. It is evaluated with a sign (-), if the child made 5 mistakes or more - a low level.

Appendix 7

Method 6. Determination of auditory perception using the test "Understanding the text."

Auditory perception determines the understanding and assimilation of the heard material. The level of auditory perception can be identified by asking the child to tell how he understood the text he read.

Assignment: a sentence is dictated to the child: "Seryozha got up, washed, had breakfast, took a briefcase, went to school." After this, the child is asked about Seryozha's procedure.

Evaluation of results: Correct answers are evaluated with a sign (+) - this is a high level. If the child made 1-3 mistakes, the answer is also rated with a (+) sign, but this is an average level; more than 3 errors, the test is considered not completed and is evaluated with a sign (-) - low level

Appendix 8

Methodology7. A technique for diagnosing the level of development of observation.

It is necessary to prepare 2 pictures, simple in plot and number of details. These pictures should be the same, except for the 5-10 details provided in advance - the differences.

Continuation
--PAGE_BREAK--

The child examines both pictures for 1-2 minutes, then he must tell about the differences he found.

Evaluation of the results: The number of correctly noted differences is counted, and those indicated in error are subtracted from them. The difference is divided by the number of actual differences. The closer the result is to 1, the higher the level of observation in the child.

Appendix 9

Method 8. Memory diagnostics. Auditory memory is studied using the "10 words" technique

10 words are read to the child: table, viburnum, chalk, elephant, park, legs, hand, gate, window, tank.

Reproduction of 5-6 words after reading indicates a good level of auditory mechanical memory.

Annex 10

Method 9. Visual memory. Using the technique of D. Wexler

The child is offered 4 drawings.

The child is allowed to look at each of the pictures for 10 seconds. Then he must reproduce them on a blank sheet of paper.

a) Two crossed lines and two flags - 1 point,

Correctly placed flags - 1 point,

Correct line crossing angle - 1 point,

The maximum score for this assignment is 3 points.

b) Large square with two diameters -1 point,

Four small squares in a large one - 1 point,

Two diameters with all small squares -1 point,

Four dots in squares -1 point,

Accuracy in proportions -1 point,

The maximum score is 5 points.

c) Open rectangle with right angle

on each edge - 1 point,

Center and left or right side reproduced correctly - 1 point,

The figure is correct, except for one incorrectly reproduced angle - 1 point,

The figure is correctly reproduced - 3 points.

Maximum score -3 points

d) A large rectangle with a small one in it -1 point,

All vertices of the inner rectangle are connected to the vertices of the outer rectangle - 1 point,

The small rectangles are accurately placed in the large -1 point.

The maximum score is 3 points.

The maximum score is 14 points.

Appendix 11

Correlative galaxy

degree of psychosocial maturity

school maturity

level of mental performance according to corrective tests

level of perception

visual perception "Name the figures"

auditory perception "Name the figures"

level of development of observation

visual memory according to the Wexler method

auditory memory according to the Wexler method

Sections: General pedagogical technologies

The topic of studying the readiness of children to study at school is based on the works of L.S. Vygodsky, L.I. Bozhenko, A.V. Zaporozhets, D.B. Elkonin. For the first time this issue arose in the late 40s, when it was decided to start teaching children from the age of 7 (before this decision, education began at the age of 8). Since that time, the question of determining the child's readiness for learning has not faded away. A new surge of interest in this issue arose in 1983, when a decision was made to educate children from the age of 6. A new question arose before society - about the maturity of the child and the formation of the prerequisites for educational activity.

A child entering school must be mentally and socially mature, he must reach a certain level of mental and emotional-volitional development. Educational activity requires a certain amount of knowledge about the world around and the formation of elementary concepts. The child must be able to generalize and differentiate objects and phenomena of the world around him, master mental operations, be able to plan his activities and exercise self-control. Just as important are a positive attitude to learning, the ability to self-regulate behavior and the manifestation of strong-willed efforts to complete the tasks, the arbitrariness of cognitive activity and the level of development of visual-figurative thinking; verbal communication skills, developed fine motor skills of the hand and hand-eye coordination.

Object of study: readiness of children for school.

Subject of study: study of children's readiness for schooling.

The purpose of this study: determination of the psychological readiness of children for schooling.

The objectives of this study:

• define psychological characteristics school readiness.
• consider the main components of children's readiness for schooling;
• consider how a study of children's readiness for schooling is conducted.

Junior school age

In the modern periodization of mental development, it covers the period from 6-7 to 9-11 years.

The anatomical and physiological capabilities of a younger student allow them to perform quite serious work.

The active working time of a 6-7-year-old student does not exceed 20 minutes. Educational activity becomes leading for the younger student. This is facilitated by the social atmosphere of his life. If earlier a child could be called good for having a smart jacket or a bow, now everyone they meet asks how things are at school, what marks. The family allocates a special time for classes, a special place, they buy what the school requires, the school theme is constantly present in the conversation. The teacher becomes the main person for the child, school grades begin to determine his “value” in the eyes of others, determine self-esteem and self-acceptance.

Everything related to the implementation of lessons becomes a point of growth and development. This is a new level of cognitive processes, and volitional qualities of the individual, the desire to follow the prescribed rules and achieve success, and a new level of self-control and self-esteem. The desire to be in school, the desire to earn the teacher's praise helps not only to accept school requirements, but also to proudly fulfill every detail.

Psychological characteristics of readiness for learning at school

The problem of readiness for learning becomes especially acute and practically significant due to the fact that there is a choice of terms when to send a child to school, and a choice of the type of school, class and nature of educational services that he can afford. Premature inclusion in school life makes it difficult for a child to adapt to new conditions and can cause disturbances in personal development: insecurity, anxiety, loss of interest in learning, the desire to avoid failures instead of efforts to achieve success, etc. However, a belated start of school life is also dangerous as a loss interest in learning.

Psychological readiness for learning is divided into general and specific.

Specific readiness includes the learning skills necessary for initial school success: the ability to read, write, and count. Gymnasiums, elite educational establishments organizing the education of children before enrolling in school. However, for sustainable school success, the overall readiness of the child to learn is more important. It consists of three components: social readiness, intellectual and personal.

Social readiness for school is expressed in the fact that the child learns the inner position of the student. He ceases to like children's activities, there is a need for such things that would be valuable, significant in the eyes of adults. In modern conditions, school is such an important matter, and even strangers are increasingly asking the child: “Well, how soon to go to school?” School life in the eyes of children is so mature and important that sometimes they don’t like drawing lessons - “It’s like in kindergarten!”.

A normally developed child wants to go to school, complete assignments, get grades. The social environment pushes him to this.

Readiness for learning includes both physiological components - school maturity, and psychological components. At school, the child has to maintain a static posture while sitting for a long time, to perform intense mental work; many learning activities, especially writing, require fine coordinated finger and hand movements, while the child has developed mainly gross motor skills. Physically strong children with sufficiently developed physiological systems adapt more easily to school conditions.

Study of the psychological readiness of children for schooling

In this regard, psychological methods may be more useful in the diagnosis. As part of the psychological approach to the diagnosis of school maturity, two main areas are clearly distinguished:
- the first involves the use of psychodiagnostic methods for determining the level of school maturity (Kern-Jirasek test, Witzlak test, etc.).
- the second involves the definition of school maturity through the diagnosis of the level of development of the child's mental processes.

Diagnostic complex:

1. Evaluation of the intellectual component of school maturity.

Orientation in the environment, stock of knowledge.

The data are revealed in a conversation with the child, during which the general erudition of the child, the level of his knowledge and ideas about the world around him are determined. The conversation is built in a calm, confidential tone. In order to successfully conduct the survey and obtain reliable results, it is important to establish contact with the child during the conversation and gain his trust. If the child finds it difficult, it is necessary to cheer him up, you should also not express dissatisfaction or scold the child for the wrong answer.

The next stage of the study is related to the determination of the social and emotional maturity of the child. It can be of a qualitative nature and be based on the data of the psychologist's observation of the child's behavior during the examination. In some cases, special methods can be used to assess these components of school maturity.

2. Assessment of the social component of school maturity

In the process of observation, the psychologist notes how sociable the child is, whether he easily makes contact, whether he himself shows the initiative of communication. For a more subtle diagnosis of social maturity, you can use the methods proposed by G.A. Uruntaeva and Yu.A. Afonkina, for example, the “Study of social emotions” technique, etc. (see Appendix B).

3. Diagnosis of the emotional component of school maturity

Based on the results of the observation, the features of the child's emotional response to success and failure, the presence of impulsive emotional reactions, the child's interest in completing the task, etc. are determined and evaluated. It is especially important for entering school to have volitional manifestations of behavior and the development of the ability to arbitrarily regulate one's activities. In this regard, in the process of observation, special attention is paid to the study of volitional manifestations in the process of activity.

Based on the analysis of observational data, a conclusion is made about the development of volitional behavior, the formation of volitional qualities and habits.

To draw a conclusion about the level of school maturity of the child and determine the program and nature of his further education, the child's indicators are analyzed according to all the methods used. The conclusion is drawn up in writing, in the form of characteristics of the psychological development of the child.

Conclusion

In this work, there was an attempt to get acquainted with the main psychological methods for determining the level of school maturity, the rules for compiling the psychological and pedagogical characteristics of the child, as well as the features of organizing the examination of the child before entering school.

As we have already learned, preparing a child for schooling is one of the most important problems. educational psychology This problem has become especially relevant in connection with the transition to teaching children from the age of 6 and the introduction of new, in many ways alternative educational programs. The success of the beginning of schooling, as well as the characteristics of the child's adaptation in the initial period, largely depends on the extent to which the age-related and psychological and individual characteristics of the preschooler in the preparatory period are taken into account. Equally important is the issue of diagnosing a child's readiness for schooling. According to many researchers (L.I. Bozhovnch, A.L. Venger, L.V. Zaporozhets, J. Jirasek, N.V. Nizhegorodtsev, etc.), the main difficulties that arise in children during the adaptation period are related, in most cases with insufficient school maturity. Therefore, the problem of diagnosing school maturity, determining the level of a child's mental development is especially relevant.

In conclusion, let's recap the main points:

1. Psychological readiness for school, first of all, is manifested in the presence of educational motivation in the child, which allows him to effectively engage in studying proccess. At the same time, the motivation of learning testifies to the necessary and sufficient development of the intellectual and arbitrary sphere of the future student for the beginning of schooling.

2. Psychological readiness for school appears as a neoplasm at the turn of preschool and primary school age, which, according to domestic periodizations of a child's mental development, is approximately 7 years old.

3. Psychological readiness for school appears as a result of the full development of a preschool child who has approached entry into primary school age. It is important to note that attempts to artificially accelerate the onset of school age lead to a slowdown in the development of learning motivation, and, consequently, to a later appearance of psychological readiness for school. The latter grows not from the purposeful preparation of children for schooling, but from traditional children's activities, in which the main place is occupied by the game.

And so, in in the course of the study on the topic of this work, we learned what psychological readiness for school is, considered approaches to this problem that differ from each other; studied the methods of psychological diagnostics of children's readiness for schooling .

We also learned that there is a wide variety of diagnostic programs for determining psychological readiness for school.

As a result of the survey, children are identified who need correctional and developmental work, which allows them to form the necessary level of readiness for school.

It is advisable to carry out developmental work with children in need in development groups. In these groups, a program that develops the psyche of children is being implemented. There is no special task to teach children to count, write, read. The main task is to bring the psychological development of the child to the level of readiness for school. The main emphasis in the development group is divided on the motivational development of the child, namely the development of cognitive interest and learning motivation. The task of an adult is to first awaken in a child a desire to learn something new, and only then begin work on the development of higher psychological functions.