Ovcharenko Inna Alexandrovna
teacher primary classes MKOU Secondary School No. 25 with UIOP in Rossosh, Voronezh Region

Formation psychological readiness child to attend school

This material is a study conducted to determine the psychological readiness of children for school. This development collects and summarizes theoretical information and methods for diagnosing psychological readiness for learning. The presented material is intended for kindergarten teachers, primary school teachers, psychologists, and students.
The problem of a child’s psychological readiness to study at school is relevant.
When a child enters school, a completely new stage of his life begins. And he must be sufficiently prepared for this stage. First of all, the child must be ready to perform serious activities that give him not only new rights, but also impose difficult responsibilities. A small schoolchild has the right to count on the respect of others for his educational activities and is obliged to systematically carry out all the teacher’s tasks and behave in accordance with school rules regardless of whether he wants it at the moment or not. The teacher’s choice of training option and program depends on his level of readiness for learning.
The high demands of life for the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school takes on special significance. Its decision is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.
The issue of psychological readiness for learning at school was considered quite widely in Russian psychology by L.S. Vygotsky, L.I. Bozhovich, D.B. Elkonin developed the theoretical foundations of the problem.
The research problem is how a psychologist can determine a child’s level of readiness for school and, if necessary, help develop those qualities and processes that differ low level.
An analysis of a child’s development before school is necessary in order to know what demands will not be excessive for him and will not lead to a deterioration in health, disruption of socio-psychological adaptation and learning difficulties.
A child coming to school for the first time experiences a contradiction between the increased demands associated with mastering the content of education and his rather limited abilities to master this content.
Hypothesis. Under competently created conditions, it is possible to ensure better readiness of children for learning at school and, to a certain extent, to correct unpreparedness for learning at school.
Object of study are the features of the development process of children up to school age.
Subject of study- features of the main components of children’s psychological readiness for school and the possibility of developing missing qualities.
Purpose is to study the child’s psychological readiness for school and determine the possibilities of correctional and developmental classes to form the child’s psychological readiness for school.
To achieve this goal, it is necessary to solve the following tasks:
1. Define the essence of the concept “psychological readiness of a child to study at school”; deepen theoretical knowledge on the problem of the content of psychological readiness.
2. Identify individually - psychological characteristics children's readiness for school.
3. Conduct an analysis of the possibilities of correctional and developmental classes to form a child’s psychological readiness for school.
The methodological basis of the study was the works L.S. Vygotsky, L.I. Bozhovich (on the essence of children’s psychological readiness for school), A.N. Leontyev (on the role of leading activity in the development of the psyche of children).
To solve the problems, we used theoretical methods: analysis of psychological and pedagogical literature, revealing the state of the problem under study, and empirical methods: observation, conversation, testing, analysis teaching experience work with preschoolers at the Municipal Educational Institution of Children and Youth House of Children and Youth in Rossosh.
Building a system for the work of a psychologist is impossible without knowledge of the theoretical foundations and patterns of child development - a preschooler. The problem of psychological readiness for schooling is quite widely considered in Russian psychology. Entering school marks a change in the social position of a preschool child and a transformation of the entire social situation of his development.
Domestic psychologists (L.S. Vygotsky, L.I. Bozhovich, D.B. Elkonin) considered the theoretical foundations of the problem.
L.S. Vygotsky was one of the first to formulate the idea that readiness for schooling in terms of the child’s intellectual development lies not so much in the quantitative stock of ideas, but in the level of development of intellectual processes, i.e. V qualitative features children's thinking. According to L.S. Vygotsky, to be ready for school education means, first of all, to have the ability to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories [26, p.210].
In the complex of psychological readiness for school, a special place is given to the development of voluntariness.
L.I. Bozhovich developed the ideas of L.S. Vygotsky and considered complex education, including a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation cognitive activity and the social position of the student. L.I. Bozhovich considered the most important component of readiness to be motivational. She identified two groups of teaching motives: a) motives associated with the need for communication;
b) motives related to the needs for intellectual activity.
The synthesis of the motives of these two groups forms, according to the author, “the internal position of the student.
A child entering school must be prepared not only to master knowledge, but also to the new way of life that is associated with the transition to school age.
D.B. Elkonin and his collaborators identified several parameters of educational activity that actually relate to the components of voluntariness:
1) the ability to consciously obey the rule;
2) the ability to focus on given system requirements;
H) the ability to listen carefully to the speaker, reproduce tasks,
offered orally;
4) the ability to independently complete a task based on visual
sample perception.
Voluntary behavior has not yet developed at the age of 6-7 years; voluntary behavior is a new development of primary school age.
A.I. Zaporozhets includes motivation, the level of development of cognitive and analytical-synthetic activity, and the degree of formation of volitional regulation mechanisms in readiness for schooling.
In this, his position is close to the ideas of L.I. Bozovic.
In normally developing children of preschool age, cognitive activity begins to form, directed and stimulated by a cognitive task. During this period, children develop a new, qualitatively unique level of cognitive need.
When determining a child’s personal readiness for school, it is necessary to identify the specifics of the development of the sphere of voluntariness. The arbitrariness of a child’s behavior manifests itself when fulfilling requirements, specific rules set by the teacher, and when working according to a model. Therefore, the features of voluntary behavior can be traced not only when observing a child on individual and group classes, but also with the help of special techniques.
Identifying children’s psychological readiness for school is impossible without information that parents and kindergarten teachers can provide. The “Questionnaire for Parents and Teachers” technique will help teachers in working with future first-graders.
The questionnaire may include the following sections:
1. Features of the child’s personality, his behavior in childhood
team.
2. Performance during classes.
3. State and nature of memory.
4. Features of thinking.
5. Speech development.
6. Mastering the kindergarten program.
7. Deviations in health status.
After analyzing the questionnaires, the psychologist should take under special supervision children who tire easily, are irritable, restless, and identify them as special group students with disabilities speech development, development cognitive processes.
A child’s motivational readiness for school can be studied through a conversation about his attitude towards school and learning (Appendix 1).
The most accessible method for testing a child’s readiness to learn at school is the Kern–Jirasek test.
The Kern-Jirasek test includes a drawing part and a verbal part.
The drawing part consists of three tasks that children are asked to complete:
1. Draw a human figure (man).

2. Copy an unfamiliar combination of strokes from the stencil (the phrase “She was given tea” or “He ate soup”).
H. Copy ten drawn points from the stencil, placing them one below the other on equal distance vertically and horizontally.
The Kern-Jirasek test gives an idea of ​​the level general development child, his eye, spatial orientation, the ability to imitate, the degree of development of figurative memory, complexly coordinated movements of the hand, the development of motor skills, the leading hand. All this is necessary when teaching a child at school.
The verbal part consists of questions that reveal awareness of the world, the level of development of cognitive processes, and mental operations.
When determining a child’s readiness for school, you can use the advice of psychologist A.L. Wenger.
Tasks by A.L. Wenger “Complete the tails for the mice” and “Draw handles for the umbrellas.” Both mouse tails and handles represent letter elements. Such testing will help the teacher identify those children who require more attention.
The “Let’s Draw a Pattern” test will test children’s listening skills.
Children draw a pattern as the teacher dictates: “two cells to the right, one cell down, etc.”
Difficulties in performing such tasks indicate insufficient development of motor functions and motor coordination mechanisms, and impaired spatial perception. It is important to pay attention to the pace of your child’s work. In children whose work pace is slow, the strokes are uneven, uncertain, and the slope is poorly maintained. When developing writing skills, such children need to be given special attention.
“A child’s readiness for school” is a complex indicator, and each test gives an idea only of a certain aspect of a child’s readiness for school.
To determine the arbitrariness of actions, two methods by D.B. Elkonin - A.L. Wenger are widely used: graphic dictation and “pattern and rule”.
When completing the “graphic dictation” task, the child draws an ornament on a sheet of paper marked with pre-set dots, following the instructions of the psychologist. The psychologist dictates to a group of children in which direction and how many cells the lines should be drawn, and then offers to complete the “pattern” resulting from dictation to the end of the page. Graphic dictation allows you to determine how accurately a child can fulfill the requirements of an adult given orally, as well as the ability to independently perform tasks on a visually perceived model.
The “Pattern and Rule” technique involves simultaneously following a model in your work (you are given the task of drawing, point by point, exactly the same picture as this geometric figure) and the rule (a condition is stipulated: you cannot draw a line between identical points, i.e. connect a circle with a circle, a cross with a cross and a triangle with a triangle). A child, trying to complete a task, can draw a figure similar to the given one, neglecting the rule, and, conversely, focus only on the rule, connecting different points and without checking the sample. Thus, the technique reveals the child’s level of orientation towards complex system requirements.
The study of the characteristics of the intellectual sphere can begin with the study of memory - a mental process inextricably linked with the mental one. To determine the level of rote memorization, use the “Memorize 10 words” technique, for example: year, elephant, sword, soap, salt, noise, hand, floor, spring, son. The child, having listened to this entire series, repeats the words that he remembers. Can be used (in difficult cases) repeated playback - after additional reading of the same words - and delayed playback, for example, an hour after listening. L.A. Wenger gives the following indicators of mechanical memory, characteristic of six or seven years of age: the first time the child perceives at least 5 words out of 10; after 3-4 readings, reproduces 9-10 words; after one hour, forgets no more than 2 words reproduced earlier; in the process of sequential memorization of material, “gaps” do not appear when, after one of the readings, the child remembers fewer words than before and later (which is usually a sign of overwork).
A.R. Luria’s “Pictogram” technique allows you to identify indirect memorization, mental development, the degree of mastery of general concepts, and the ability to plan your actions. The child is given the task of remembering words with the help of drawings: for each word or phrase, he himself makes a laconic drawing, which will then help him reproduce this word, i.e., the drawing becomes a means of helping him remember the words. For memorization, 10 words and phrases are given, such as, for example, truck, smart cat, dark forest, day, fun game, frost, capricious child, good weather, strong man, punishment, interesting tale. 1-1.5 hours after listening to a series of words and creating corresponding images, the child receives his drawings and remembers which word he made each of them for.
The level of development of spatial thinking is revealed in different ways. A.L. Wenger’s “Labyrinth” technique is effective and convenient. The child needs to find the way to a certain house among other, wrong paths and dead ends of the maze. In this he is helped by figuratively given instructions - which objects (trees, bushes, flowers, mushrooms) he will pass by. The child must navigate the maze itself and the diagram showing the sequence of the path, i.e. solving the problem.
Other common methods that diagnose the level of development of verbal-logical thinking are the following:
1. “Explanation of complex pictures”: the child is shown a picture and asked to tell what is drawn on it. This technique gives an idea of ​​how correctly the child understands the meaning of what is depicted, whether he can highlight the main thing or is lost in individual details, how developed his speech is.
2. “Sequence of events” is a more complex technique. This is a series of plot pictures (from 3 to 6), which depict the stages of some action familiar to the child. He must build the correct series of these drawings and tell how events developed. A series of pictures can be in content to varying degrees difficulties. “Sequence of events” makes it possible to see the same data as the previous technique, but, in addition, it reveals the child’s understanding of cause-and-effect relationships.
Generalization and abstraction, sequence of inferences and some other aspects of thinking are studied using the method of subject classification. The child makes groups of cards with inanimate objects and living beings depicted on them. Classifying various objects, he can distinguish groups according to functional characteristics and give them general names (for example, furniture, clothes), according to external characteristics (“all are big” or “they are red”), according to situational characteristics (a wardrobe and a dress are combined into one group because “the dress is hanging in the closet”).
When selecting children for schools whose curricula are significantly more complicated and where increased demands are placed on the intellect of applicants (gymnasiums, lyceums), I use more difficult methods. Complex thought processes analysis and synthesis are studied when children define concepts and interpret proverbs. The well-known method of interpreting proverbs has an interesting variant proposed by B.V. Zeigarnik. In addition to the proverb (“All that glitters is not gold,” “Don’t dig a hole for someone else, you will fall into it yourself,” etc.), the child is given phrases, one of which corresponds in meaning to the proverb, and the second does not correspond in meaning, outwardly it reminds. For example, to the proverb “Don’t get into your own sleigh,” the following phrases are given: “You don’t need to take on a task you don’t know” and “In winter they ride on a sleigh, and in the summer on a cart.” A child, choosing one of two phrases, explains why it fits the proverb, but the choice itself clearly shows whether it is meaningful or external signs the child orients himself by analyzing judgments.
Determining readiness for school can be carried out using a small number of methods; in case of doubt, you can use other similar methods that identify the same processes.
When determining psychological readiness for schooling, we must clearly understand why we are doing this. The following goals can be identified that need to be followed when diagnosing readiness for school:
1. Understanding the features psychological development children in order to determine an individual approach to them in the educational process.
2. Identification of children who are not ready for schooling in order to carry out developmental work with them aimed at preventing school failure.
3. Distribution of future first-graders into classes in accordance with their “zone of proximal development,” which will allow each child to develop in an optimal mode for him.
4. Delay for one year the start of education for children who are not ready for school (possible only in relation to children of six years of age).
Based on the results of the diagnostic examination, small groups and development classes can be created in which the child can prepare for the start of systematic schooling.
ANALYSIS OF THE CONTENT OF THE ACTIVITIES OF THE EARLY GROUP
CHILD DEVELOPMENT "HARMONY".
The study of this problem was carried out in the early development group "Harmony" of the Rossoshansky Children's and Youth House municipal district.
The main goal of creating the “Harmony” group: developing in preschoolers the necessary skills required for their social adaptation to the conditions of future school life, children mastering the rules and norms of communication with peers and adults, helping children identify and develop their individual characteristics in preschool age.
The Harmony group program is designed for one year of study for children aged 5-7 years. Classes are held 2 times a week. The duration of each lesson is 30 minutes. A child is enrolled in a group with the written consent of the parents. The group size is 16 people. Classes are held in a specially equipped room with study and play areas.
The program of the “Harmony” group consists of subprograms:
- “River”,
- "Entertainment"
- "The world",
- "Educational games",
- “World of Dance”,
- “Happy notes.”
A study of school readiness of children attending the Harmony group was conducted in January and April 2012. Four children participated in the study.
To determine changes in the level of development of cognitive processes, arbitrariness of logical connections, and motor skills, children were characterized by children's methodologist I.E. Samsha.
Lisa G. 6 years old, attends kindergarten No. 13, studies at speech therapy group, brought up in a complete family.
Very active child. He is the leader of the group. During classes, he listens carefully to the teacher and strictly fulfills the requirements. Speech is developed. Gives complete answers. Has a large vocabulary. The leading hand is the right. Fine motor skills of the hand are developed at a sufficient level. Remembers quickly. When describing an object, highlights essential features. Knows how to choose words to logically complete a chain. Lisa is physically developed, all movements are coordinated, she loves to draw, dance, and play outdoor games.
Nikita R. 6 years old, attends kindergarten No. 18, raised in a complete family.
An active child. During classes he fulfills the teacher’s requirements, but cannot concentrate on one object for a long time and is often distracted. One of the first to answer questions. Speech is developed. The leading hand is the right. Well developed visual memory. Able to quickly select the desired object from several. Knows the spatial concepts of “left”, “right”, etc. During breaks he finds something to do that suits his interests.
Nikita Z. 6 years old, does not attend daycare, is being raised in a complete family.
He is not active in class. Attention scattered. The leading hand is the right. Fine motor skills of the hand are not sufficiently developed, and he draws lines uncertainly. He gets tired quickly, so he does not fully comply with the teacher’s requirements. Answers questions mostly in monosyllables. Has a small vocabulary. Remembers slowly. When making drawings, he often uses only a simple pencil. Attracts the attention of peers with a set of unrelated phrases, which causes laughter. Has health problems (according to parents). During recess, children often receive complaints about Nikita's bad behavior. If he has difficulty completing tasks, he tries to escape reality.
Valya G. 6 years old, does not attend daycare, is being raised in a complete family.
Calm, balanced child. He is not active in class, but listens carefully and fulfills the teacher’s requirements. The leading hand is the right. Completes all tasks slowly. She often plays alone during recess. Able to compare. Very shy. Answers questions in monosyllables. Difficulties arise when composing a story based on a picture. Loves quiet games and enjoys drawing.
STANDARD CONVERSATION T.A. Nezhnova
We conducted a conversation about attitudes towards school and learning (Nezhnova T.A.) (Appendix 1), which is aimed at identifying motivational readiness
The results of the study conducted in January 2012 showed that Lisa G. is motivationally ready to study at school - school responses were 80%, and game responses were 20%. Nikita R. has an average level of motivational readiness to study at school; school responses are 60%, and game responses are 40%. Valya G. has a low level of motivational readiness to study at school; school responses were 40%, and game responses were 60%. Nikita Z. is not motivationally ready to study at school; the school answers were 20%, and the game answers were 80%.
The results of the study conducted in April 2012 showed that Lisa G. is motivationally ready to study at school, the school responses were 90%, and the game responses were 10%. Valya G. experienced improvements in motivational readiness for learning at school, school responses were 60%, and game responses were 40%, this indicates an average level of motivational readiness. Nikita R. has an average level of motivational readiness, just like in January, the school answers were 50% and the gaming ones 50%. Nikita Z. is not motivationally ready for learning, there have been minor changes compared to January, school responses were 30%, and game responses were 70%.
Lisa G. is motivationally ready for school. Wants to go to school, considers learning important and interesting. He prepares for school at home with his mother and goes to prep. Can read and count. Loves to play school. When he grows up, he wants to become a teacher.
Nikita R. and Valya G. have an average level of motivational readiness for school.
Nikita R. knows a lot about school and really wants to study. Prepares for school at home and in preparation. He believes that he needs to study. Doesn't play at school. If I didn't have to go to school, I would be at home and play games.
Valya G. prepares for school at home and in preparation. He believes that he needs to study and wants to go to school. If I didn’t have to go to school, I would sit at home and play. He rarely plays at school.
Nikita Z. is not motivationally ready to study at school. Doesn't want to go to school. If I could not study, I would stay at home with my mother. Prepare for school at home and in preparation. He knows that there are a lot of lessons at school, where they read and count.
Nikita Z. needs to pay great attention to the formation of motivational readiness.
KERN-JIRASEK TEST
To study the level of general development of the child, the Kern-Jirasek test was used (Appendix 3). It showed the following results:
Lisa G. received 2 points in January for drawing a person. The person looks like a man, the proportions are correct. The arms, legs, torso, head, neck are drawn a little, there is hair, I tried to highlight the hand, the eyes, lips, nose are highlighted on the face, the blush is indicated and the pupils in the eyes are highlighted. The man is drawn in clothes and shoes. The drawing is done in color. The phrase “He ate soup” was copied accurately, all the letters are legible. Received 1 point. I got 2 points when drawing dots. The number of dots corresponds to the sample, the proportions are not respected. Total score for the test - 5.
Three months later in April, Lisa G. received 4 points for the same test. The drawing of the phrase and dots is done exactly according to the model. The human figure is similar to that of a man. Arms, legs, head, neck are drawn, hands and fingers are highlighted. The face has eyes, nose, mouth and mustache.
Nikita R. completed the task with 6 points in January. The human figure is recognizable, similar to a man's. Arms, legs, head, torso are drawn, I tried to draw hands, there are ears, there is no neck. The letters are drawn correctly, the distance between the words is not maintained. The points are drawn correctly.
In April, Nikita also received 6 points. The drawings differ slightly from the first version. Arms, legs, head, neck, hands with fingers are drawn, ears and nose are missing. The man is drawn in clothes and shoes.
Nikita Z. scored 13 points in January. The proportions of the human figure are not met, the torso is missing, arms and legs are drawn with lines. The phrase is partially readable. The points are located randomly, and their number exceeds the number of points on the sample.
In April, Nikita received 10 points for the same task. There are almost no changes in the drawing of a person; a torso made in the form of a vertical line and ears appear. The phrase is readable, but some elements are missing. The points are drawn symmetrically, but the number is not observed.
Valya G. passed the test in January and received 8 points. The human figure is proportional, somewhat similar to the figure of a man. Arms, legs, head, neck are drawn, fingers and feet are missing. The phrase is readable, but there are unnecessary elements. The points are drawn with a violation of symmetry.
In April, Valya received 8 points. Changes in drawings are minor. Arms, legs, head, neck were drawn, I tried to draw hands.
The verbal part of the test includes 20 questions (Appendix 2). 39 points is the maximum value for this test. The results are shown in Diagram 3.
The results of a study of intellectual readiness conducted in January - April showed: Lisa G. and Nikita R. have a high level of intellectual readiness for school. Valya G. improved her result from a low level to an average level of intellectual readiness for learning at school. Nikita Z. has a low level of intellectual readiness for school; only minor changes have occurred.
Conclusions from the two studies:
Lisa G., Nikita R. showed a high level of intellectual readiness for school. They are able to generalize, compare, and analyze. Explain your answer choice. Children have a high level of awareness of the world.
Valya G. showed an average level of readiness. It was difficult to answer some questions. Able to generalize and compare. She answered questions briefly and hardly explained the choice of her answer.
Nikita Z. needs additional individual study, since his intellectual level of readiness for school is low. It was difficult to answer some questions. Able to generalize and compare. He answered questions briefly, without explaining the choice of answer. Low level of awareness of the world.
In the process of observing children and based on the results of the research, we can say that the “Harmony” group program makes it possible to prepare children for school. 90% of students in the “Harmony” group are ready to study at school. For children who are not ready for school, correctional work, recommendations are given to parents on what aspects of the child’s development they need to pay attention to
Unpreparedness for schooling may manifest itself in the following characteristics of the child;
1) he cannot concentrate on the lesson, is often distracted, cannot join the general work of the class;
2) has poor development of coherent speech and mental abilities, inability to ask questions, compare objects, and highlight the main thing;
3) shows little initiative, gravitates toward stereotyped actions and decisions, and has difficulty communicating with adults and peers.
Nikita Z.’s parents are recommended to pay great attention to preparing for school during the summer; school preparation programs available to parents are offered; it is also recommended to turn to specialists.
Thus, preparing children for school is a multifaceted task that covers all areas of a child’s life. One of its most important aspects is psychological readiness for school.
Psychological readiness for schooling is a holistic education that presupposes a fairly high level of development of the motivational, intellectual spheres and the sphere of volition.
A lag in the development of one of the components of psychological readiness entails a lag in the development of others, which determines the unique options for the transition from preschool childhood to primary school age.
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Psychological characteristics of children of senior preschool age (6 – 7 years old)

Senior preschool age (6 – 7 years) is characterized as a period of significant changes in the child’s body and is a certain stage in the maturation of the body. During this period, there is intensive development and improvement of the musculoskeletal and cardiovascular systems of the body, the development of small muscles, the development and differentiation of various parts of the central nervous system.

A characteristic feature of this age is also the development of cognitive and mental mental processes: attention, thinking, imagination, memory, speech.

Attention.If during preschool childhood involuntary attention is predominant in a child, then by the end of preschool age voluntary attention begins to develop. When the child begins to consciously guide and hold him on certain items and objects.

Memory. By the end of preschool age, voluntary visual and auditory memory develops. Memory begins to play a leading role in the organization of mental processes.

Development of thinking. By the end of preschool age, the development of visual-figurative thinking reaches a higher level and begins to develop logical thinking, which contributes to the formation of the child’s ability to identify essential properties and attributes of objects in the surrounding world, the formation of the ability to compare, generalize, and classify.

Development of imagination. By the end of preschool age development is underway creative imagination, this is facilitated by various games, unexpected associations, brightness and specificity of the presented images and impressions.

In the area of ​​speech development, by the end of preschool age, the active vocabulary expands and the ability to use various complex grammatical structures in active speech develops.

The activities of a 6-7 year old child are characterized by emotionality and the great significance of emotional reactions.

The mental development and formation of a child’s personality by the end of preschool age are closely related to the development of self-awareness. A 6-7 year old child develops self-esteem based on awareness of the success of his or her activities, peer assessments, teacher assessments, and the approval of adults and parents. The child becomes able to recognize himself and the position he is in. given time occupies a place in the family, in a children's group of peers.

In children of senior preschool age 6–7 years old, reflection is formed, i.e. awareness of their social “I” and the emergence of internal positions on this basis.

As the most important new formation in the development of the mental and personal sphere of a child of 6–7 years of age, the subordination of motives is. Awareness of the motive “I must”, “I can” gradually begins to prevail over the motive “I want”.

A child of 6–7 years of age strives for self-affirmation in activities that are subject to public assessment and cover various areas.

Awareness of one’s “I” and the emergence on this basis of internal positions by the end of preschool age gives rise to new needs and aspirations. As a result, play, which is the main leading activity throughout preschool childhood, by the end of preschool age can no longer fully satisfy the child. He has a need to go beyond his childhood way of life, to take an accessible place in socially significant activities, i.e. the child strives to adopt a new social position - the “position of a schoolchild,” which is one of the most important results and features of the personal and mental development of children 6–7 years of age.

The success of learning largely depends on the degree of preparedness of the child for school.

Readiness for school includes several components: first of all, physical readiness, which is determined by the state of health, the maturity of the body, its functional systems, because schooling contains certain mental and physical stress.

What does psychological readiness for school include?

Psychological readiness for schooling is understood as the necessary and sufficiently formed level of mental development of the child necessary for mastering school curriculum in a learning environment with peers.

The components of psychological readiness for learning at school are motivational, social-personal, intellectual and emotional-volitional readiness.

The internal mental life of a child who has become a schoolchild receives a completely different content, a different character, than in preschool childhood: it is associated with learning and academic affairs, and the child’s adaptation to school and success in learning will depend on the extent to which psychological readiness is formed.

Motivational readiness to school is characterized by the level of development of cognitive interest, conscious desire learn and the desire to achieve success in learning.

Social and personal readiness is characterized by the formation of the child’s internal position, his readiness to accept a new social position - the “position of a schoolchild,” which presupposes a certain range of responsibilities. Social and personal readiness is expressed in the child’s attitude towards school, towards educational activities, towards the teacher, towards himself, towards his abilities and work results, and presupposes a certain level of development of self-awareness.

Also, social and personal readiness includes the child’s development of communication skills and qualities necessary for communication and interaction with peers and the teacher, and the ability to engage in collective forms of activity.

Intelligent Readiness to schooling is an important prerequisite for educational success. Because related to development cognitive activity and mental mental processes - the ability to generalize, compare objects of the surrounding reality, classify according to essential characteristics, establish cause-and-effect relationships, draw conclusions, generalizations, conclusions based on available data.

An important part psychological readiness for learning is emotional-volitional readiness, which includes the formation of certain skills in the ability to manage one’s behavior, emotional stability, and the formation of skills of voluntary regulation of attention. Educational activity presupposes the necessary level of development of mental activity, the ability to overcome difficulties and fulfill certain requirements of the teacher.

Willful readiness includes the formation of the following components of volitional action: the ability to set a goal, make decisions, outline an internal plan of action, carry it out, show a certain volitional effort if necessary to overcome an obstacle, the ability to evaluate the result of one’s action.

The maturity of the components of volitional action is the basis for the development of volitional behavioral self-regulation skills, which are necessary for successful educational activities.

Let's get acquainted with requirements to the knowledge and practical skills necessary for a future first-grader

General erudition.

A first-grader must have knowledge and ideas about the world around him: the seasons (their signs), the flora and fauna, the way of life of people (clothes, shoes, dishes, equipment), knowledge about the rules of behavior, and traffic rules.

Mathematical knowledge.

The child should know:

O numbers and signs “+” and “-”;

O adjacent numbers within 10 “number neighbors”;

O quantitative composition of numbers within 10 (number composition);

O know the simplest geometric figures.

The child must be able to:

O solve arithmetic problems in one operation involving addition and subtraction;

O navigate on a sheet of paper, understand the expression “the length of one notebook cell”;

O solve examples within 10 (or 20);

O use a watch without a second hand.

Requirements for the level of oral literacy.

The child should know:

O alphabet;

O means of intonation expressiveness (raising and lowering the voice);

O a number of poems, nursery rhymes, riddles, counting rhymes.

The child must be able to:

O conduct sound analysis simple words, consistently highlighting and naming all the sounds in the word;

O distinguish and name vowels and consonants, hard and soft sounds;

O highlight the emphasis in words;

O verbally retell what you just read (text awareness);

O circle and copy (copy) printed letters and words.

Speech as an indicator of readiness for schooling (requirements for speech):

O clear pronunciation of all sounds of the native language;

O the child’s ability to speak, changing the dynamics, quietly - loudly - quietly, changing the pace of speech: fast - slow - fast;

O use means of intonation expressiveness in speech, be able to read a poem expressively;

O the level of culture of verbal communication must be formed;

O must be able to speak while looking the interlocutor in the eye, and not interrupt without apology two people speaking;

O the child must be able to conduct a dialogue, tell fairy tales and stories logically, without unnecessary repetitions, jumps and long pauses;

O be able to explain in your own words the meaning of a proverb or poem.

Requirements for the level of grammatical skills:

O development of fine motor skills of the fingers;

O the ability to create tension and relaxation in the muscles of the arm and hand;

O ability to hold a hand, pencil, brush correctly.

Requirements for the level of development of thinking and imagination:

O ability to perform an action classification;

O the ability to define a familiar concept through genus and species differences;

O the ability to build simple conclusions.

Marina Chitorkina
Program for developing the psychological readiness of children 5–7 years old in preparation for schooling

Committee of Education and Science of the Administration of Novokuznetsk

Department of Education for Kuibyshevsky District of Novokuznetsk

municipal budget preschool educational institution

"Kindergarten No. 114"

PROGRAM

FORMATION OF PSYCHOLOGICAL READINESS

CHILDREN 5 – 7 YEARS OLD IN PREPARATION FOR SCHOOL STUDY

Novokuznetsk urban district

Explanatory note

End preschool period is the time of onset of the so-called school maturity. Admission to school marks the beginning of a new age period in a child’s life - the beginning of a junior school age, whose leading activity is educational activity.

Child's readiness for school is a complex set of certain psychophysical conditions, abilities, skills and health. From how a child prepared for school, largely depends on how successfully it will be completed schooling.

There are different views on the definition readiness to learn. However, most scientists accept the fact that education can be effective only if the first grader has the necessary and sufficient learning qualities. A child entering school, must be mature physiologically and socially, he must reach a certain level of mental and emotional-volitional development.

Back in the 1950s, L. I. Bozhovich noted that it consists of a certain level of development of mental activity, cognitive processes, readiness to voluntary regulation of one’s cognitive activity and social position schoolboy.

Similar views were held by A.V. Zaporozhets (1986, who believed that readiness for school represents a whole system of interrelated qualities of a child’s personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree formation mechanisms of volitional regulation of actions, etc. The ideas of this approach are reflected in the works of N. I. Gutkina (1993, which also emphasizes the decisive role of motivation in children's readiness for school. The author pays special attention to voluntariness, the weak development of which is considered as the main prerequisite for the difficulties that arise when schooling.

In the works of L. A. Venger and A. L. Venger (1994, D. B. Elkonina (1994) as the most important parameters psychological readiness of children for learning are called following: presence of prerequisites for formation educational activities (the ability to focus on a system of rules, the ability to listen and follow instructions from an adult, the ability to work according to a model determined by the achievement of a new level mental regulation; development of visual – figurative and logical thinking, motivational and emotional spheres of the individual.

Thus, the concept « child's readiness for school» , complex, multifaceted and covers all areas of his life.

The problem is different children's preparedness significantly complicates their adaptation to new conditions school life, complicates the organization educational process. One of the most common reasons school academic failure is that many children "small" psychologically, that is, not ready for school, new living conditions, a system of requirements that school presents to the student.

Organization preschool preparation– the task of all adults surrounding the child. It is important that during this period parents and teachers preschool educational institutions have combined their efforts aimed at educating the future schoolboy.

In system preparing preschoolers for school It is relevant to organize a teacher - developmental psychologist that help form and develop school-relevant skills in children, adapt them to schooling.

Today there is a need to build a system preschool and preschool education through creating conditions for an equal starting level children upon entering school. To ensure that every child has a fair start that will enable them to successfully study at school, it is necessary to standardize the content in a certain way preschool education , in whatever educational institution the child did not receive it.

Psychological readiness for schooling- holistic education, which presupposes a fairly high level of development of the motivational, cognitive, emotional-volitional and communicative spheres of the child. Delay in the development of one of the components psychological readiness entails a lag in the development of others, which determines unique options for the transition from preschool childhood to primary school age.

Psychological readiness of a child for schooling- this is one of the most important results mental development during preschool childhood. High demands of life on the organization of education and training force us to look for new, more effective psychologically-pedagogical approaches aimed at bringing methods training in accordance with the requirements of life. In this sense the problem readiness of preschoolers to study at school takes on special significance.

Program involves activities with children preparatory group(5 - 7 years) once a week. The duration of such classes is 30 - 35 minutes. The optimal number of participants is 8-10 people. Program designed for 22 lessons.

Target programs: formation of readiness for schooling and positive attitude towards school.

Tasks programs:

Development of cognitive processes;

Development of arbitrariness of behavior;

Development of communication skills, cooperation in a peer group and when interacting with other people;

Development of the emotional sphere, introducing the child to the world of human emotions;

Speech development, vocabulary, fine motor skills;

- formation motivation to learn and interest in the process itself training.

Before conducting correctional classes and after completing the course of classes, diagnostics were carried out readiness of preparatory children groups according to the following methods:

Questionnaire for parents (Annex 1)

Diagnostics school readiness according to N. N. Pavlova, L. G. Rudenko (Appendix 2)

II. Used psychodiagnostic techniques

Questionnaire for parents

Target: parents will be able to independently assess quite objectively your child's readiness for school.

Diagnostics school readiness according to N. N. Pavlova, L. G. Rudenko.

Target: diagnostics psychological readiness of children 5-7 years old for schooling.

List of equipment for program:

Demonstration and teaching materials– poster for the exercise "Orientation in space", a set of pictures for the exercise "What's first, what's next", "Remember, draw", "Guess what our name is", 10 pictures for the exercise "What Disappeared", chalk and. d.

Handouts by number children - counting sticks, simple and colored pencils, sets "Learning to count", forms with tasks, forms for tests “Does the child want to go to school?» .

A tape recorder with a recording of calm music - "Sounds of the rain", "Sounds of nature", "Sea breeze" etc.

Game material – ball, bell, ball of thread, hedgehog, etc.

Program for the formation of psychological readiness of children 5 - 7 years old in preparation for schooling divisible by six blocks:

Introductory block programs -“Meet me – it’s me!” aims to create psychologically a favorable atmosphere of trust and acceptance, establishing emotional contact with children. The block includes classes aimed at getting to know children, establishing rules and rituals in classes, and also provides introductory diagnostics children aimed at studying the group in order to correct programs. At this stage of work, emotional contact is established, implying emotional interaction with the child on the basis of the levels of affective organization available to him, and the child’s emotional tone is also raised due to impressions familiar to him, corresponding to the level to which he is most adapted.

Communication block – "Let's live in peace!". The goal is formation and development of communicative skills: listen to each other, establish contact, maintain a conversation. Development of constructive communication skills with children and adults. Using appropriate techniques ( psychocorrectional games, fairy tales, didactic exercises, etc.) children is formed socially adequate ways of interacting with the outside world. In this block, children are introduced to fairy tales. When telling a fairy tale to children, it is necessary to express genuine emotions and feelings, since children are very sensitive to exaggeration and deception. The main points must be highlighted with appropriate voice intonation, volume or pause. At this stage of implementation children's programs are being formed communicative skills: listen to each other and understand, establish contact, develop communication skills in various situations.

Cognitive block – "What surrounds me".

Target: development of cognitive mental processes - perception, memory, attention, imagination; development of the intellectual sphere - thinking skills, visual-effective, visual-figurative, verbal-logical, creative and critical thinking, as well as creating conditions for the formation of an internal position schoolboy. For this block, exercises were selected to develop cognitive processes. The classes use riddles as an introduction to the topic under discussion, a link between the exercises and a means of emotional release. Solving riddles is great mental gymnastics.

Motivational block

Target - formation of motives in children motivating to learn. Here preschoolers expand your understanding of school what new responsibilities will they have in school; learn about the system of requirements imposed school and teacher. Motivational readiness - children's desire to go to school, interest in school, desire to learn new things. For formation of motivational readiness for school riddles were used on school theme , selected games for school theme.

Emotional-volitional block. The main thing in the development of emotional-volitional school readiness is devoted to cultivating motives for achieving goals (not to be afraid of difficulties, the desire to overcome them, not to give up on the intended goal). Children need to learn to manage their behavior (in class, during recess, maintain efficiency during one lesson and during the school day, and also be able to manage their emotions. To develop the emotional-volitional sphere, fairy tales, looking at paintings, and listening to music were used.

Final block – “Look what I can do!”- solves the problem of identifying the level of assimilation programs through carrying out final monitoring procedures. For final classes games and exercises were selected aimed at repeating knowledge and consolidating the skills acquired by children during the course of classes.

IV. Class structure

1. The introductory part consists of a constant ritual of starting classes; The beginning of a lesson is a kind of ritual so that children can tune in to joint activities, communication, and wish each other something pleasant.

Rituals for starting classes - "Magic Ball", "I'm glad to see you", "Echo", "Compliments", "Good morning" (Appendix No. 3)

Rules for working in the classroom. At the beginning of each lesson, children are given attention, mutual respect, patience and let it slip rules of conduct in class. 1. "Respect yourself and others children» (don’t talk in class unless it’s related to completing a task; listen carefully to other guys) 2. "Don't shout even if you know the right answer" 3. “Raise your hand if you want to answer a question or ask something.” 4. "We work together" 5. “We address the guys by name.

2. The main part is directed on:

Development of communication skills.

Development of cognitive processes;

Development of the emotional sphere.

The main part of the lesson is based on an entertaining, playful form and using games to develop thinking, memory, attention, imagination, and speech.

Physical training breaks are widely used to improve coordination of movement, posture, performance, graphic dictations for the development of fine motor skills of the hands and spatial imagination, eye training.

The role of riddles in teaching children. The classes used riddles as an introduction to the topic under discussion, a link between the exercises and a means of emotional release. Solving riddles is great mental gymnastics. Guessing riddles develops mental activity, intelligence, and speed of reactions; contributes to expanding knowledge about the world around us.

Particular attention was paid to fairy tales. Tales for school adaptation . Admission to school- this is a new stage in the life of a child. Many children cross the threshold with trepidation and excitement schools. This solemn event is sometimes overshadowed by anxiety and fear of the unknown. To avoid negative emotions in future first-graders, help them adapt to school, the following are offered fairy tales: Creation "Forest schools» , "Bouquet for the teacher", "Funny Fears".

Tales about the attitudes of students to attributes school educational environment. For some children school attributes are an additional motivating factor. The proposed fairy tales have an organizing influence on educational activities, teach children handle correctly school supplies , treat them adequately, develop accuracy and independence: “Collecting a briefcase”, "Magic Apple".

Tales about the attitude of students to lessons and activities. An adequate attitude towards the results of their activities allows children to understand the logic of the process training, a direct dependence of the assessment on the labor expended or the mastery of the material. The following may contribute to this fairy tales: « School marks» , "Sloth", "Cheating", "Clue".

Fairy tales about health Problems of fatigue, irritability caused by stress on the arm, limiting the child’s exposure to the air, excessive enthusiasm for television programs or playing on the computer, find solutions in the following fairy tales: "Graft", "Cheating Vacation".

Tales of school conflicts. These tales are aimed at correcting aggressive behavior. Irritable or aggressive reactions may be a way to level out emotional discomfort caused by certain events school life. Professional caution is necessary at such times. The proposed fairy tales allow the emergence of emotional resonance, which contributes to the discharge of negative emotions and the development of effective strategies of behavior in certain situations. school situations: "Sneak", "Tail", "Fights", "Friendly Country".

In conclusion a fairy tale "Pride schools» .

3. Relaxation exercises are aimed at removing psycho-emotional stress, instilling the desired mood and behavior. (Appendix No. 5)

4. The final part consists of summarizing the acquired skills and summing up the results and ritual of ending the lesson. End of class rituals - "Circle of friends", "Friendship Relay", "Rays of Sunshine", “Everyone, goodbye everyone!”, "Good wishes". (Appendix No. 4)

The concept of a child’s readiness for school. Basic theoretical approaches to considering the problem of preparing children for school. Pedagogical means of forming the components of readiness for school learning in preschoolers in a kindergarten.

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MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

Federal State Educational Institution

higher professional education

"Volgograd State Social and Pedagogical University" (FSBEI HPE "VGSPU")

Faculty of Preschool and Primary Education

Department of Pedagogy and Psychology of Primary Education

Course work

in the discipline "Pedagogy"

direction 050100 “Pedagogy”

Formation of readiness for schooling in children 6-7 years old

Executor

Kutnyashenko Lina Gennadievna

III year gr.PBZ-32

Scientific director

Bobrysheva I.V., Ph.D. ped.

Volgograd 2014

Introduction

Our course work is devoted to one of the most pressing topics of modern child psychology and pedagogy, the search for effective ways to form components for school. A huge number of books, articles, collections are devoted to this problem, and a huge number of methods have been proposed for studying the level of readiness of a child for learning at school. Scientists such as L.S. have been and are studying the problem of developing readiness for school. Vygotsky, J. Piaget, D.B. Elkonin, E.E. Kravtsova, E.A. Arkin, A.N. Leontiev et al. The problem of psychological readiness for school is not new for psychologists. In foreign studies, it is reflected in works studying the school maturity of children. (A. Kern 1951; S. Strebel 1957; J. Jirasel 1970; A. Anastasi 2001; J. Shvantsar 1978, etc.)

However, despite the abundance of material existing on this issue, there is a deep-rooted misconception that readiness for school is the amount of knowledge and skills that a child managed to acquire during the years of preschool childhood, including the ability to read and count. The schools themselves took part in shaping this approach for future students, testing children before entering first grade. And parents, instead of promptly giving their child the knowledge necessary for his age, introducing him to the features of the world around him, reinforcing the information received during games, simply train their children to fill out all kinds of tests. Parents perceive the child as a jug that can be filled with knowledge and whose main task is to take care not to spill this knowledge.

Our task is to understand what it means to be “ready for school” and what qualities a future first-grader needs in order to adapt to new conditions and be able to perceive the material offered. The relevance of the research problem is that now the very high demands of life on the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life.

Target course work- search for effective means of forming the components of readiness for school education in a preschooler in a kindergarten.

Object of study - educational process in kindergarten.

The subject of the study is the formation of readiness for learning at school in a kindergarten.

In connection with this goal, we put forward a hypothesis: if the teacher systematically conducts diagnostics to identify knowledge, skills and abilities and organizes correctional work with children based on the diagnostic results, which is the basis for constructing educational process based on an individually differentiated approach, then children develop the necessary level of readiness for successful learning educational material at school, provided that correctional work will be included in the lesson schedule twice a week in the form of special games, activities, dividing children into subgroups in the 1st and 2nd half of the day (respectively, 1st subgroup - in the 1st half of the day, 2nd subgroup - in the 2nd half day) or with the whole group of children at the same time.

In our work we set the following tasks:

1. Study psychological and pedagogical literature on the problem of forming readiness for schooling in preschoolers.

2. Identify pedagogical means of developing readiness for learning at school.

3. Diagnose the level of formation of the components of readiness for learning at school among pupils of the experimental group.

4. Test a diagnostic and correctional program to develop readiness for schooling in children aged 6-7 years.

Main research methods: theoretical analysis of scientific literature; observation, conversation, testing.

Experimental research base: preschool educational institution kindergarten No. 285, Krasnoarmeysky district, Volgograd.

Chapter 1. The problem of developing children’s readiness for school in the psychological and pedagogical literature

1.1 The concept of a child’s readiness for school. Basic theoretical approaches in considering the problem of preparing children for school

One of the important issues of a child’s entry into school life is his readiness for school. Currently, there are a large number of definitions and classifications of a child’s readiness for school. The classification proposed by R.V. seems to us to be the most thorough. Ovcharova. She highlights special, psychological and physical readiness. Psychological includes: personal and socio-psychological, intellectual, emotional-volitional. In our work we will consider psychological readiness for learning at school.

Great interest in this issue is due to the fact that readiness for schooling is the most important new development of preschool age. Being the result of a child’s development over the first seven years of life, it ensures the transition to the position of a schoolchild and acts as a necessary foundation for mastering the school curriculum.

In the historical aspect, the problem of readiness for learning was initially considered as a pedagogical problem. Educators have been considering this problem since public educational establishments(Ya.A. Komensky, K.D. Ushinsky, A.S. Simonovich, etc.)

One of the first to address the problem of developing children's readiness for school was Y. Komensky. He believed that systematic schooling should begin at the age of seven if the child has developed solid knowledge in various areas of the world around him: mathematics, grammar, geography; the ability to reason logically, the ability to correctly pose questions and give accurate answers; interest in school and educational activities. K. Ushinsky also wrote in his works that the main directions of preparation for the beginning of systematic education should contribute to the development of the child’s ability to focus attention on one subject, listen to what is said to him, and express his thoughts in complete sentences.

But neither Y. Komensky, nor K. Ushinsky, nor other teachers introduced the concept of “readiness to learn.” For the first time, the concept of “psychological readiness for learning” was proposed by A.N. Leontiev.

A. Leontyev believed that the basis of psychological readiness is “controlled” behavior, that is, not just fixed in a skill, but consciously controlled behavior. This control, according to A. Leontiev, does not require specially directed attention. “The student must behave in the lesson appropriately - sit correctly at the desk, do not fidget, do not swing his legs, in a word, do not “forget” for a minute, no matter how absorbed his attention is in what the teacher is telling in the class.”

According to A. Leontiev, “controlled” behavior involves three points:

So that the child’s actions are guided by motives;

So that a hierarchy of motives and their subordination are established in behavior;

So that important, socially valuable motives become stronger and suppress, subjugate random impulses and desires.

The problem of school readiness has been studied both in our country and abroad.

Foreign authors studying school maturity do not have a clear and unambiguous definition of this concept. Thus, according to A. Anastasi, school maturity is the mastery of skills, knowledge, abilities and other behavioral characteristics necessary for the optimal level of mastery of the school curriculum.

J. Švantsara more succinctly defines school maturity as the achievement of such a degree in development when the child “becomes able to take part in school education.” J. Švantsara identifies mental, social and emotional components as components of readiness to learn at school. According to S. Strebel and A. Kern, a child entering school must be mature in mental, emotional and social terms. They identify several features that determine the components of school maturity they have identified. S. Strebel and A. Kern believe that intellectual maturity can be judged by the following characteristics:

Differentiated perception (perceptual maturity), including the identification of figure and background;

Concentration of attention;

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

Logical memorization;

Sensorimotor coordination;

Ability to reproduce a sample;

Development of fine hand movements.

They talk about emotional maturity:

Reducing impulsive reactions;

Opportunity long time perform a not very attractive task.

Social maturity is evidenced by:

The child’s needs for communication with peers and the ability to subordinate his behavior to the laws of children’s groups;

The ability to play the role of a student in a school teaching situation.

According to J. Jirasek, achieving school maturity in all components psychological structure depends on factors that affect the somatic and mental development of the child.

These are organic (stimulating nature of the environment, emotional atmosphere, mental activity itself, systematic education and training) factors.

Thus, we can say that in the works of foreign psychologists discussed above, a child who is ready for school is presented not only as having a sufficient set of knowledge and skills to master the school curriculum, but also as being able to interact in a peer group, obey the requirements of the school routine and the teacher. That is, a child entering school, according to foreign psychologists, has sufficient social, intellectual and emotional maturity.

In Russian psychology, the theoretical study of the problem of psychological readiness for schooling is based on the works of L.S. Vygotsky. It was studied by the classics of child psychology L.I. Bozovic, D.B. Elkonin and well-known modern specialists L.A. continue to study. Wenger, N.I. Gutkina, N.V. Nizhegorodtseva, V.D. Shadrikov, E.E. Kravtsova and others.

In modern works domestic psychologists There are several definitions of the concept of “psychological readiness for school.” They can be found in the works of N.I. Gutkina, N.V. Nizhegorodtseva, V.D. Shadrikova. These authors propose to consider psychological readiness for schooling as a multicomponent education.

N.I. Gutkina believes that psychological readiness for school is a necessary and sufficient level of mental development of a child for him to master the school curriculum in a peer group environment.

N.I. Nizhegorodtseva and V.D. Shadrikov note: psychological readiness is a complex structural-systemic formation, which includes personal motivational and volitional spheres, elementary systems of generalized knowledge and ideas, some educational skills, abilities, etc.

Thus, psychological readiness is a complex complex education, representing such a level of mental development of a child that will allow him to successfully assimilate school curriculum, obey the requirements of the school schedule and the teacher.

In Russian psychology, there were different approaches to studying children’s readiness for school. The first approach includes research aimed at developing in preschool children the skills and abilities necessary for learning at school. The possibilities of expanding the scope of knowledge, skills and abilities that children can master in preschool age were studied. These are the works of A.M. Leushina, L.E. Zhurova and others. Research by A.M. Leushina was aimed at studying the ability of preschool children to acquire basic mathematical knowledge. L.E. Zhurova studied the possibility of teaching preschool children to read and write.

These works have shown that through specially organized classes it is possible to successfully teach preschoolers the basics of mathematics and literacy, significantly improving their preparation for school.

The second approach includes studies of the genesis of individual components of educational activity. Thus, in the works of T.S. Komarova, the influence of visual creativity was studied. V.G. Nechaeva and A.N. Davidchuk studied constructive creativity: design by show and by design (with V. Nechaeva); according to the model and according to the conditions (A. Davidchuk) when the teacher verbally sets out the requirements for the construction. That is, preschoolers can be taught to act according to a model, listen and follow instructions from an adult, evaluate their work, developing those skills that will be useful to them in the process of schooling.

The third approach includes works in which psychological readiness is considered as a complex of certain mental qualities that are the most important prerequisites for successful inclusion in school life. Is not it. Bozhovich identified two components that influence the success of learning and determine readiness for educational activities - these are intellectual and personal. Personal readiness involves the formation of the “internal position of the student” - when the child expresses a desire to learn.

M.I. Lisina considers communicative readiness for schooling as the main condition for the formation of a state of general readiness for learning and forms the basis for the development of mental and volitional abilities in children. Among the authors who studied the communicative component, one can also highlight Y.L. Kolominsky, E.O. Smirnova, E.E. Kravtsova.

Ya.L. Kolominsky proposes to expand the concept of “readiness for school” with a new aspect - “socio-psychological readiness,” which he views as the child’s readiness for interaction with others.

G.G. Kravtsov and E.E. Kravtsova also highlight the sphere of a child’s communication with adults and peers as the most important in psychological readiness. They consider three areas as indicators of readiness for school: attitude towards an adult, towards a peer and towards oneself.

E.O. Smirnova proposed to consider the situation of organized schooling as a situation of communication, where an adult and a child enter into a certain relationship - the relationship of a student and a teacher.

1. The child has the ability to perceive an adult in the role of a teacher, obey his requirements, and comply with the norms and rules of school life.

2. A certain level of communication with peers: developed ability to act together with others, to give in in some circumstances and not to give in in others, to defend one’s position.

M.I. Lisina, E.O. Smirnov distinguishes two forms of communication between a child and adults, which successively replace each other throughout preschool age: extra-situational-cognitive and extra-situational-personal. The highest form of communication with adults for a preschooler is non-situational and personal, when the child adequately relates to an adult as a teacher. The non-situational nature of such a child’s communication allows him to focus on the task given by the adult teacher and subordinate his actions to his instructions. When he notices, the child changes his solution method, asking how to do it correctly, and after encouragement he gains confidence in his actions. Thus, the presence of an extra-situational-personal form of communication in a child entering school determines his communicative readiness for school.

D.B. Elkonin, A.V. Zaporozhets, N.I. studied emotional-volitional readiness for school. Gutkin, E.O. Smirnova and other scientists. They indicate that a sufficient level of development in a child of the emotional-volitional sphere is an important aspect of psychological readiness for school. After all, school life requires the child to strictly follow certain rules of behavior and independent organization activity and without sufficient development of the emotional-volitional sphere, the child will not be able to follow the rules of the school routine, monitor his behavior in class, or organize his activities.

N.V. Nizhegorodtseva and V.D. Shadrikov divide educationally important qualities into two groups - basic and leading. The basic ones combine such qualities as: motives for teaching, creative thinking, logical thinking, basic speech, mathematical knowledge and skills. Leading qualities have a direct and immediate impact on the success of mastering program material: learning motives, visual analysis, learning ability, verbal mechanical memory, ability to accept a learning task, graphic skills. They believe that it is precisely the development of these qualities that should be paid attention to when organizing diagnostic and correctional-developmental work.

Having analyzed the approaches to considering psychological readiness for school that exist in Russian psychology, we can come to the conclusion that some researchers (A.M. Leushina, L.E. Zhurova, T.S. Komarova, A.N. Davidchuk, V.G. Nechaeva and others) pay great attention either to the formation of components of educational activity, or to the development of those skills and abilities that are necessary at school. Their works propose a methodology with which a teacher can organize classes, but little attention is paid to theory. The works of other authors (L.I. Bozhovich, E.E. Kravtsova, N.V. Nizhegorodtseva, V.V. Shadrikov, etc.) analyze neoplasms of preschool age, the requirements imposed on the child by the school in accordance with the law on education R.F., and the Federal State Educational Standard for preschool education, and determines the complex of mental qualities that are most important for successful learning and adaptation to new activities.

All authors agree that psychological readiness for school is a complex complex formation, consisting of several components: intellectual, emotional-volitional, personal and motivational, communicative readiness. All these components are important in general, in order for studies to be successful and adaptation to new school conditions to occur more quickly.

1.2 Pedagogical means of forming in preschoolers the components of readiness for learning at school in a kindergarten

The main task of a kindergarten is to promote the overall development of the child and develop his cognitive interests. Therefore, working methods differ from those used by teachers at school. In kindergarten, it is not the child who adapts to the educational system, but the education that adapts to the child: his interests, the types of activities characteristic of him. Education in kindergarten is carried out gradually, and there is no problem of academic failure. At school, the child must adapt to systematic, strict training. .

A child, coming from kindergarten, will be faced with a change in his social status. The emotional comfort that he experienced in kindergarten and the close relationships with teachers are replaced by regulation, orderliness, and standardization of his personality. At school, the number of informal contacts with children sharply decreases, the child’s role positions are strictly fixed, and communication with the teacher becomes distant.

To form a child’s psychological readiness for schooling, there is no need to send him to school early. He needs a variety interesting life, in which he acquires comprehensive gaming experience, learns meaningful communication and interaction with adults and peers, and has the opportunity to play music, draw, and design. He must move a lot and in a variety of ways, develop coordination of movements and strengthen fine motor skills. All this will be his psychological preparation for school.

Over the past few decades, children have experienced a process of acceleration (acceleration of development). In this regard, the traditional crisis of seven years, the appearance of which serves as one of the indicators of a child’s readiness for school, began to occur earlier - at 5-6 years. At the present stage of human development, the process of acceleration is changing to the opposite process - deceleration (deceleration of development). Therefore, the preschool leap in mental development occurs in children 1.5-2 years later - at the age of 7-8 years. Now, coming to school even at the age of seven, children, without going through the necessary path biological development brain in particular, they are not ready for it psychologically, experiencing significant difficulties in the process of adaptation to the requirements of the school and the conditions of the educational process.

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

Firstly, this is general development. By the time a child becomes a schoolchild, his overall development should reach a certain level. We are talking primarily about the development of memory, attention and especially intelligence. And here we are interested in both his existing stock of knowledge and ideas, and his ability, as psychologists say, to act on the internal plane, or, in other words, to perform certain actions in the mind;

Secondly, it is the development of the ability to arbitrarily control oneself. A child of preschool age has vivid perception, easily switched attention and a good memory, but he still does not know how to control them voluntarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if it somehow attracted his attention, but he will focus for any long time on what does not cause his immediate interest, it's difficult for him. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability of a broader plan - to do not only what you want, but also what you need, although, perhaps, you don’t really want it or even don’t want it at all;

Thirdly, the formation of motives that encourage learning. This does not mean the natural interest that preschool children show in school. We are talking about cultivating real and deep motivation, which can become an incentive for their desire to acquire knowledge. Forming motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of a kindergarten and family in preparing children for school.

The work of a kindergarten teacher in developing children’s motives for learning and a positive attitude towards school is aimed at solution of three main tasks:

1. formation in children of correct ideas about school and learning;

2. formation of a positive emotional attitude towards school;

3. formation of experience in educational activities.

Currently there are different kinds preschool education programs that involve, to one degree or another, the formation in children of components of readiness for school. Let's introduce some of them.

The “Childhood” program is based on a comprehensive thematic principle of constructing the educational process, which is based on the idea of ​​integrating the content of different educational areas around the same general theme, which for a certain time (week) becomes unifying, for example “Our favorite toys”, “Our kindergarten”, “My family”, “Seasons”. The choice of topic takes into account the interests of children, educational development tasks, current phenomena and significant events (seasons, holidays). The program, which is humanistic in orientation, allows the teacher, based on age criteria, to take into account the different rates of development of children and implement an individual approach to them.

The program “From birth to school” edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva.

The program was developed in accordance with the current Federal State educational standards(Federal State Educational Standard, Order No. 1155 of October 17, 2013).

The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. A special role in the program is given to gaming activities as leading ones in preschool childhood. Leading goals of the program:

Creation favorable conditions for a full-fledged life for a preschool child.

Formation of the foundations of the basic culture of the individual.

Comprehensive development of mental and physical qualities in accordance with age and individual characteristics

Preparing for life in modern society, to schooling.

Our kindergarten No. 285 in the Krasnoarmeysky district works according to the “Childhood” program; in addition to the program, they use various forms and methods of work: excursions to school, conversations about school, reading stories and learning poems school theme, looking at pictures reflecting school life and conversations about them, drawing school and plot role-playing games to school.

Conclusions on the first chapter

Our analysis of the literature on the problems of psychological readiness for schooling allows us to speak about the great significance of this problem for various specialists (teachers, psychologists, speech therapists) working with children in the preparatory group of kindergarten. Psychological readiness for school is the most important outcome of preschool childhood. It ensures the transition to the position of a schoolchild and is a necessary foundation for mastering the school curriculum.

School and kindergarten are two adjacent links in the education system, and their task is to provide high-quality psychological and pedagogical support, which allows not only to overcome the difficulties that arise in a child, but also to ensure their prevention. It is important to organize timely assistance from medical workers and children's clinics, correctional psychological assistance in kindergartens and schools, mobilization of efforts and, of course, understanding and cooperation with parents, with the child's family, which is a direct link in working with children. The multifaceted nature of the problem of continuity between kindergarten and school requires constructive dialogue between all interested social and administrative groups and structures.

So, pedagogical means for forming in preschoolers the components of readiness for learning at school among pupils of the preparatory group of kindergarten are different. First of all, the teacher adheres to the program according to which the kindergarten operates, which he took as the basis for his educational process. It is important not to forget that an adequate form of education for preschool age is a game, so the teacher must promptly identify those children who are beginning to lose interest in the game and those who play at a primitive level. For the first children, it will be useful to carry out special tasks, assignments for “their own affairs in the group.” They need to be more occupied with drawing, modeling, applique, and design. They should not be forced to play. During training sessions, such children should be offered tasks that have the form of a learning task and give a productive result.

For children who are more interested in play, games of a higher level may be useful (arrange a performance in a children's theater with the distribution of roles, during the game invite the child to make the missing item himself), playing together with a teacher. In classes, you need to offer children tasks that have playful attractive moments, praise them more often, not reproach them for failure, and make comparisons in their favor. During classes, take more breaks - musical, physical education. When explaining, it is advisable to split the material into small portions and organize its assimilation in a game connected by one general idea (“Journey through the Land of the Literate”, “The Kingdom of Mathematical Traps”).

Chapter 2. Formation of psychological readiness for learning at school among pupils of the preparatory group of a preschool educational institution

2.1 Diagnosis of readiness for schooling in children 6-7 years old

In our work, we will consider psychological readiness as an extremely important and significant aspect, and within it there are four components of a child’s readiness for schooling: intellectual, emotional-volitional, personal (motivational) and communicative. We diagnosed the formation of components of readiness for schooling among pupils of an experimental groups.

To identify intellectual readiness, we used orientation test Kern-Jirasek's school maturity; To identify the emotional-volitional component, N.I. Gutkina’s “House” technique was used, T.A. Nezhnova’s “Conversation about School” technique was used to determine personal (motivational) readiness for school; To identify communicative readiness, we used the “Form of communication between a child and an adult” method (M.I. Lisina).

The intellectual component of psychological readiness is the least studied. To assess it, the Kern-Jirásek indicative test of school maturity is most often used. This test reveals the general intellectual level of children 6-7 years old. The apparent simplicity and speed of the test, the presence of a detailed description of the child’s actions, assessed by one point or another, made this test attractive not only for psychologists, but also for teachers, including kindergarten teachers; Based on this test, they began to draw categorical conclusions about the child’s readiness/unpreparedness for schooling. Meanwhile, Kern-Jirasek himself emphasized that while good results on this test quite reliably predict high learning success, then a bad result does not have such an indicative ability. This does not mean that low test results do not provide psychodiagnostic information at all. They are a reason for increased attention to the child, increased emotional and pedagogical support at the very beginning of education, and in some cases (with particularly low results) - an in-depth psychological examination. The Kern-Jirásek Indicative School Maturity Test consists of three tasks:

1) drawing a male figure from memory;

2) copying written letters;

3) drawing a group of points.

Purpose of the study: to determine functional readiness for school learning (psychomotor maturity): development of fine motor hand and coordination of vision and hand movements (i.e., skills necessary for mastering writing), the ability to imitate a model and work concentratedly, without distraction, for some time not a very attractive task; definition in general outline intellectual development of the child (drawing of a male figure from memory).

Material: a form on the front side of which should contain data about the child and leave free space for drawing a 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 child to reproduce samples.

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

Research procedure: The study is conducted with a group of children. The duration is approximately 10-13 minutes. Instructions for using the test (Appendix 1).

Processing and analysis of results:

The result of each task was assessed using a five-point system (1 - the highest score; 5 - the lowest score), and then the total result for the three tasks was calculated. The development of children who received a total of 3 to 6 points on three tasks are considered “school-age-mature”, from 6-9 points “average-mature”, from 9 to 15 - below the norm.

Methodology “House” by N.I. Gutkin

To study a preschooler’s arbitrary sphere, we used N.I. Gutkina’s “House” technique, which is a task of drawing a picture depicting a house, the individual parts of which are made up of capital letters.

Purpose of the study: to identify the child’s ability to focus his work on a model, the ability to accurately copy it, to identify features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.

In this sense, the “House” technique can be considered as an analogue of tasks No. 2 and 3 of the A. Kern-J. Jirasek test (copying written letters and drawing a group of dots), and the “House” technique gives the closest results with task No. 2 of the Kern-Jirasek test. Jirasek. However, the “House” technique makes it possible to identify the peculiarities of the development of voluntary attention, since when processing the results only “attention errors” are taken into account, while the Kern-Jirasek test does not allow determining, for example, what was the reason for poor performance of the task: poor attention or poor spatial perception.

Material: a form, on the left side of which there is a picture depicting a house, the individual details of which are made up of elements of capital letters. The right side of the form is left free for the child to reproduce the sample (Fig. 2.1).

Criteria for assessing the results obtained (for children from 5 years 7 months to 6 years 7 months):

1) 0 points - high level of development of voluntary attention;

2) 1 - 2 points - average level of development of voluntary attention;

3) 3 - 4 points - below average level;

4) more than 4 points - low level of development of voluntary attention.

Processing and analysis of results.

Because the this technique is clinical in nature and does not have

normative indicators, then the results obtained from it are interpreted not from the point of view of normality - abnormality of the child’s development, but from the point of view of the characteristics of his sensorimotor development.

Methodology “Conversation about school” by T.A. Nezhnova

Purpose of the study: using T.A. Nezhnova’s “Conversation about school” method, we identified personal (motivational) readiness for school, which implies the child’s attitude towards educational activities as a socially significant matter and the desire to acquire knowledge. The prerequisite for the emergence of these motives is the general desire of children to go to school and the development of curiosity. Treating yourself as a student, that is, they found out the level of formation of his “internal position of a schoolchild,” when a child dreams of school and expresses a desire to learn.

Material: list of questions, protocol.

The procedure consists of three stages: motivational, orientation and performance. The procedure and survey protocols are in Appendix 3.

Methodology “Form of communication between a child and an adult” (M.I. Lisina)

Communicative readiness for school is determined by the child’s presence of an extra-situational-personal form of communication.

The basis for diagnosing forms of communication was the method “Form of communication between a child and an adult” (M.I. Lisina) with the organization of three situations, each of which was optimal for identifying one of the three main forms of communication: a game for situational business communication, a conversation on a book - for non-situational-cognitive communication and a confidential conversation with a child about people interesting to him - for non-situational-personal communication.

In order to determine what form of interaction is interesting to a child, you need to ask what he wants to do more with an adult: play with toys, read a new book or talk about something. If the child chose or could not decide on the form of interaction, then it is important to carry out all 3 types of interaction with one child and start better with a joint game. Observation method in an experimental (simulated) situation:

If the child has chosen situational business communication, we use a joint game. Criteria for co-op play:

1. Alone or together with an adult

2. Does it focus on the partner and take into account his interests?

3. Is this activity fun or prefers to play alone?

The procedure for playing the game is in Appendix 4.

In order to find out whether a child is capable of non-situational-cognitive communication with an adult, we conduct a conversation based on the book he has read (discussion of what has been read or told to an adult).

Criteria for conversation:

1. Participation of adults and children equally

2. The child’s enthusiasm, whether he asks questions and what kind

3. Call duration

The procedure is in Appendix 4.

To determine the ability for non-situational and personal communication, we use a heart-to-heart conversation with the child (about his relationships with friends, about his favorite book). The main condition is an adult equal participant, there is no visual support and the topics are related to real events from the life of a child about people, actions, relationships. Conversation criteria:

1. Is the child interested in the adult’s opinion?

2. Is it important for him that his assessment coincides with the opinion of an adult?

Sample questions are in Appendix 4.

In order to identify the levels of development of a child’s communication, it is necessary to compare his activity and interest in different interaction situations: when he turned to an adult more often, when he showed maximum concentration for himself, in what situation he felt most free and relaxed, and to compare the child’s behavior in different situations.

Indicators - (1 option)

1. choice of communication situation

2. the child’s activity in different situations: his talkativeness, ability to take initiative and develop the topic of communication

3. sensitivity to the words and actions of a partner, the ability to hear the other’s statements and respond adequately to them.

4. general interest and mood of the child: his concentration on the topic of communication, relaxedness, emotional comfort

5. the time during which the child can (wants) to communicate.

Indicators - activity, sensitivity, interest (2nd option)

1. complete absence of this quality or weak expression

2. unstable manifestation of quality

3. strong expression of quality

Second phase

Testing of diagnostic and correctional work on the formation of intellectual and emotional-volitional components of readiness according to the Gutkina program, in work with children of the experimental group developed on the basis of G. Witzlak’s test “Ability to learn at school”, designed for children 5.5-7 years old. The basis correctional program on the formation of the communicative component theoretical materials L.S. Vygotsky and O.A. Karabanova. In addition, the classes included tasks to form the “internal position of the student.” Classes were held from February 2014 to May 2014.

The goal is to find effective means of developing the components of readiness for school education in a preschooler in a kindergarten. Material used in the formative experiment: didactic games for classification, seriation, reasoning, memorization, attention, active, role-playing games for communication; riddles, tasks, games to increase motivational interest in learning at school.

Third stage

Carrying out repeated diagnostics of the level of formation of components of readiness for schooling among pupils of the experimental group. The goal is to check the effectiveness of the formative experiment. For re-diagnosis, the same techniques were used as in the first stage of the study.

A repeat school readiness survey was conducted at the end of May 2014. The results of the first stage of the study of the intellectual and emotional-volitional components of readiness for school learning of children in the experimental group before the formative experiment are presented in the table.

Table 2.1 Number of children with a predominance of intellectual and emotional-volitional components of readiness to learn at school

	Test results "House"	Results of the Kern-Jirásek School Maturity Orientation Test
		Drawing a male figure	Copying words	Drawing points
		5 points N	5 points N
			5 points N

Legend: B - high level, C - medium level, N - low level

The table shows that according to the results of the “House” test, N.I. Gutkina

1 - child (Diana B.) showed a high level of development of voluntary attention;

4 - children (Dima Sh., Nina B., Vanya L., Nastya Z.) showed an average level of development of voluntary attention;

5 children (Anya S., Dasha K., Danil P., Arina K., Arthur A.) showed a low level of development of voluntary attention.

Not all children are good at following models; not all children have developed the ability to copy. We can talk about insufficient development of voluntary attention and sensorimotor coordination.

Let's consider the second Kern-Jirasek indicative school maturity test we conducted, consisting of three tasks.

Task 1. Drawing of a male figure.

The task was graded on a five-point system. The test allows you to determine in general terms the intellectual development of a child

7 children showed an average level

2 children showed low levels

Task 2. Copying words. The test reveals the child’s ability to imitate a model. Determine whether the child can work with concentration, without distractions, for some time on a task that is not very attractive to him.

1 child showed a high level

2 children showed an average level

7 children showed a low level

Task 3. Drawing a group of points

9 children showed a high level

1 child showed a low level

The intellectual development of children based on the total result of three tasks of the Kern-Jirasek test showed that four of the children are “school-age-mature” (Anya S., Dima Sh., Arina K., Nastya Z.), four children are “average-mature” ( Nina B., Dasha K., Danil P., Diana B.) and two children have below normal development (Vanya L., Arthur A.).

The results of the primary study of the personal and motivational component of readiness for the “internal position of the student” in a conversation about the school by T.A. Nezhnova:

In 6 children (Anya S., Dima Sh., Nina B., Arina K., Diana B., Nastya Z.), category A predominated in answers - this indicates that their internal position is meaningful.

In 4 children (Dasha K., Danil P., Vanya L., Arthur A.), category B predominates, which indicates that these children are oriented toward preschool activities and the formal aspects of learning.

The results of the study of communicative readiness and identification of the leading form of communication using the “Form of communication between a child and an adult” method (M.I. Lisina) are presented in the table.

Table 2.2 Number of children with a predominance of different forms of communication with adults in conditional points, per child

Predominant form of communication	Amount of children	Indicators used to diagnose forms of communication	Total points
		Situation selection order	Object of attention in the first minute of experience	Comfort level	Features of speech utterances	Desired duration of experience
Business communication (cooperative game) Cognitive communication (looking at and reading a book) Personal communication (conversation on personal topics)
Average for all forms of communication

The results presented in Table 2 show differences in children’s behavior when communicating with adults according to five indicators, in three different situations: in games, in conversations about a book, and when talking about personal topics. In four children (Dasha K., Danil P., Vanya L., Arthur A.), situational business communication predominated: they most willingly chose the game, and all the signs we took into account had the highest values ​​for them when acting with toys. They agreed to read books, but quickly became distracted. The offer to talk about personal topics caused embarrassment or outright refusal in the children. Three children (Arina K., Diana B., Dima Sh., Nina B.) with non-situational-cognitive communication revealed a persistent desire for cognitive communication about the world of things and natural phenomena. They neglected play contacts and had difficulty maintaining personal conversations. For two children (Anya S., Nastya Z.), non-situational-personal communication predominated. They differed sharply from the subjects of the two previous groups in that they expressed a special tendency towards extra-situational-personal contacts in any proposed situation: children could sometimes choose to play or read books, but soon they tried to organize a conversation with an adult about themselves, friends, and relationships between people. It also turned out that children who prefer situational business communication are generally relatively less talkative and have a generally reduced level of communicative activity. They are characterized by a certain standard of communication, which changes little when circumstances change. Apparently, it is no coincidence that these children turned out to have the least sensitivity and initiative in relationships with adults. Children with non-situational forms of communication differed markedly from the first group in two ways: their talkativeness, as well as their dynamism, flexibility, and communicative activity, which changed significantly in accordance with the modification of communication conditions.

Summary table of school readiness components Table 2.3

Child's name	Components of School Readiness	School readiness level
	Intellectual	Emotionally-volitional		Communicative
				will make a personal contribution
				will contribute.-cognition.
				enter.-pos.
			not shaped	will contribute - business
			not formed	will contribute - business
			not formed	will contribute - business
				enter.-pos.
			not formed	will contribute - business
				will contribute.-cognition.
				will make a personal contribution

school.z. - school-aged, middle class - medium-mature, n.n. - below normal

The level of readiness for children to study at school can also be seen in the histogram below (Fig. 2.2).

From the figure we see that 1 child has a high level of readiness, 4 children have an average level, 2 children have a low level, and 3 children have a level of readiness for school that is below normal.

The diagnostic results made it possible to choose the directions of correctional and developmental work (2.2. of the second chapter).

To evaluate effectiveness implemented program We re-diagnosed the readiness of preschool children in the experimental group to study at school. Results III stages of the study are presented in the table.

Table 2.4 Level of formation of components of readiness for learning of children in the experimental group before and after the formative experiment

Child's name	Components of School Readiness	Level ready. to schools.
	Intellectual	Emotionally strong-willed	Personal “Internal position of the student”	Communicative
		after f.e		after f.e.		after f.e.		after f.e	after f.e.
							will make a personal contribution	will make a personal contribution
							will introduce.-knowing.	will make a personal contribution
							enter.-pos.	will make a personal contribution
					not formed		will contribute - business	enter.-pos.
					not formed		will contribute. business	enter.-pos.
					not formed		will contribute. business	enter.-pos.
							enter.-pos.	will make a personal contribution
					not formed		will contribute. business	will enter.pos.
							will introduce.-knowing.	will make a personal contribution
							will make a personal contribution	will make a personal contribution

The table shows that after the formative experiment, 4 children with a readiness level of “medium-mature” increased their level of intellectual readiness to “school-mature”, two with indicators “below the norm” increased the readiness component to “medium-mature”.

The emotional-volitional component became high in five children, and in three it increased from a low level to an average one.

The personal component “Internal position of the student” was formed in all the children.

After the formative experiment, the communicative component in four children with an extra-situational-business form of communication was formed as “extra-situational-cognitive”, in four as “extra-situational-personal”, which is a sign of their communicative readiness for learning at school.

We will show the results of the experiment on a histogram

As we see in the histogram, there are no children with a low level of readiness: 5 children have indicators of a high level of readiness and 5 children have an average level of readiness.

Analysis of the results of the experimental study makes it possible to say that our hypothesis is confirmed. Thus, a comparative analysis of the level of development of the components of psychological readiness for learning of children in the experimental group before and after the formative experiment showed that correctional and developmental work had a positive impact on the level of readiness of preschoolers for learning at school.

2.2 Diagnostic and correctional program for developing readiness for schooling in children 6-7 years old

A diagnostic and correctional program for the formation of intellectual and emotional-volitional components of readiness was developed by N.I. Gutkina based on G. Witzlak’s test “Ability to learn at school.” The program for the formation of the communicative component was based on the theoretical materials of L.S. Vygotsky and O.A. Karabanova. The classes also included tasks to develop the “student’s internal position.” The tasks included in the program are designed for children aged 5.5-7 years. The goal is the development of thinking, the development of speech, the ability to learn, the formation of personal and motivational interest in learning at school, communicative qualities. Classes were held 2 times a week for 30 minutes. The formative experiment was carried out from February to May 2014 on the basis of kindergarten No. 285 in the city of Volgograd in preparatory group. The kindergarten operates on an integrated basis educational program education and development of preschool children “Childhood” (team of authors under the leadership of T.I. Babaeva). One of the components of the task is the formation of components of readiness for school: personal, emotional-volitional, intellectual, communicative. These tasks are solved in the process of various activities of children: cognitive, playful, labor, artistic, which makes it possible to carry out their comprehensive development and upbringing, preparation for studying at school. To achieve the goals of the program, all conditions have been created in the kindergarten: there is a sports hall, a music room, the necessary equipment, visual material, handouts, and developmental zones have been created in the groups. The institution employs: a psychologist, a speech therapist, a social teacher, a music director, and a physical education instructor.

It is quite obvious that solving the goals and objectives of education outlined in the program is possible only with the purposeful influence of the teacher on the child from the first days of his stay in a preschool educational institution. From pedagogical excellence Each educator, his culture, and love for children depend on the level of general development that the child achieves and the degree of moral qualities acquired by him.

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course work, added 02/23/2012


Organization of the developmental environment and its influence on the development of mental, psychological and personal qualities preschoolers. Using active methods of work to develop children’s readiness for school in the practice of a preschool educational institution.

thesis, added 05/16/2017


Theoretical study of a child’s intellectual readiness for school. Formation of children's psychological readiness for school. Education and organization of activities with children. Experimental study intellectual readiness.

course work, added 12/15/2004


The main ways and means of preparing a child for school. Goals and objectives of preparing a child for school education. A system for preparing children for school under the “I want to know everything” program based on preschool educational institution No. 24 in Volsk. Psychological readiness of the child for school.

thesis, added 10/31/2011


The essence of the concept of children's readiness for school. Harmonious development of a child’s personality in the “kindergarten - school” system. A study of pedagogical conditions for the formation of readiness of children of senior preschool age to study at school in preschool educational institution No. 2436 in Moscow.

course work, added 04/23/2015


The problem of a child’s psychological readiness for school in the research of domestic and foreign scientists. Experimental study of the level of readiness of children for learning at school. Description of research methods and results. Psychocorrectional work.