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

1.1 The concept of a child's readiness for school

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

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

Chapter 2

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

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 younger. 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 Lately 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:

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, are 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 a child's readiness for school

1.1 The concept of a child's readiness for school

School enrollment - crucial moment in the life of a child. 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 and 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 mandatory 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 school life. For successful study, he needs to have developed cognitive interests, a fairly broad cognitive horizons. 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, having come 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.

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, different degrees of readiness for schooling, due to different levels of mental development 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. The same 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 their studies), 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 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 child's intellectual and personal development 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 during the course of study it would be 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, voluntary memory, and the ability to act according to the rule.

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 dots) ( 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:

• but) incorrectly depicted element (1 point). Moreover, if this element is incorrectly depicted in all the details of the picture, 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 "Learning 10 words" can also be used to determine asthenia, rapid exhaustion of such mental processes like attention and memory. S.Ya. Rubinshtein (74) points out that if a healthy child remembers 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), 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 - gaming or educational, because with a weak development of educational motivation, the child may not accept the task set before him learning task.

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, one 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 prerequisites are born learning activities, 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, a 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.

Federal Agency for 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 psychological sciences, docent

Suvorov

Alla Valentinovna

Stavropol, 2009

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

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

1. Studying the problem of readiness for schooling in 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…………………………………………………………………… ….15

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 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. In modern psychology, there is still no 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 school readiness 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"Romashka" kindergarten in 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

at the present stage of development of psychology as a complex characteristic of the child, which reveals the levels of development of psychological qualities, which 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 an older child. preschool age ensuring a successful transition to 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 the readiness of a child 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.

L.I. Bozhovich called the new attitude of the child to the environment, which arises when entering school, the “internal position of the student”, considering this new formation as 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 the child is not ready for school, take him out of there and, through numerous trainings, bring him 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 the child's attitude to 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 have 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 implies 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.

Studies by 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 of the child's intellectual development.

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 the development of 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, the process of mastering speech is basically 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 of 6 and 7 years old, adaptation to schooling of children aged 6 and 7 years 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 in the course of 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 senior preschooler is the development random memorization. An important feature of this age is the fact that at the age of 7 a child can be set 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 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 6- and 7-year-old children, notes that there are no significant differences in the degree of cognitive motive expression in six-year-olds and seven-year-olds, which indicates that, according to this parameter of mental development, six-year-old and seven-year-old children 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 entire 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 characteristics of 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 crisis of 7 years ( 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 presents it in detail and clearly, learns the main content of the curriculum, independently solves typical tasks, is focused and attentive when performing tasks, instructions, instructions from an adult, but his control; he 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 by a teacher. educational process and psychological support.

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 accommodation consistent with the typical image " 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 educational 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 learning 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 hindering their 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. IN 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, much-needed educational 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 work with concentration, without being distracted, 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, they must answer that everyone is drawing 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 in 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 scoring seven to nine represents the average level of school readiness development. 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 the mechanisms of 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 methods research:

• 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 is the process of establishing the general properties and characteristics of an object.

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.

Output

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 well with all the tasks, 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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Attachment 1.

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

Application No. 3.

An example of a task.

Irina Kukushkina
Methods for studying the psychological readiness for school of children aged 6–7

Admission to school marks the beginning of a qualitatively new stage in life child: his attitude towards adults, peers, himself and his activities is changing. The child must be ready to major changes in your life, ready for school. And to be ready for school It's not just about being able to write, read and count. This alone is not enough for the successful education of the child. It must have formed all the components of the so-called «» .

Under psychological readiness for school learning is understood as the necessary and sufficient level mental development of the child to master school curriculum in terms of learning in a team of peers.

Psychological readiness, as you know, the concept is multicomponent, which consists of several components.

First of all, the child must have the desire to go to school, gain knowledge, i.e. in the language psychology, - motivation for learning. He must have a social position schoolboy: he must be able to interact with peers, the teacher, fulfill his requirements, control his behavior. It is important that the child be healthy and resilient, otherwise it will be difficult for him to withstand the load during the lesson and the entire school day. And, perhaps most importantly, he must have good mental development, which is the basis for the successful acquisition of knowledge, skills and abilities, as well as for maintaining the optimal pace of intellectual activity so that the child has time to work with the class.

Psychological readiness for school is the result of all the previous development of the child, the result of the entire system of upbringing and education in the family and kindergarten. The activities of the teacher psychologist kindergarten necessarily provides for work on study of the psychological readiness of children for school. This is a diagnostic work that allows you to identify the level of formation in children main components psychological readiness. For myself, I have identified such components as motivational, intellectual readiness, the level of anxiety as an indicator of the emotional state, as well as the presence of children specific knowledge, skills and abilities that ensure successful entry into educational activities.

To study these components, I use the following methods:

1. Methodology diagnostics of learning motivation in children 5-7 years old. T. A. Nezhnova, modified by A. M. Parishioners

2. Adapted version methods D. Veksler (assessment of intellectual development children 5-7 years old)

3. Express diagnostics school readiness E. K. Varkhotova, N. V. Dyatko, E. V. Sazonova.

4. Anxiety test R. Tamml, M. Dorki, V. Amen

And now briefly about what indicators are evaluated using data. methodologies.

Diagnosis of learning motivation in children 5-7 years old.

As you know, learning preschoolers is motivated not by one, but by a whole system of motives, which in preschool age become relatively stable. So educational and cognitive motives are manifested in the interest in new knowledge, the desire to learn something new. External positional motifs refer to external attributes school life, positions schoolboy. Evaluative motives are the desire children receive a high assessment of an adult, his approval and location. In the structure of motives there is a place for play (preschool) motives. They continue to play an important role, but should no longer occupy a leading place in the motivational structure. preschoolers.

Diagnostics of learning motivation with children aged 6-7 years is carried out twice during school year in January (before preparatory classes at school and the beginning of training on adaptation to school) and in May. This type of survey allows you to see the relationship school and preschool motives for each child, as well as the level of formation of each type of motives.

Practice shows that the percentage of formation of educational motives by the end of the academic year increases, and the gaming motives are steadily lost. Many factors influence the positive dynamics. This, of course, and preparatory classes at school, and special work carried out by educators and parents, and classes on the formation psychological readiness for school that I lead. All this generally gives a positive result. Although it should be noted that there are some children who, at the end of the school year, make a conscious choice in favor of play motives, while in the results of the first diagnosis they were dominated by school motives. That is, some children, immersed in school atmosphere understand that they are better off in kindergarten. And this despite the fact that many of them are distinguished by a high level of intellectual development. This is due to the fact that they did not meet the expectations associated with school. Perhaps it seemed to them that everything was too easy there, or, conversely, they appreciated the degree of responsibility that falls on them. Therefore, there is such a conscious withdrawal into childhood. Fortunately, such not many children, Of course, despite the high intellectual level, we cannot speak of a complete the readiness of such a child for school, because subconsciously he does not want to try on a new social role with its norms and rules. This is back to what school readiness It is not only the ability to read, write and count.

Anxiety - as a property of the child's personality does not contribute to successful learning in school. Problem school anxiety exists, and already among preschoolers can be identified children who are most likely to experience this problem. These are children who have a consistently high level of anxiety. (still situational). Starting from the age of 5, the diagnosis of anxiety is carried out with children regularly, in preparatory group for school - twice.

According to the results of diagnostics at the end of the academic year, the index of anxiety children 6-7 years usually increases somewhat compared to the same when surveyed at the beginning of the academic year, although it remains within the average level. The number is increasing children with a high level of anxiety, most of which are boys. The increase in the indicator of the level of anxiety can be explained by increased attention to children as future first-graders, both on the part of parents and educators. In life children there was a school with its rules. Children are subject to increased requirements, certain restrictions appear, which, of course, affect the condition children. Also, children emotionally experience the upcoming graduation from kindergarten and all the events associated with it. Hence the increase in situational anxiety. To prevent anxiety in children recommendations are given to parents and educators of groups, in my classes I also include games and exercises that help increase confidence and self-esteem children.

intellectual school readiness

Studying the intellectual development of the child, the level of development of his mental processes: memory, attention, thinking, speech, perception, as well as the level of formation in the child of certain knowledge, skills, skills necessary for schooling(possession of arithmetic operations, ability to read, work according to instructions, etc.).

Methodology Veksler allows you to determine not only the general level of intellectual development, but also the level of its components - verbal and non-verbal intelligence, as well as to see the very structure of the intellect of each child, to identify its strengths and weaknesses. Summarizing the data, the general intellectual indicator for the group is calculated children, separately for the group of boys and girls and for the kindergarten as a whole.

Well, the final chord in this monitoring is express diagnostics school readiness which takes place in May. This the technique is compact, very easy to use and, most importantly, (of course, taking into account other survey results) allows you to almost accurately answer the question, ready whether the child to learning in school. Here, among other things, such child’s skills are revealed as the ability to navigate on a sheet, divide words into syllables, highlight sounds in words, compose words from given letters, read, the development of arbitrariness is determined.

Summarizing the monitoring data, the final conclusion is made for each child - ready for school, ready for school"conditionally" Or no ready. Children, ready for school"conditionally" These are children who have many skills and abilities that lie in the zone of proximal development. That is, with a little help, they are able to cope with tasks.

Using diagnostic results

1. Provided to parents (at individual consultations, in a generalized form - to educators preparatory groups and kindergarten administration;

2. Used in analytical work (assessment of the level of development, degree school readiness for every child, groups children, identifying strengths and weaknesses, recurring problems; comparison of data with the results of graduates of other years; assessment of the activities of the educator (to a certain degree); defining areas of work for the new academic year).

The first year of schooling is an extremely difficult, critical period in a child's life. His place in the system of social relations is changing, his whole way of life is changing, his psycho-emotional load is increasing. Carefree games are being replaced by daily training sessions. They require from the child intense mental work, increased attention, concentrated work in the classroom and a relatively immobile position of the body, maintaining the correct working posture. It is known thatfor a child of six or seven years, this so-called static load is very difficult. Lessons at school, as well as the passion of many first-graders for television programs, sometimes music lessons, foreign language lead to the fact that the motor activity of the child becomes half as much as it was before entering school. The need for movement remains great.

A child who comes to school for the first time will be met by a new team of children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, new responsibilities associated with academic work but not all children are ready for this. Some first-graders, even those with a high level of intellectual development, can hardly endure the burden that schooling requires. Psychologists point out that for many first-graders, and especially six-year-olds, it is difficult social adaptation, since a personality has not yet formed that is capable of obeying the school regime, assimilating school norms of behavior, and recognizing school duties.
The year separating a six-year-old child from a seven-year-old child is very important for mental development, because during this period the child develops an arbitrary regulation of his behavior, orientation to social norms and requirements.
S. Harrison: "We were so carried away by the education of our children that we forgot that the very essence of a child's education is the creation of his happy life. After all, a happy life is what we wholeheartedly wish for our children and ourselves."
As already mentioned, the initial period of education is quite difficult for all children who entered school. In response to new increased demands on the body of a first-grader, in the first weeks and months of training, children may complain of fatigue, headaches, irritability, tearfulness, and sleep disturbance. Children's appetite and body weight decrease. There are also difficulties of a psychological nature, such as, for example, a feeling of fear, a negative attitude towards learning, a teacher, a misconception about one's abilities and capabilities.
The above-described changes in the body of a first-grader associated with the beginning of schooling are called by some foreign scientists "adaptation disease", "school shock", "school stress".
The fact is that in the process of becoming a personality, there are especially important key moments. They are practically inevitable for every child, they are confined to certain age periods and are called age crises. The most important crisis changes occur between the ages of two to four, seven to nine, and thirteen to sixteen. During these periods, significant changes occur in the body: a rapid increase in growth, changes in the work of the cardiovascular, nervous, respiratory and other systems. This leads to unusual internal sensations: fatigue, irritability, mood swings. At the same time, even practically healthy children begin to get sick, show excessive vulnerability. During these periods, there are significant changes in character (children begin to show stubbornness, rebelliousness), inadequate changes in self-esteem ("I'm good at home. But I'm bad at school," or vice versa). A new, difficult period begins in the life of a child.
Going to school is a serious step from a carefree childhood to an age filled with a sense of responsibility. The period of adaptation to schooling helps to take this step.
Types of adaptation and its duration
The term "adaptation" is of Latin origin and refers to the adaptation of the structure and functions of the body, its organs and cells to environmental conditions.
The concept of adaptation is directly related to the concept of "child readiness for school" and includes three components: adaptationphysiological, psychological and social, or personal. All components are closely interconnected, the shortcomings in the formation of any of them affect the success of education, the well-being and health of the first grader, his ability to work, the ability to interact with the teacher, classmates and obey the school rules. The success of the assimilation of program knowledge and the level of development of mental functions necessary for further education testify to the physiological, social or psychological readiness of the child.
The psychological adaptation of a child to school covers all aspects of the child's psyche: personality-motivational, volitional, educational and cognitive. It is known that the success of schooling is determined, on the one hand, by the individual characteristics of students, and, on the other hand, by the specifics of the educational material. The main difficulty of "subject" adaptation for a novice student is the development of the content of education - literacy and mathematical concepts. At first glance, this is not the case. The content of education in the first grade and in the preparatory group for school is largely the same. In fact, the knowledge that schoolchildren receive in the classroom at the beginning of their studies was mostly learned in kindergarten. At the same time, it is known that the first half of the year at school is the most difficult. The thing is that other mechanisms underlie the assimilation of knowledge in the conditions of schooling. This means that in the preschool period, knowledge is acquired mostly involuntarily, classes are built in an entertaining form, in the types of activities familiar to children. In the process of schooling, the main thing is to teach children to be aware of the educational task. Achieving this goal requires certain efforts from students and the development of a number of important learning qualities:
1. Personal motivational attitude to school and learning: the desire (or unwillingness) to accept the learning task, to fulfill the tasks of the teacher, that is, to study.
2. Acceptance of the educational task: understanding the tasks set by the teacher; desire to fulfill them; striving for success or the desire to avoid failure.
3. Ideas about the content of the activity and methods of its implementation: the level of elementary knowledge and skills formed by the beginning of training.
4. Information attitude: provides perception, processing and preservation of various information in the learning process.
5. Activity management: planning, monitoring and evaluating one's own activities, as well as being receptive to learning influences.
Therefore, even a high level cognitive activity still does not guarantee sufficient motivation for learning. It is necessary that there be a high general level of development of the child and that the leading qualities of the personality be developed.
During the period of adaptation of the child to school, the most significant changes occur in his behavior. Usually,an indicator of difficulties in adaptation are changes in behavior such as excessive excitement and even aggressiveness, or, conversely, lethargy, depression and a sense of fear, unwillingness to go to school. All changes in the child's behavior reflect the characteristics of psychological adaptation to school.
According to the degree of adaptation of children can be divided into three groups.
First group children adapt during the first two months of training. These children relatively quickly join the team, get used to school, make new friends. They almost always have a good mood, they are calm, benevolent, conscientious and fulfill all the requirements of the teacher without visible tension. Sometimes they still have difficulties either in contacts with children or in relations with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of conduct. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is fully mastered with the new status of a student, and with new requirements, and with a new regime.
Second group children have a longer period of adaptation, the period of non-compliance of their behavior with the requirements of the school is delayed. Children cannot accept a new situation of learning, communication with a teacher, children. Such students can play in the classroom, sort things out with a friend, they do not respond to the teacher's remarks or react with tears, insults. As a rule, these children also experience difficulties in mastering the curriculum; only by the end of the first half of the year, the reactions of these children become adequate to the requirements of the school and teacher.
Third group - children whose social and psychological adaptation is associated with significant difficulties. They have negative forms of behavior, a sharp manifestation of negative emotions, they learn the curriculum with great difficulty. It is these children that teachers most often complain about: they "interfere" with work in the classroom.
Processphysiological adaptationthe child to school can also be divided into several stages, each of which has its own characteristics and is characterized by varying degrees of stress functional systems organism.
First step physiological adaptation - indicative, when in response to the whole complex of new influences associated with the beginning of systematic learning, the body responds with a violent reaction and significant stress in almost all systems. This "physiological storm" lasts long enough (two or three weeks).
Second phase - an unstable adaptation, when the body looks for and finds some optimal options, reactions to extraneous influences.
At the first stage, there is no need to talk about any economy of the body's resources. The body spends everything it has, sometimes it "borrows". Therefore, it is important for the teacher to remember what a high "price" the body of each child pays during this period. In the second stage, this "price" is reduced. The storm begins to subside.
Third stage - a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems.
Whatever work a student does, whether it is mental work to assimilate new knowledge, a static load experienced by the body in a forced sitting position, or a psychological load from communication in a large and diverse team, the body, or rather each of its systems, must respond with its own tension , his work. Therefore, the more stress each system experiences, the more resources the body will use up. But the possibilities of the child's body are far from limitless. Prolonged stress and associated fatigue and overwork can cost the child's health.
The duration of all three phases of physiological adaptation is approximately five to six weeks, and the most difficult are the first and fourth weeks.
Personal, or social, adaptationassociated with the desire and ability of the child to accept a new role - a schoolboy and is achieved by a number of conditions.
1. The development in children of the ability to listen, respond to the actions of the teacher, plan their work, analyze the result obtained - that is, the skills and abilities necessary for successful education in elementary school.
2. Development of the ability to establish contact with other children, build relationships with adults, be sociable and interesting for others - that is, skills that allow you to establish interpersonal relationships with peers and teachers.
3 Formation of the ability to correctly assess one’s own actions and the actions of classmates, use the simplest criteria for assessment and self-assessment (such criteria are the completeness of knowledge, its volume, depth; the ability to use knowledge in various situations, that is, practically, etc.) - that is, a stable educational motivation against the background of the child's positive self-image and low level of school anxiety.
An important indicator of a child's satisfaction with being in school is his or her emotional condition, which is closely related to the effectiveness of educational activities, affects the assimilation of school norms of behavior, the success of social contacts and, ultimately, the formation of the student's internal position.
The first grade of school is one of the most difficult periods in the life of children. When entering school, the child is influenced by the classroom team, the personality of the teacher, the change in the regimen, and the unusually long restriction of motor activity, and the emergence of new responsibilities.
Adapting to school, the child's body is mobilized. But it should be borne in mind that the degree and pace of adaptation for each individual.
The success of adaptation largely depends on the presence in childrenadequate self-esteem. We constantly compare ourselves with other people and, on the basis of this comparison, develop an opinion about ourselves, about our capabilities and abilities, our character traits and human qualities. This is how our self-esteem develops. This process begins at an early age: it is in the family that the child first learns whether he is loved, whether he is accepted for who he is, whether success or failure accompanies him. At preschool age, the child develops a sense of well-being or trouble.
Undoubtedly, adequate self-esteem facilitates the process of adaptation to school, while overestimated or underestimated, on the contrary, complicate it. However, even if the child has adequate self-esteem, adults should remember that a novice student cannot yet cope with all the tasks on his own. To help a child overcomeseven year crisis, help to adapt to school conditions, it is necessary to understand and sensitive attitude of the teacher, attentiveness, great love and patience of parents, and, if necessary, consultations of professional psychologists.
Terms of adaptation of first-graders may be different. Usually stable adaptability to school is achieved in the first semester. However, it is not uncommon for this process to not be completed within the entire first year. Low performance is maintained, poor academic performance is noted. These kids get tired quickly. By the end of the school year, they often show deterioration in their health, which is most often manifested by disorders of the nervous and cardiovascular systems.
One of the factors hindering the normal adaptation of the child, as we already know, is the insufficient level of school maturity. Part of the delay in the development of the child may be due to the state of his health. First-graders who have certain deviations in the state of health, who have suffered serious infectious diseases, or who have received traumatic injuries during the last year before school, are more difficult to adapt to the requirements of the school. They skip classes more often, complaining of increased fatigue, headaches, and poor sleep. Often they have increased irritability and tearfulness, and by the end of the year their health is deteriorating. However, one should not rush to conclusions: gradually, in the process of learning, the lagging functions are improved, and the child catches up with his peers in development. But this takes months, and sometimes the entire first year of study. Therefore, the task of adults is to create conditions in which the described difficulties will not adversely affect the child's academic performance, causing a reluctance to learn.
Of course, the best thing is if the parents take care of the child's health before school, thereby facilitating his adaptation in the first year of study. In this case, the child copes with the difficulties of starting school faster and with less stress and can learn better.

Diagnostics of the formation of the prerequisites for educational activity is aimed at determining the readiness of the future student for a new type of activity for him - educational. Unlike gaming, learning activity has a number of specific features. It implies a result orientation, arbitrariness and commitment.

Most of the learning tasks faced by a first grader are aimed at fulfilling a number of conditions, certain requirements, focusing on a rule and a pattern. It is these skills that relate to the so-called prerequisites for learning activity, i.e., to those that are not yet fully learning activities, but are necessary for the beginning of its assimilation.

In this regard, at the age of 6-7 years, it is advisable to conduct a study of the above skills, on which the success of training at the beginning of mastering the knowledge and requirements of the school largely depends.

To diagnose the prerequisites of educational activity, a set of methods is used, consisting of diagnosing the ability to focus on a system of requirements - the "Beads" method, the ability to focus on a sample - the "House" method, the ability to act according to the rule - the "Pattern" method, the level of development of arbitrariness - the "Graphic dictation", Pieron-Ruser's Encryption Method, Kern-Jerasik drawing tests, Ladder test (diagnosis of self-esteem), children's projective anxiety test, aggressiveness questionnaire.

Additionally, the methods are given: "Drawing by dots" to determine the formation of the ability to focus on a system of requirements, the method "Mysterious writing" to study the level of cognitive activity of younger students

Method "Beads".

Purpose of the task: to identify the number of conditions that the child can keep in the process of activity when perceiving the task by ear.

Organization of the task: the task is performed on separate sheets with a pattern of a curve depicting a thread:

For work, each child should have at least six markers or pencils of different colors. The work consists of two parts: Part I (main) - completing the task (drawing beads), Part II - checking the work and, if necessary, redrawing the beads.

Instructions for Part I: "Children, each of you has a thread drawn on a piece of paper. On this thread you need to draw five round beads so that the thread passes through the middle of the beads. All beads should be of different colors, the middle bead should be blue. (The instruction is repeated two times) Start painting."

Instructions for the second part of the task (this part of the test begins after all the children have completed the first part): “Now I will tell you again what beads to draw, and you check your drawings to see if you did everything right. Who will notice the mistake, make a new drawing next to it. Listen carefully." (The test condition is repeated one more time at a slow pace, each condition is emphasized by voice.)

Assignment assessment (for assessment, the teacher chooses the best of two possible options):

Level 1 - the task was completed correctly, all five conditions were taken into account: the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, the fixed color of the middle bead.

Level 2 - when completing the task, 3-4 conditions are taken into account.

3rd level - when completing the task, 2 conditions are taken into account.

Level 4 - when completing the task, no more than one condition was taken into account
House method.

The child is invited to draw the image of the house as accurately as possible. After completing the work, offer to check whether everything is correct. He can correct if he notices inaccuracies.

This technique allows you to identify the ability to focus on the sample, accurately copy it; the degree of development of voluntary attention, the formation of spatial perception.

Accurate reproduction is estimated at 0 points, for each mistake made, 1 point is awarded.

The errors are:

a) an incorrectly depicted element; the right and left parts of the fence are evaluated separately;
b) replacing one element with another;
c) the absence of an element;
d) gaps between lines in the places where they should be connected;
e) a strong distortion of the picture.

Method "Pattern".

The technique consists of three control dictations and one training one.
The children are told: “We will learn to draw a pattern. You have rows of triangles, squares and circles drawn on a piece of paper. We will connect triangles and squares to make a pattern. We must listen carefully and do what I say. We will have these three rules :

1. two triangles, two squares or a square with a triangle can only be connected through a circle;
2. the line of our pattern should only go forward;
3. each new connection must begin with the figure on which the line stopped, then the line will be continuous and there will be no gaps in the pattern.

Look at the piece of paper how you can connect triangles and squares.

Then the tester says: "Now learn to connect yourself. Look at the bottom strip. Connect two squares, a square with a triangle, two triangles, a triangle with a square" (introductory - training - series).

The inspector monitors how each child completes the task, and if necessary, corrects mistakes and explains to the child what he made a mistake. In the process of learning, children produce four connections.

Next comes the first series. The examiner says: “Now we will draw without prompts. You must listen carefully and connect the figures that I will name, but do not forget that they can only be connected through a circle, that the line must be continuous and go forward all the time, i.e. i.e. you need to start each new connection from the figure on which the line ended. If you make a mistake, then do not correct the mistake, but start with the next figure. "

Dictation for the first series:

"Connect a triangle with a square, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, two squares, a square with a triangle, two triangles, two triangles, a triangle with a square."

Dictate should be slow, so that all the children have time to draw the next connection. You can’t repeat the same thing twice, because. for some children, this may lead to drawing unnecessary connections.

After the children have finished the work, the second series follows, and then the third. The series differ from each other only in the nature of the pattern reproduced under dictation. The rules for doing the work remain the same.

Dictation for the second series:

"Connect a square with a triangle, two triangles, a triangle with a square, two squares, two more squares, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, a triangle with a square, two squares, a square with a triangle."

Dictation for the third series:

"Connect two squares, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, two triangles."

No help is provided to the children during the assignment. After the end of the work, the leaves are collected. Leaflets are issued before the start of the examination. A sample pattern and 4 series of figures (a, b, c, d) have already been drawn on them. Each series is located one below the other and consists of three rows of small geometric figures (the size of the figures is 2x2 mm).

Evaluation of results.

Each correct connection counts for two points. The connections corresponding to the dictation are correct. Penalty points (one at a time) are awarded:

1. for extra connections not provided for by the dictation (except for those at the end and at the beginning of the pattern, i.e. preceding the dictation and following it);
2. for "breaks" - omissions of "zones" of the connection - between the correct connections.

All other possible types of errors are not taken into account at all, because their presence automatically reduces the number of points awarded. The final number of points scored is calculated by the difference between the number of correctly scored points and the number of penalty points (the latter are subtracted from the former).

The maximum possible number of points in each series is 24 (0 penalty points). The maximum possible number of points for completing the entire task is 72.

Interpretation of the obtained results.

60-72 points - a fairly high level of ability to act according to the rule. Can simultaneously take into account several rules in the work.

48-59 points - the ability to act according to the rule is not sufficiently formed. Can keep orientation to only one rule during operation.

36-47 points - low level of ability to act according to the rule. He constantly strays and breaks the rule, although he tries to focus on it.

Less than 36 points - the ability to act according to the rule is not formed.
Methodology "Graphic dictation".

This technique is used to determine the level of development of a child's arbitrary sphere, as well as to study the possibilities in the field of perceptual and motor organization of space.

The material consists of 4 dictations, the first of which is training.

1. "We begin to draw the first pattern. Place the pencil on the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper, now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right "One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself."

2. "Now put your pencil on the next dot. Ready! Attention! One box up. One box to the right. One box up. One box to the right. One box down. One box to the right. One box down. One box to the right. One box up. One to the right. And now you yourself continue to draw the same pattern. "

3. "Attention! Three cells up. One cell to the right. Two cells down. One cell to the right. Two cells up. One cell to the right. Three cells down. One cell to the right. Two cells up. One cell to the right. Two cells down. One cell to the right. Three squares up. Now continue to draw this pattern yourself."

4. "Put the pencil on the lowest point. Attention! Three cells to the right. One cell up. One cell to the left (the word "left" is emphasized by the voice). Two cells up. Three cells to the right. Two cells down. One cell to the left (the word " left" is voiced again). One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now continue to draw this pattern yourself."

One and a half to two minutes are given for independent execution of each pattern. The total time for the procedure is usually about 15 minutes.

Analysis of results.

Error-free pattern reproduction - 4 points. For 1-2 mistakes put 3 points. For more mistakes - 2 points. If there are more errors than correctly reproduced sections, then 1 point is given.
If there are no correctly reproduced sections, then put 0 points. Three patterns (one training) are evaluated in this way. Based on the received data, the following run levels are possible:

10-12 points - high;
6-9 points - average;
3-5 points - low;
0-2 points - very low.
Method "Encryption"

Target . Identification of the formation of arbitrary regulation of activity (holding the algorithm of activity), the possibilities of distributing and switching attention, working capacity, pace and purposefulness of activity.
The time to complete this task is strictly limited to 2 minutes. After 2 minutes, regardless of the amount of work done, all children should go to task number 5 (drawing). The task of the specialist is to track this moment.
Four empty figures are drawn on the board (square, triangle, circle, rhombus), which, in the process of giving instructions, the specialist fills in with the appropriate signs, the same as in the sample task (the first line of four figures, which is underlined).
This methodological guide provides one of the options for filling in shapes with signs. There may be many such options. In accordance with the requirements of the Pieron-Ruther technique, the figures must be filled with signs that do not repeat the shapes of the figures themselves (for example, there should not be a dot in a circle, and just a line parallel to one of the sides in a square). One (last) figure should always remain empty.
Before the start of the screening, the specialist must appropriately put “marks” in the sample figures of this task in all forms. It is convenient to do this before replicating forms. The labels should be clear, simple enough (cross, tick, dot, etc.) and occupy the middle part of the figure, not approaching its edges.
Instruction . Now turn the sheet over. Look carefully. Figures are drawn here. Each of them has its own icon. Now you will put signs in empty figures. This should be done as follows: in each square, put a dot (accompanied by showing and placing a dot in the middle of the square on the board), in each triangle - a vertical stick (accompanied by showing and placing the corresponding sign in a triangle on the board), in a circle you will draw a horizontal stick ( accompanied by the corresponding display), and the diamond will remain empty. You don't draw anything in it. On your sheet (the specialist shows a sample of filling on the form) it is shown what needs to be drawn. Find it on your sheet (point with your finger, raise your hand, who saw ...).
All figures must be filled in queues , starting from the very first row (accompanied by a hand gesture along the first row of figures from left to right in relation to the children sitting in front of the specialist). Don't rush, be careful. Now take a simple pencil and start working.
The main part of the instruction can be repeated twice: Put your sign in each figure, fill in all the figures in turn.
From this moment, the task execution time (2 minutes) is counted. The instruction is no longer repeated. One can only say: how to fill in the figures is shown on the sample on their form.
The specialist fixes in the observation sheet the features of the task and the nature of the children's behavior. Work lasts no more than 2 minutes. After this time, the teacher asks all the children to stop and stop working: And now everyone put down their pencils and looked at me.
It is important that all children complete the task at the same time, regardless of how much they have done.

"Encryption"

successful the error-free filling of geometric shapes in accordance with the sample for a period of up to 2 minutes is considered (estimate - 5 points ). Your own single correction or single omission of a fillable shape is acceptable. At the same time, the child's graphics do not go beyond the limits of the figure and take into account its symmetry (graphic activity is formed in visual-coordinating components).
One random error (especially at the end, when the child stops referring to the filling standards) or the presence of two independent corrections is assessed as 4.5 points .
With two omissions of filled figures, corrections, or one or two errors in filling out, the quality of the assignment is estimated at 4 points . If the task is completed without errors, but the child does not have time to complete it to the end in the time allotted for this (no more than one line of figures remains blank), the score is also 4 points.
Moderately successful is such an execution when there are not only two gaps in the filled figures, corrections or one or two errors in filling, but also poor graphics of the filling (exiting the figure, asymmetry of the figure, etc.). In this case, the quality of the task is evaluated in 3 points.
At 3 points the error-free (or with a single error) filling of the figures in accordance with the sample is also evaluated, but the omission of the whole line or part of the line. As well as one or two self-corrections.
Such a performance is considered unsuccessful when, with one or two errors, combined with poor filling graphics and gaps, the child did not manage to complete the entire task in the allotted time (more than half of the last line remains unfilled). This implementation is rated 2 points .
Estimated at 1 point such an embodiment, when there are marks in the figures that do not correspond to the samples, the child is not able to keep the instruction (that is, he begins to fill in all the circles first, then all the squares, etc., and after the teacher’s remark continues to complete the task in the same style). If there are more than two errors (not counting corrections), even if the entire task is completed, it is also given 1 point .
Particular attention should be paid to such performance results when the child does not have time to complete the task in its entirety within the allotted time. This can characterize both a low pace of activity, the difficulty of the task itself, and the child's fatigue (since this task is one of the last).
The rate of completion of this task must be compared (including the observation sheet, where it can be noted whether the child manages to complete tasks simultaneously with other children or each task, even if not standardized in time, he performs more slowly than others) with the rate of completion of other tasks (in particular task number 1). If task number 4 is performed much more slowly than everything else, this indicates a high “price” of such an activity, that is, compensation for difficulties by reducing the pace. But this is precisely the reflection of the child's physiological unpreparedness for regular learning.
If it is impossible to complete the task as a whole (for example, the child started to do, but could not finish even one line, or made several incorrect fillings in different corners and did nothing else, or made many mistakes), an assessment is given 0 points.

A study of the child's self-esteem using the "Ladder" test

The child is shown a drawn ladder with seven steps, where the middle step looks like a platform, and the task is explained. Instruction: “If all the children are seated on this ladder, then good children will be on the top three steps: smart, kind, strong, obedient - the higher the better (they show: “good”, “very good”, “the best”) . And on the bottom three steps there will be bad children - the lower, the worse ("bad", "very bad", "the worst"). On the middle step, children are neither bad nor good. Show me which step you put yourself on. Explain why?" After the child’s answer, he is asked: “Are you really like this or would you like to be like that? Mark who you really are and who you would like to be. “Show me which step your mother would put you on.” A standard set of characteristics is used: "good - bad", "good - evil", "smart - stupid", "strong - weak", "brave - cowardly", "the most diligent - the most careless". The number of characteristics can be reduced. During the examination, it is necessary to take into account how the child performs the task: hesitating, pondering, arguing his choice. If the child does not give any explanation, he should be asked clarifying questions: “Why did you put yourself here? You always like this?" etc. The most characteristic features of the task, characteristic of children with high, adequate and low self-esteem How to complete the task Type of self-assessment 1. Without hesitation, puts himself on the highest step; believes that his mother appreciates him as well; arguing his choice, he refers to the opinion of an adult: “I am good. Good and no more, that's what my mother said. 2. After some thought and hesitation, he puts himself on the highest step, explaining his actions, names some of his shortcomings and mistakes, but explains them by external reasons beyond his control, believes that the assessment of adults in some cases may be somewhat lower his own: “Of course, I'm good, but sometimes I'm lazy. Mom says I'm sloppy." 3. Having considered the task, he puts himself on the 2nd or 3rd step, explains his actions, referring to real situations and achievements, considers that the adult's assessment is the same or slightly lower. 4. Puts himself on the bottom steps, does not explain his choice or refers to the opinion of an adult: "Mom said so." Inadequately high self-esteem Heightened self-esteem Adequate self-esteem Low self-esteem If the child puts himself on the middle step, this may indicate that he either did not understand the task or did not want to complete it. Children with low self-esteem due to high anxiety and self-doubt often refuse to complete the task, answering all questions: “I don’t know.” Children with developmental delay do not understand and do not accept this task, they act at random. Inadequately high self-esteem is characteristic of children of primary and secondary preschool age: they do not see their mistakes, they cannot correctly evaluate themselves, their actions and actions. Self-assessment of children of 6-7 years of age is already becoming more realistic, in familiar situations and habitual activities it approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated. Low self-esteem in preschool children is considered as a deviation in personality development

CONCLUSION

Recently, much attention has been paid in the literature to the issue of identifying children who are not ready for schooling and who have difficulties in school adaptation in the 1st grade. And this problem is still relevant. A child, entering school, must be mature in physiological and social terms, the success of a child's education in school also depends on his psychological maturity. Psychological readiness for learning is a multidimensional concept. It does not provide for individual knowledge and skills, but for a certain set, in which all the main elements must be present. What components lead to this set of "school readiness"? The main components of school maturity are: intellectual, personal, strong-willed, moral readiness. All of these components of school readiness are important in the development of the child. If there is an underdevelopment of any one component, there is a need for psychological help to kid.

Literature

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¬ . Features of the mental development of children 6 - 7 years of age. / Under the editorship of D.B. Elkonina, A.L. Wenger / Moscow. 1988

¬ Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation "Primary School" 1999 No. 1 61-63 p.

¬ Readiness for school / Edited by Dubrovina M. 1995 - 289 p.

¬ . Gutkina N.N. Diagnostic program for determining the psychological readiness of children 6-7 years old for schooling "Psychological education" 1997 - 235 p.

¬ Ovcharova R. V. " Practical psychology in elementary school”, M. 1999 -261 p.

¬ Wenger L.A. Wenger L.A. "Is your child ready for school?" M. 1994 - 189 p.