Preparing children for school involves, on the one hand, such an organization of educational work in kindergarten, which ensures a high level of general, versatile development of preschool children, on the other hand, special preparation of children for the assimilation of those subjects that they will master in elementary school. In this regard, in modern psychological and pedagogical literature, the concept of readiness is defined as a multifaceted development of the child's personality and is considered in two interrelated aspects: as "general, psychological readiness" and as "special readiness" for schooling. General readiness for school includes: personal, mental, moral, volitional, aesthetic, physical development, which creates the necessary basis for the active entry of the child and new conditions for schooling. General readiness is characterized by a certain level of mental development, which determines motivational readiness (the desire to learn, the child's mastery of the elements of educational activity). The personal readiness of children for school covers the following three main areas of life relationships: relationships with surrounding adults; relationships with peers; the child's attitude towards himself. The moral and volitional readiness of the child to study at school is expressed in the achievement by the end of preschool age of interest in knowledge, the desire to overcome difficulties, the presence of perseverance, restraint, perseverance, independence, organization and discipline, the child's ability to build their relationships with adults and peers in accordance with rules. The composition of moral and volitional readiness includes:

• - mastering by preschoolers the necessary labor skills and abilities;
• - the formation of social motives of behavior;

Ability to plan swap activities.

Indicators of mental readiness: well-developed figurative and verbal-logical thinking, the necessary stock of knowledge about the world around us, about objects, materials, etc., developed sensory skills, the general level of mental activity, the ability to operate knowledge in solving educational and practical problems, mastering the elements of educational activities.

It is important to develop aesthetic feelings, creative imagination, the ability to perceive the content of various paintings, etc. Classes in drawing, modeling, appliqué, music contribute most to the aesthetic preparation of children for school.

Physical readiness is one of the important components of a child's overall readiness for school. Physical readiness of the child for school: good health of the child, normal physical and neuropsychic development; hardening, a certain endurance and performance of the body; proper functioning of the cardiovascular, digestive and respiratory systems; successful mastery of all types of basic movements; developed fine motor skills of the hand; mastering the child's cultural and hygienic skills, cultivating the habits of observing the rules of personal hygiene.

Special readiness for school is an addition to the general, psychological readiness of the child for schooling. It is determined by the child's special knowledge, skills and abilities that are necessary to study various school subjects. Classes for the development of speech, FEMP, etc., conducted in kindergarten, provide the necessary level of special readiness of the child for schooling.

According to physiologists, the adaptation period to school life and activities lasts 3-6 months for six-year-old children, and 1-1.5 months for seven-year-olds. Psychological, pedagogical unpreparedness for schooling is determined by the following groups of indicators:

Incomplete structural and functional development of the cerebral cortex;

Difficult childbirth, diseases in the first year of life;

Disharmonious development of intellectual structures;

Lack of formation of cognitive motivation, skills and abilities of educational activity;

Lack of understanding of the professional role of the teacher and inability to build relationships in educational activities;

Inadequate attitude towards oneself, inability to assess the causes of failures;

Inability to voluntary regulation of behavior, attention, learning activities, cooperation and communication with peers;

Inability to adapt to the pace of school life.

The most common causes of school maladaptation are:

• - Wrong attitude towards the student;
• - incorrect organization of the educational process and educational activities;
• - unfavorable conditions for organizing the life of children (violation of the regime, poor nutrition, overcrowding in classes);
• - unfavorable family microenvironment.

T.V. Dorozhevets distinguishes 3 areas of school adaptation: academic, social and personal.

Academic adaptation characterizes the degree of acceptance of educational activities and the norms of school life.

Social adaptation reflects the success of the child's entry into a new social group. Personal adaptation characterizes the level of acceptance by the child of himself as a representative of a new social community (I am a schoolboy).

School maladjustment acts as a result of the predominance of one of the adaptation styles. In the structure of the behavior of older preschoolers and first-graders, three maladjustment styles have been identified: accommodative (reflects the child's desire to completely submit his behavior to the requirements of the environment), assimilation (reflects the child's desire to subordinate the social environment to his needs), "immature" (the child's inability to accept a new social situation of development ). Increased rates of each of the adaptation styles lead to maladjustment in all three areas of school adaptation.

Criteria for a child's readiness for school. What are the requirements of the Federal State Educational Standard?

What is the Federal State Standard for Preschool Education?

Federal state standards are established in the Russian Federation in accordance with the requirements of Article 12 of the "Law on Education" and represent "a set of mandatory requirements for preschool education."

What are the requirements put forward by the GEF DOW?

The standard puts forward three groups of requirements:

Requirements for the structure of the educational program of preschool education;

Requirements for the conditions for the implementation of the educational program of preschool education.

Requirements for the results of mastering the educational program of preschool education.

What should be a graduate of a preschool educational institution?

A child - a graduate of a preschool educational institution should have personal characteristics, including initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to volitional efforts, and curiosity.

Be ready forschool does not mean being able to count , write and read. Be ready forschool means to be ready to learn it all.

Start of study atschool - a new stage in the life of a child(yes and parents too ) , of course, requiring a certain level of readiness for this qualitatively new stage in life and a completely new type of activity - educational. Often, readiness for learning means only a certain level of knowledge, skills, and abilities of the child, which, of course, is also important.

How GEF will ensure the preparation of children for school ?

The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn.

Will preschoolers study like in school?

The child must learn through play. The first skills in drawing, singing, dancing, reading. Accounts and letters will enter the child's world of knowledge through the gates of children's play and other children's activities. Through play and experimentation, communication, children get to know the world around them.What is the involvement of parents? Article 44 "Law on Education in the Russian Federation" "parents are obliged to ensure that their children receive a general education."

Readiness criteria:

1. physical

2. intelligent

3. social

4. motivational.

Physical readiness - this is a level of development of all body systems at which daily training loads do not harm the child, do not cause him excessive stress and overwork. Each child has his own, well-defined, adaptive resource, and it is laid long before the child enters school.Intellectual readiness - includes the baggage of the child's knowledge, the presence of special skills and abilities(ability to compare,summarize, analyze, classify the information received,have a sufficiently high level of development of the second signaling system,in other words, speech perception). Mental skills can also be expressed in the ability to read, count. However, a child who reads and even knows how to write is not necessarily well prepared for school. It is much more important to teach a preschooler a competent retelling, the ability to reason and think logically.

social readiness - this is the mood of the child to work and cooperate with other people, in particular adults who have taken on the role of teachers-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes, he can work in a team. Having got used to certain requirements, the manner of communication of teachers, children begin to demonstrate higher and more stable learning results.

Motivational readiness - suggests a reasonable desire to go to school. In psychology, there are different motives for a child's readiness for school: playful, cognitive, social.

The beginning of school life is a serious test for children, as it is associated with a drastic change in the child's entire lifestyle. He must get used to:

To a new teacher;

To a new team

to new requirements;

For daily duties.

What you need to know and be able to a child entering school:

Tips for parents:

 Develop perseverance, diligence of the child, the ability to bring things to the end

 Form his mental abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.

 If possible, do not give the child ready-made answers, make him think, explore.

 Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.

 Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal relationship of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some heroes and approves others.

 Be attentive to the child's complaints.

 Teach your child to keep their belongings in order.

 Do not scare your child with difficulties and failures at school.

 Teach your child the right way to deal with failure.

 Help your child gain a sense of self-confidence.

 Teach your child to be independent.

 Teach your child to feel and be surprised, encourage him

curiosity.

 Strive to make every moment of communication with the child useful.

Preparing a child for school , it is necessary to teach him to listen, see, observe, remember, process the information received.

In the field of speech development and readiness to acquire literacy for a future first gradernecessary :

be able to pronounce all speech sounds clearly;

be able to intonation to highlight the sound in words;

be able to highlight a given sound in a speech stream;

be able to determine the place of a sound in a word(beginning, middle, end) ;

be able to pronounce words in syllables;

be able to make sentences of 3-5 words;

be able to name only the 2nd word in the sentence, only the 3rd word, only the 4th word, etc.;

be able to use general terms(bear, fox, wolf are animals) ;

be able to make up a story from a picture (for example,"In zoo" , "On playground" , "For mushrooms" , "Rest on the sea" etc.)

be able to make several sentences about the subject;

distinguish genres of fiction(fairy tale, story, poem, fable) ;

be able to recite favorite poems by heart;

be able to convey the content of the story in sequence.

By the start of trainingschool the child should be developed elements of mathematicalrepresentation :

know the numbers from 0 to 9 ;

be able to count to 10 and back, from 6 to 10, from 7 to 2, etc.;

be able to name the previous and subsequent number relative to any number within the first ten;

know signs + , -, =, <, >;

be able to compare first ten numbers(e.g. 7<8, 5>4, 6=6)

be able to correlate the number and number of objects;

be able to compare two groups of objects ;

be able to compose and solve problems in one action for addition and subtraction;

be able to compare objects by color. Shape, size;

know the names of the figures : triangle, square, circle;

be able to operateconcepts : "left" , "right" , "up" , "down" , "before" , "later" , "before" , "behind" , "between" etc. ;

be able to group on a certain basis, the proposed items.

In the field of ideas about the world around the future first gradernecessary :

be able to to distinguish by appearance the plants common in our area(e.g. spruce, pine, birch, oak, sunflower, chamomile) and name their distinguishing features;

be able to distinguish between wild and domestic animals(bear, squirrel, cow, hare, goat) ;

be able to to distinguish by the appearance of birds(e.g. woodpecker, sparrow, magpie) ;

have an idea about the seasonal signs of nature (for example, autumn - yellow and red leaves on the trees, withering grass, harvesting ...);

know names of 1-3 indoor plants;

know names of 12 months of the year;

know names of all days of the week.

In addition, a child entering first grademust know :

in what country does he live, in what city, on what street, in what house;

full names of their family members, have a general understanding of their various activities;

know rules of conduct in public places and on the street.

General outlook :

Last name, first name.

Date of Birth.

Your age.

First and middle nameparents .

Home address.

What country does he live in?

Animal Knowledge(wild, domestic, northern and southern countries) .

Plant knowledge.

Knowledge of professions, sports, transport.

Life of people.

- Be able to explain patterns of natural phenomena.

Seasons, months by seasons, days of the week.

Thinking :

Definition of the fourth superfluous.

Classification, generalization.

Similarities/differences.

Ability to solve logical problems.

The addition of figures from parts.

Addition of counting sticks.

Constructions from cubes according to the drawing, the account of the used cubes.

Attention :

Sustainability(comparison of 2 pictures with 10-15 differences) .

Switching.

Distribution.

Memory :

Repeat 10 words or numbers.

Memorization of pictures, shapes, symbols(up to 10 pcs.) .

Retelling of texts.

Speech :

Articulation, pronunciation.

Answer questions and ask them.

Build stories from pictures.

Compose fairy tales.

Compose proposals.

Learn poetry and prose by heart.

Motor skills :

Correctly hold a pen, pencil, brush.

- Be able todraw a straight line.

Write in capital letters according to the pattern.

Cut out of paper.

Glue carefully.

Draw both individual samples and plot pictures.

Sculpt both individual images and whole compositions.

Make applications.

Mathematical knowledge :

- Know the numbers(from 0 to 9) .

Say numbers forward and backward.

Solve basic addition and subtraction problems.

Match the number and the number of objects.

Focus on a sheet of paper in a cage(graphic dictation) .

me and society

Childrenmust know :

The name of our country and its capital;

Flag, coat of arms of Russia;

Name of hometown, village, address.

Childrenshould have an idea :

About national holidays;

About the work of people in the city and countryside.

Childrenshould be able talk about your family.

Object world

Childrenshould be able :

Compare,group , classify items;

Mathematical knowledge

Childrenmust know :

The composition of the numbers of the first ten(from individual units) ;

Composition of numbers from two smaller ones.

Quantity and account

Childrenshould be able :

Compare by length, height, width;

Focus on a sheet of paper;

Distinguish the shape of objects;

Compose from several triangles, quadrangles larger figures;

Measure the length of objects using a conditional measure;

Compare up to 10 items of different sizes;

Divide a circle, a square into 2 and 4 equal parts.

Object world

Childrenshould be able :

Compare,group , classify items;

Name the materials from which they are made;

Understand the meaning of general words.

Inanimate nature

Childrenshould :

Be aware of seasonal changes in nature;

Detect stateweather : sunny, overcast, windy, rainy, snowing.

Animal world

Childrenshould have an idea :

About domestic and wild animals;

About migratory and wintering birds;

On the dependence of changes in living nature on changes in inanimate nature.

Vegetable world

Childrenshould have an idea :

On the conditions necessary for the growth of plants;

About wild berries and mushrooms;

About vegetables and fruits;

About trees, shrubs and flowers.

Childrenshould be able distinguish and name trees by bark, leaves, fruits.

Gross motor skills

Childrenshould be able :

Walk straight and firmly, run, jump;

Accurately catch and throw the ball;

For some time, wear not very light things, large objects;

Fasten buttons, tie shoelaces.

fine motor skills

Childrenshould be able :

Draw straight, not trembling lines;

- "see" line and write in it;

See the cells and accurately draw on them.

All parents of older preschoolers are looking forward to the moment when their children with huge bouquets of flowers go to school, where the first school bell will ring for them. All mothers and fathers really want their children to quickly and easily adapt to school and begin to show only high performance in educational activities. In order to foresee the successes or certain difficulties that a first grader may have, you need to know the main age indicators of the child's readiness for learning activities.

Below are the age indicators for diagnosing the readiness of a child of senior preschool age (6-7 years old) to go to school e.

Age indicators for diagnosing a child's readiness for school

The levels of formation of indicators of readiness for school educational activities are designated by teachers and parents as low, medium and high.

1. Indicators of intellectual readiness:

• correctly determines the color scheme of surrounding objects;
• focuses on performing the desired action, being distracted from extraneous stimuli;
• owns a coherent monologue speech, knows how to express his thoughts and reasoning;
• understands and memorizes educational material; Uses various (convenient for him) methods of memorization;
• solving cognitive problems, applies mental operations of generalization, classification, analysis, synthesis, establishes causal and spatio-temporal relationships

2. Indicators of volitional readiness (self-regulation):

• controls their behavior (motor activity);
• controls the sequence of actions performed and subordinates them to a certain rule;
• acts in accordance with the clearly presented example and model;
• acts on the instructions of an adult;
• acts in accordance with the requirements of an adult;
• carefully and accurately follows the instructions of an adult;
• exercises control and self-control over the activities performed and its results;
• evaluates the results based on the criteria proposed by adults

3. Indicators of personal readiness:

• gives preference to gaming and educational motives;
• has a positive attitude towards school, towards himself as a student, towards his peers, towards the teacher;
• is critical of his actions, deeds and results of his activities, gives an adequate and objective assessment;
• understands and takes into account when communicating the desires, behavior, conditions of peers who act as partners;
• enjoys the trust of an adult

4. Indicators of physical readiness:

• runs in different directions;
• long jump from a place (boy - 128 cm, girl - 123 cm);
• long jump with a run (boy - 200 cm, girl - 185 cm);
• throws the ball with his right hand (boy - 980 cm, girl - 570 cm);
• throws the ball with his left hand (boy - 500 cm, girl - 380 cm);
• floats in any way;
• observes the rules of personal hygiene;
• knows the importance of physical exercises for strengthening the human body, how to use them;
• knows the safety rules that must be observed in the process of performing physical exercises;
• knows the structure of his own body, the purpose of body parts and organs for performing physical exercises;
• knows the symptoms of poor health, the rules for the preservation and promotion of health;
• shows interest in performing physical exercises, tempering procedures;
• owns a culture of movements: dexterity, grace, lightness, strength, ease;
• strives for more difficult motor actions

5. Indicators of speech readiness (readiness for literacy):

• correctly pronounces all the sounds of the native language;
• distinguishes by ear and in pronunciation the sounds of the native language;
• adjusts the volume of the voice and the pace of speech;
• uses interrogative, declarative and exclamatory intonation in speech;
• uses generalizing words (vegetables, fruits);
• uses synonyms and antonyms in speech;
• changes words in forms, coordinates them in a sentence;
• uses nouns in the plural and in the genitive case;
• forms nouns with diminutive and augmentative suffixes;
• distinguishes shades in the meanings of nouns (hare-bunny-hare), verbs (ran - ran - ran away), adjectives;
• owns some ways of word formation;
• uses common sentences in speech;
• knows that speech is represented by sentences, sentences by words, and words by sounds.
• conducts sound analysis of the word

6. Indicators of special readiness (mathematical literacy):

• classifies objects according to two or three characteristics at the same time;
• finds "many" and "one" among surrounding objects;
• compares objects with each other in size, color, shape, using the techniques of application, overlay, graphic correlation;
• counts up to 10 back and forth (quantitative and ordinal counting);
• knows the composition of numbers (within five),
• divides the whole into parts, understanding that the whole consists of parts, and also that the part is less than the whole;
• uses a conditional measure to determine the amount of liquid and bulk substances;
• arranges objects in descending and ascending order in accordance with their length, thickness, height, size;
• knows the basic geometric shapes and forms;
• determines the spatial relationships of objects relative to the child,
• knows parts of the day, days of the week, months, seasons

7. Indicators of special readiness (environmental literacy):

• distinguishes between objects of inanimate and living nature;
• lists the signs of the living;
• names the conditions that are necessary for the growth of plants;
• lists two or three representatives of various classes of animals and plants;
• describes the appearance of animals, talks about their nutrition, movement, cubs;
• lists pets and explains what they are good for and how they are cared for

8. Indicators of special readiness (fine literacy):

• knows the genres of painting (portrait, still life, landscape) and means of expression;
• knows the visual materials needed for drawing, modeling and application;
• knows all the colors of the spectrum, their shades;
• knows the methods of modeling and decorating products from clay, plasticine;
• knows the techniques and methods of cutting;
• creates subject, plot and decorative images;
• talks about the sequence of creating an image;
• conveys the characteristic features and features of the depicted objects;
• independently chooses methods and means of creating an image;
• correctly strokes and paints over the image;
• combine techniques and methods for creating a drawing, modeling and appliqué;
• introduces elements of creativity into images;
• analyzes the work of peers on adult guiding questions

9. Indicators of special readiness (musical literacy):

• knows the rules of behavior in the process of perception of a musical work and its performance;
• knows songs, dances;
• knows some famous composers, names of musical instruments and works;
• shows interest in music;
• distinguish between vocal and instrumental music;
• distinguishes between musical genres (dance, song, march);
• distinguishes the expressive means of the musical language: sounds of different heights, duration, tempo, etc.
• sings solo, duet, trio, in choir with and without musical accompaniment;
• fragmentarily accompanies on a children's musical instrument;
• moves alone, in pairs, in a round dance

The results of diagnosing a child's readiness for school:

high level of readiness- the child performs the task correctly, owns the necessary knowledge and skills in full;

Average level of readiness- the child experiences certain difficulties in completing tasks, has incomplete knowledge and imperfect skills;

Low readiness- the child performs tasks incorrectly, does not possess the necessary knowledge and skills.

If your child has a low level of readiness for school, you need to take a more responsible attitude to his education and upbringing, since the lack of preparation for a new type of activity - educational activity can lead to negative consequences: discomfort in the peer group, poor academic performance, etc.

The average level of school readiness should also alert you. Pay attention to the hanging components and pull the child into them.

If a child has a high level of readiness, therefore, you and the teachers have done their best. But there is no need to relax. Continue to study with your child, and he will definitely achieve great success in 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 (Sh. A. Amonashvili).

Feeling that it is good and interesting to learn new things, and that learning is enjoyable. The ability to act with a specific purpose. Wishes and ability to act and act steadily. It has to do with awareness of one's own abilities. The ability to adapt and control one's behavior according to age, a sense of inner self-control.

Ability to work with others. This ability is based on how the child can be understood by others and at the same time understand others. Wishes and the ability to exchange thoughts, feelings and ideas through words. This property is closely related to the child's trust in the people around him and pleasant feelings associated with activities carried out with other children or with adults.

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 develops mostly gross motor skills. Physically strong children with sufficiently developed physiological systems adapt more easily to school conditions.

And find a balance between your needs and the needs of others in joint action. What areas are important in evaluating the maturity of a school? Physical development and health status. level of cognitive maturity. Employment level. The level of maturity of the individual.

Source: Jirrina Bednarova: the maturity of the school. Assessment of physical development and health status lies with the health worker or specialist. Sometimes he underestimates and rarely overestimates the importance of factors influencing the early development of the child; and the impact of certain physical defects or chronic illnesses on school ability. In some cases, it is very helpful for the doctor to assess the maturity of the school to lead to a more detailed psychological, possibly psychiatric, neurological, or other professional evaluation.

The cerebral cortex reaches the level of physiological maturity in most children not by 6, but by 6.5 years (L. A. Venger, A. A. Ibatullina, 1989), it is not recommended to send children under 6.5 years old to school. Children perceive a strict teacher with increased anxiety, which causes them painful phenomena (abdominal pain, nocturnal enuresis). Moreover, painful symptoms can be observed even in well-trained six-year-olds, with whom teachers are satisfied.

Physical maturity is not and cannot be a prime indicator of maturity, but it must be taken into account. Smaller body constitution can relieve fatigue, reduce resistance to psychophysical stress; it can also be a disadvantage in a community, especially where most of the classmates are older or physically mature. A child who is too young may experience feelings of weakness, inferiority, danger, or even a combination.

With forgetfulness or fearlessness, he can become the object of ridicule, raising stronger, more aggressive children. Care should be taken to initiate school attendance for children with higher risk factors during pregnancy, childbirth, or postpartum.

An indicator of the maturity of the physiological systems of the cortex is the child's stable working capacity, coordination of movements, emotional balance, a calm reaction to a strict teacher's voice, and a fairly quick compensation for school fatigue after lessons.

Psychological readiness for learning is divided into general and specific.

The same caution is needed when assessing the consequences of sensory and physical defects, chronic diseases on the mental state and development of the child. In addition, frequent morbidity is a complication; if it is already at the beginning of school, the child has the opportunity to gradually and gradually adapt to change.

The environment makes it difficult to establish new relationships, friendships; the disease brings fatigue, a feeling of discomfort; The child's absence from school is deafening about the teacher's interpretation and practice of the new substance along with others. Adequate levels of intelligence and uniformity are essential to combat the minutiae.

Specific readiness includes the learning skills necessary for initial school success: the ability to read, write, and count. Gymnasiums and elite educational institutions make high demands in this regard, 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.

developments in selected areas. It is necessary to assess whether the child develops moderately or moderately among peers. In children whose cognitive abilities are usually slower or that they are developmentally delayed. It is usually appropriate to delay attendance at school, and they should be given increased attention.

They have good intelligence, but not only one of the areas. It is desirable to motivate the child to the actions they support, to develop this area. The decision to start school or postpone. On the other hand, children with extraordinary talents and skills are beyond their age.

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, the 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 adult 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 encourages him to do this.

They usually have deeper interests and knowledge. For these children, you can start learning before you reach them. Basic mathematical concepts. Source: Jirrina Bednarzhova Maturity of the school. In order to make full use of his mental assumptions, subtle abilities and skills, the child must be interested in learning, in the desire to learn. No less important is the ability of the so-called deliberate concentration of attention to a given activity; the age of a reasonable sense of duty, responsibility, realizing that the task must be completed.

At the same time, the attitude towards adults changes, the child is waiting for an assessment of the correctness of his actions. If the action was not successful, productive, he is no longer pleased and praise. (The phenomenon of "bitter candy" - A. N. Leontiev). At the same time, the circle of people whose assessment is important and significant is expanding significantly. The child is determined to do everything right at school and get fives.

For a while, the child can concentrate on the game. In this case, we are talking about the so-called. Involuntary attention to the activity that the child chooses; to the stimulus that spontaneously attracted him. However, the same child quickly tires, loses interest, withdraws, or refuses to continue activities that require deliberate concentration. Some kids don't even survive play, they're flyovers, often alternative activities. School work requires all the quality of attention.

The student is expected to have a reasonable degree of autonomy in moving from one activity to another when the task is completed. The ability to work is due to the maturation of the central nervous system, but is closely related to the maturity of the individual and how we were kept up to date with the latest events. It is very helpful to bring the child into compliance with certain rules, restrictions and supports.

Social maturity is also expressed in a certain erudition of the child: he must know the full name and place of work of his parents, their profession, his home address, including street, city, country, etc.

Intellectual readiness for learning is presented as a sufficient level of development of cognitive processes and assimilation of the elements of educational activity.
Detailed perception, perceptual actions based on standards, phonemic hearing. In the “Draw the same house” test, developed children carefully examine the sample, calculate the details, trace the shape in the air (and are not limited to a quick glance). They are able to compare and find differences in the details of objects.
Concentrated attention, both visual (passing labyrinths) and auditory - the ability to listen to stories, tasks, instructions.
A memory based on logic, a sequence of events, not a set of vivid images. Tenacious operational memorization of presented pictures, numbers, words (screening tests are based on this).
The imagination is detailed and flexible, allowing to present the events described in given conditions, and not in stereotypical images created by everyday experience.
Visual-schematic thinking, with the help of which children analyze objects according to given characteristics and can indicate the results on a diagram (for example, the sound composition of a word), can classify, generalize, and lay out a serial series.
Sufficient development of speech, in which children freely understand a simple text and can construct a message (monologue) themselves, can convey emotions, intention, signs of an object in words. There is a difference in the development of children, if one, when comparing the drawings, says “Here it is and it is it,” and the other indicates: “Your pipe is a triangle and I have a triangle.”
Controlled nature of cognitive activity in general, elements of arbitrary types in each cognitive process.
Elements of the ability to learn, that is, to accept and understand the learning task, to try to reproduce the given way of working, to be able to compare your work with the model, to notice your mistakes.

His independence, giving him little responsibilities. Don't leave him bored, let him play full, but also arouse interest in a variety of activities. Gradually add fun tasks like children's magazines, preschool books, social games. In this non-violent way, we help the child develop purposeful concentration. In addition, when playing with the rules, they are still learning to accept and respect a certain dignity; to cope with the fact that he is not always successful, that he does not always win, that he must persevere in spite of failure; that it is necessary to cooperate with others, to alternate in a row, to consider, to talk.

The listed indicators of a high level of cognitive processes are acquired by children by the age of 6-7, provided that children's activities are properly organized: productive, labor, play and educational. However, in some cases, they also resort to special trainings, using recently popular aids such as “Developing Memory”, “Developing Attention”, etc. The tasks in them are designed to be entertaining, but without the interested attention of adults, without encouraging the success of the child will not be engaged for a long time, training requires significant mental stress.

Personality - emotional - social maturity

As for the fact that every child is different, it is quite difficult for us to express the content of this criterion. Whether a child can do well in school depends not only on his/her dispositions, but also on how we can understand his/her nature, the reasons for his behavior, his/her needs and opportunities; find ways to motivate. In the maturity of the individual, after the start of school attendance, the demands are quite high, both emotional and social. The child is expected to have sufficient emotional stability, an age of adequate emotional control, self-control, and resistance to disorder.

Personal readiness for schooling is expressed as the formation of the child's self-awareness. He distinguishes himself from the family environment, opposes himself to his comrades. From the most significant forms of behavior, from the assessments of others, his ideas about himself as a member of the community are formed. Role-playing behavior appears, that is, a system of socially approved actions that meet the expectations of others. The child loses immediacy of reactions, shows mannerisms (crisis of 7 years). An image of the Self and self-esteem are formed, which to a certain extent become the basis for self-regulation of behavior in significant social contacts. Imitation becomes to a certain extent conscious, the child intentionally adopts certain actions and reactions. Begins to see himself from the outside, which contributes to an objective self-esteem.

In this regard, there are big differences among children. Some child is emotionally balanced, joyful, close with curiosity, self-confidence, fearless, unable to talk him out. Others are shy, fearful, preoccupied, spit easily, cannot harm him, can't handle him, resign; others cannot control disappointment, anger, it manifests itself aggressively.

Apart from the age of adequate emotional maturity, social maturity, certain social skills, adaptability are equally important. These include, for example, the fact that a child can be separated from the family for a certain period of time, in a different environment, with other people, respecting foreign authorities. Also important is the ability to integrate into a peer group in order to be able to communicate with them; understand and respect the rules of coexistence, but at the same time demonstrate their needs.

An important indicator of readiness for school are changes in the child's communication with adults. An adult's assessments begin to be perceived not from the position of "loves or dislikes", but in a conditional sense: does he approve of the child's way of acting. This is a rather complicated restructuring of relations, it also depends on the benevolence of an adult. Many children, even at school age, are offended by remarks, they believe that the teacher does not like them.

Ability to work with others, collaborate. To develop social skills, it is important to provide the child with many opportunities to meet other children, promote friendship; enjoy the joy of the joy of others and their joint activities. We lead the child to see the world through the eyes of another; she knew that it doesn't always have to be everything she wants and imagines. We teach him the basic rules of good behavior. It depends on how much his or her autonomy matures, how much the child has to live outside his family, without the support of his mother or father, how he has developed self-confidence.

Relations with comrades are also being restructured, acquiring a cooperative-competitive character. The child begins to see the position of the partner, keeps in the field of attention the competitive task and the way to solve it (this is especially noticeable in games with rules). There is a motive to be no worse than others, to answer earlier and more successfully than others, to ensure that his craft is at the exhibition in a conspicuous place, etc. Competitiveness at school will be the motive for high academic performance.

Their bases are built much before the child starts school. It is a continuous process from birth, in which it is important to have a child; pay attention to this; receive it; understand his needs; leaving space and defining boundaries. Source: Jirrina Bednarzhova - school maturity.

School readiness - also 6-year-olds. School readiness has been discussed very recently - especially in the context of 6 year olds. Parents still get embarrassed when they decide to send their child to school. No wonder: it is not easy for parents to objectively assess the level of preparation of their own child for school duties. Parents also don't want to take responsibility for deciding that they don't have enough preconditions. So, how did you decide to send your child to school or keep him for another year in kindergarten?

Personal maturity is manifested in the mechanisms of the hierarchy of motives, in fixing the leading motive to do the right thing, to earn the approval of adults. If the child's actions are subordinated to this leading motive, he will successfully learn even with average abilities. However, the formation of such a motive depends on ensuring success and recognition in educational activities, which, in turn, depends on the methodological skill and goodwill of teachers and parents.

Experts identify 5 areas of school readiness. These are the child's social skills, his independence, his skill level, his cognitive abilities and his motor skills. A child who is fully prepared to cope with the obligations that the school faces will have to reach an appropriate level of development in each of the areas mentioned.

School is not only - as we often think - learning to read, write and count. The school is first and foremost the life sciences, and one of its main tasks is to equip the child with appropriate social competence. However, a necessary condition for acquiring new skills is the presence of key competencies that appear in the early stages of development. So, a child who starts school at school must first understand the need to adhere to certain standards and rules. And again - school is not a place where there is rigor and military training.

The role-playing game prepares and develops in the child the desire to do the right thing, but the self-confidence and the desire to learn, which are necessary for the student, are laid down in the educational activity, even if it has a preparatory character and is formalized as a didactic game. Success in completing tasks reinforces learning motivation.

A child who understands the need to adhere to certain rules responds to the teacher's warning and tries not to repeat behavior that interferes with the work of others or creates a safety hazard. He understands that there are different rules in the group than at home and that observing them creates an environment and makes work and work easier. Does not react aggressively or show dissatisfaction in response to the teacher's comments. Trying to avoid conflict situations, he does not seek to achieve his own pleasure at the expense of others.

He can wait his turn. These are the skills that most six-year-olds have resolved if they have not been diagnosed with developmental disabilities or persecuted in the course of their education. Children who begin their studies should also try to control their own emotions, and in situations of conflict should seek to resolve them, should not be in a difficult situation to offend, run away, tantrum. You need to understand the need to look for compromises - although no one expects a 6-year-old child to be left alone, he will be able to communicate with his colleague in any situation.

Page updated 07/13/2017

Psychologist advises

SOON TO SCHOOL

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

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

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

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

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

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

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

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

The school is a symbol of further development, it helps the child acquire a new status, master new social roles, change marital status, and acquire authority. There are new responsibilities and new rights.

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

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

· Tell stories about your favorite teachers.

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

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

· Family reading of fiction.

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

· Never intimidate children with school.

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

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

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

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

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

Physical readiness.

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

Psychological readiness.

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

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

The Significance of the Components of Psychological Readiness for School

1 place Motivational readiness

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

2nd place Intellectual readiness

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

3rd place Emotionally - volitional readiness

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

4th placeCommunicative readiness

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

5th place Pedagogical readiness

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

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

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

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

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

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

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

7. Do not demand from the child that he immediately after school sat down for lessons. A break of 2-3 hours is simply necessary for him. And even better, if the first-grader sleeps for an hour and a half - this is the best way to restore mental strength. The best time for preparing lessons is from 15:00 to 17:00.

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

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

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

The readiness of the child for schooling is the ability of the child to fulfill the requirements that the school will present to him. An indicator of a child's readiness for learning is the level of his mental development. L. S. Vygotsky was one of the first to formulate the idea that readiness for schooling consists not so much in quantitative stock of representations, how many in the level of development of cognitive processes. According to L.S. Vygotsky, to be ready for school education means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories. The concepts of readiness for schooling as a set of qualities that form the ability to learn were followed by A.V. Zaporozhets, A.N. Leontiev, V.S. Mukhina, A.A. Lublin. They include in the concept of readiness for learning the child's understanding of the meaning of learning tasks, their difference from practical ones, awareness of the ways to perform an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, achieve the solution of tasks.

School readiness- the ability of the child to fulfill the requirements that the school will present to him. Readiness indicator reb. to training yavl. his level of intelligence. development. L S. Vygotsky was one of the first to formulate the idea that readiness for school. training zakl. not so much in quantity stock of representations, how many in the level developed. knowing. processes. According to L.S. Vygotsky, to be ready for school education means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories. The concepts of readiness for schooling as a set of qualities that form the ability to learn were followed by A.V. Zaporozhets, A.N. Leontiev, V.S. Mukhina, A.A. Lublin. They include in the concept of readiness for learning the child's understanding of the meaning of educational tasks, their difference from practical ones, awareness of the ways to perform an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, achieve the solution of tasks.

Readiness for school and methods for determining itMarkova

Physical

▪ health(characterized on the basis of the study of the medical record, the appearance of the child, the features of his physical development (weight, height), muscle tone, skin, vision, hearing,

▪ dexterity movements (observed during his movement around the class, during any activity)

▪ accuracy(analysis of how accurately the child copies images in copybooks, in notebooks, throws the ball in the right place, etc.)

▪ movement coordination(observed during physical activity a) whether the child’s different types of movements are coordinated, b) whether the teacher’s instructions are correctly followed, aimed at coordinating the movements of the arms, legs, torso, head, etc.)

▪ motor skills of the hand(children are asked to cut out the image of the figure using scissors)

mental

1) intellectual- this is the corresponding age. the level of maturity of all cognitive mental processes (sensation, perception, attention, memory, thinking).

Approximate school maturity test (Irasek test - verbal thought) (The sky is blue, and the grass ...? What time is it? (show on a paper clock) Why do all cars have brakes?) Study of the thinking process: "Opposite concepts" (large - ..., loud - ...) study of short-term memory (repeat a series of numbers: 3-1-7-5-9) a technique for studying the intellectual readiness of children L.I. Peresleni, L.F. Chaprova (1 subtest for awareness (name the months of winter), 2 subtest for classification, formation of concepts (Sasha, Vitya, Stasik, Petrov, Kolya), 3 subtest for verbal-logical thinking (cucumber - vegetable, cloves - ...) 4 subtest on a generalizing word, the formation of concepts (perch, crucian carp - ...) the Kern-Irasek test (Drawing a male figure - dependence between the image. behavior).house technique

2) personal readiness is the maturity of the system of relations. : rel. to vzr., rel. to peers (the ability to communicate with peers); rel. to oneself (lack of low self-esteem and fear of failure); attitude towards school and learning. Techniques: content conversation: Did you want to go to school? If you stopped going to school, what would you do? studying a general understanding of the meaning of life situations: Determine if the phrases are stupid or not: You answered very well during the lesson, so I give you a 2. Determining the orientation of the reb. to school: riddles.

3)Motivational- development of cognitive motivation and achievement motivation)

4) Emotional-volitional: considered formed, if reb. knows how to set a goal, make decisions, outline a plan of action, make efforts to implement it, overcome obstacles.

5) social: communication skills - the ability to adequately establish contacts with peers and adults.

Levels: each type of readiness is evaluated at three levels: low, medium, high.

There are three main lines along which preparation for school should be carried out:

1) it is a general development. By the time the child becomes a schoolboy, his general development should reach a certain level. It is primarily about the development of memory, attention and especially intelligence. And here we are interested in both his stock of knowledge and ideas, and the ability, as psychologists say, to act in the inner plane, or, in other words, to perform some actions in the mind; 2) This is the cultivation of the ability to voluntarily control oneself. A child of preschool age has vivid perception, easily switched attention and a good memory, but he still does not know how to manage them arbitrarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if he something attracted his attention, but it is difficult for him to concentrate for any long time on something that does not arouse his immediate interest. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability to cry more broadly - to do not only what you want, but also what you need, although, perhaps, you don’t really want to, or even don’t want to at all; 3) the formation of motives that encourage learning. This does not mean the natural interest that preschool children show in school. It is about cultivating a real and deep motivation that can become an incentive for their desire to acquire knowledge.

It is possible to single out separate aspects of readiness for school: physical, intellectual, emotional-volitional, personal and socio-psychological.

General physical development: normal weight, height, chest volume, muscle tone, proportions, skin and other indicators that correspond to the standards of physical development of boys and girls of 6-7 years of age in the country. The state of vision, hearing, motor skills (especially small movements of the hands and fingers). The state of the child's nervous system: the degree of its excitability and balance, strength and mobility. General health.

Personal and socio-psychological readiness is understood as the formation of a new social position (“internal position of the student); the formation of a group of moral qualities necessary for learning, the formation of arbitrariness of behavior, the qualities of communication with peers and adults.

Emotional-volitional readiness is considered formed if the child is able to set a goal, make a decision, outline an action plan, make efforts to implement it, and overcome obstacles. The arbitrariness of mental processes is formed in him, including motivational readiness, they combine the term psychological readiness, in contrast to moral and physical readiness.

Depending on the choice of one or another concept of a child's readiness for systematic schooling, a practical psychologist selects its main criteria and selects appropriate methods for diagnosing them.

For example, a child’s intellectual readiness for learning can be studied using the methods of L. A. Wenger and V.V. Kholmovskaya, the scale for studying the intelligence of preschoolers and younger schoolchildren D. Veksler, progressive matrices J, Raven (color version), orientation test of school maturity I. Jirasek and V. Tikhoy, A Kern's school maturity test will help to check the general readiness for school (general development, the ability to imitate a model, the development of fine motor skills of the hand, coordination of vision and hand movements).

The following indicators can be taken as criteria for a child's readiness for school; 1) normal physical development and coordination of movements. Readiness according to the first criterion presupposes sufficiently developed muscles, accuracy of movements, readiness of the hand I to perform small, precise and varied movements, consistency of the movement of the hand of the first eye, the ability to use a pen, pencil, brush. 2) desire to learn; The second criterion includes the presence of motives for learning, the attitude to it as a very important, significant matter, the desire to acquire knowledge, and interest in certain training sessions. 3) managing your behavior; The content of the third criterion includes the arbitrariness of external motor behavior, which provides the ability to withstand the school regime, organize oneself in the lesson; arbitrary control of internal mental actions for purposeful observation of phenomena, concentration of attention for memorizing the information presented by the teacher or contained in the textbook. 4) possession of methods of mental activity; The fourth criterion includes the possession of the methods of mental activity, which implies a certain level of development of the child's cognitive processes. This is a differentiation of perception that allows you to observe objects and phenomena, highlight certain properties and aspects in them, master logical operations, ways of meaningful memorization of material 5) manifestation of independence; The fifth criterion - the manifestation of independence - can be considered as the desire to look for ways to solve and explain everything new and surprising, the urge to use different ways, give different solutions, do without outside help in practical activities 6) attitude towards comrades and adults; The sixth criterion involves the formation in children of the desire and habit to work for themselves and others, awareness of the responsibility and importance of the task being performed 7) attitude to work; The content of the seventh criterion includes the ability to work in a team, to take into account the interests and desires of comrades, to have the skills to communicate with peers and adults. 8) the ability to navigate in space and notebooks. The eighth criterion is associated with orientation in space and time, knowledge of units of measurement, the presence of sensory experience, an eye.