a significant component of general psychological readiness

child to school

The development of socio-psychological readiness for schooling is one of the most important problems of pedagogical psychology. Both the construction of an optimal program for the upbringing and education of preschool children and the formation of a full-fledged educational activity for primary school students depend on its solution.

Social, or personal, readiness to study at school is the readiness of the child for new forms of communication, a new attitude towards the world around him and himself, due to the situation of schooling. This component of readiness includes the formation of qualities in children, thanks to which they could communicate with other children and adults. The child comes to school, a class where children are engaged in a common cause, and he needs to have sufficiently flexible ways of establishing relationships with other children, he needs the ability to enter a children's society, act together with others, the ability to yield and defend himself. Thus, this component involves the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, the developing ability to cope with the role of a schoolchild in a situation of schooling.

D.B. Elkonin writes that “children of preschool age, in contrast to early childhood, develop relationships of a new type, which creates a special social situation of development characteristic of this period” .

In order to understand the mechanisms of formation of social readiness for learning at school, it is necessary to consider the senior preschool age through the prism of the crisis of seven years. The critical period of seven years is associated with the beginning of schooling. Senior preschool age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolboy. It has long been noticed that during the transition from preschool to school age, the child changes dramatically and becomes more difficult in terms of education. Along with this, features specific to a given age appear: deliberateness, absurdity, artificiality of behavior; clowning, fidgeting, clowning.

According to L.S. Vygotsky, such features of the behavior of seven-year-olds testify to the “loss of childish spontaneity”. The reason for such changes is the differentiation (separation) in the consciousness of the child of his inner and outer life. His behavior becomes conscious and can be described by another scheme: "I wanted - I realized - I did." Awareness is included in all spheres of life of an older preschooler.

One of the most important achievements of this age period is the awareness of one's social "I", the formation of an "internal social position". For the first time, he becomes aware of the discrepancy between what position he occupies among other people and what his real possibilities and desires are. There is a clearly expressed desire to take a new, more “adult” position in life and perform a new activity that is important not only for oneself, but also for other people. The appearance of such a desire is prepared by the entire course of the child's mental development and occurs at the level when he becomes aware of himself not only as a subject of action, but also as a subject in the system of human relations. If the transition to a new social position and new activities does not occur in a timely manner, then the child has a feeling of dissatisfaction, which finds its expression in the negative symptoms of the crisis of seven years.

It can be concluded, considering the senior preschool age as a crisis or transitional period of development:

1. Developmental crises are inevitable and at a certain time occur in all children, only in some the crisis proceeds almost imperceptibly, while in others it is very painful.

2. Regardless of the nature of the course of the crisis, the appearance of its symptoms indicates that the child has become older and is ready for more serious activities and more “adult” relationships with others.

3. The main thing in the crisis of development is not its negative character, but a change in children's self-awareness - the formation of an internal social position.

4. The manifestation of the crisis of six to seven years of age indicates the social readiness of the child to study at school.

Speaking about the connection between the crisis of seven years and the readiness of the child to study at school, it is necessary to distinguish the symptoms of a developmental crisis from the manifestation of neurosis and individual characteristics of temperament and character. It has long been noted that developmental crises manifest themselves most clearly in the family. This is because educational institutions work according to certain programs that take into account age-related changes in the child's psyche. The family is more conservative in this regard, parents, especially mothers and grandmothers, tend to take care of their "kids", regardless of their age. And therefore, there are frequent differences in the opinions of educators and parents in assessing the behavior of children of six to seven years of age.

At preschool age, the child communicates both with the family and with other adults and peers. Various types of communication contribute to the formation of the child's self-esteem and the level of his socio-psychological development. Let's take a closer look at these relationships:

1. Family is the first step in a person's life. She directs the consciousness, will, feelings of children from an early age. Much depends on what traditions are here, what place the child occupies in the family and the future schoolchild develops, what is the educational line of family members in relation to him. Under the guidance of parents, the child acquires his first life experience, elementary knowledge about the surrounding reality, skills and habits of life in society. Therefore, it is necessary to pay attention to how the influence of the family forms the child's readiness for schooling, as well as the dependence of the child's development on the nature of intra-family relations and on the parents' understanding of the importance of proper upbringing in the family.

The strength of the influence of the family is that it is carried out constantly, for a long time and in a variety of situations and conditions. Therefore, the role of the family in preparing children for school cannot be underestimated.

Adults remain a constant attraction center around which the life of a child is built. This creates in children the need to participate in the lives of adults, to act according to their model. At the same time, they want not only to reproduce individual actions of an adult, but also to imitate all the complex forms of his activity, his actions, his relationships with other people - in a word, the whole way of life of adults.

The most important social function of the family is the upbringing and development of children, the socialization of the younger generation. The educational potential of the family and the effectiveness of its implementation are due to many social (political, economic, demographic, psychological) factors of an objective and subjective nature, these include:

· Family structure (nuclear and multigenerational, complete and incomplete, large and small children);

· Material conditions;

· Personal characteristics of parents (social status, level of education, general and psychological and pedagogical culture);

· The psychological climate of the family, the system and nature of the relationship between its members, their joint activities;

· Assistance to the family from society and the state in the education and upbringing of children, the socialization of the younger generation.

The experience of a child's communication with adults is the objective condition outside of which the process of forming a child's self-awareness is impossible or very difficult. Under the influence of an adult, a child accumulates knowledge and ideas about himself, develops one or another type of self-esteem. The role of an adult in the development of children's self-awareness is as follows:

· Providing the child with information about his quality and abilities;

Evaluation of his activities and behavior;

Formation of personal values, standards, with the help of which the child will subsequently evaluate himself;

· Encouraging the child to analyze their actions and deeds and compare them with the actions and deeds of other people.

Throughout childhood, the child perceives an adult as an indisputable authority, especially at a younger age. By the older preschool age, the knowledge gained in the process of activity acquires a more stable and conscious character. During this period, the opinions and assessments of others are refracted through the prism of the individual experience of the child and are accepted by him only if there are no significant differences from his own ideas about himself and his abilities.

Domestic psychologist M.I. Lisina, considered the communication of a child with an adult as a “peculiar activity”, the subject of which is another person. During childhood, four different forms of communication appear and develop, by which one can clearly judge the nature of the ongoing mental development of the child. With the normal development of the child, each of these forms develops at a certain age. So, the first, situational-personal form of communication arises in the second month of life and remains the only one up to six or seven months. In the second half of life, situational business communication with an adult is formed, in which the main thing for a child is a joint game with objects. This communication remains central until about four years of age. At the age of four or five years, when the child is already fluent in speech and can talk with an adult on abstract topics, extra-situational-cognitive communication becomes possible. And at the age of six, that is, by the end of preschool age, there is verbal communication with an adult on personal topics.

The presence of a leading form of communication does not mean that all other forms of interaction are excluded; in real life, various types of communication coexist, which come into play depending on the situation.

2. The readiness of children for schooling suggests that the child's communication with adults does not cover all aspects of the problem being solved, and along with the relationship of the child to the adult, it is necessary to consider the relationship of children with peers. It also has an impact on the formation of children's self-awareness. In communication, in joint activities with other children, the child learns such individual characteristics that are not manifested in communication with adults, begins to realize the attitude towards himself on the part of other children. It is in the joint game at preschool age that the child highlights the "position of the other", as different from his own, and the child's egocentrism also decreases.

While an adult throughout childhood remains an unattainable standard, an ideal to which one can only strive, peers act as "comparative material" for the child. In order to learn how to properly evaluate himself, the child must first learn to evaluate other people, whom he can look at as if from the outside. Therefore, in assessing the actions of peers, children are more critical than in assessing themselves.

Imitating adults, children transfer various forms and methods of communication to their children's groups. A huge influence on the characteristics of interpersonal relations of children is exerted by the nature of communication between an adult and a preschooler.

Where democratic tendencies prevail (soft influencing appeals dominate over hard ones; positive assessments over negative ones), there is a high level of communication skills and a high level of goodwill, optimal conditions have been created for the formation of positive relationships between children, a favorable emotional microclimate reigns there. Conversely, the teacher's authoritarian tendencies (harsh forms of treatment, negative evaluative appeals) cause conflict in children's relationships, thereby creating unfavorable conditions for moral education and the formation of humane relationships.

When solving the problems of forming collective relationships, an adult must use various methods and techniques. These are: ethical conversations, reading fiction, organization of work and play activities, the formation of moral qualities. With regard to preschoolers, it is still impossible to speak of a team in the full sense of the word, however, uniting in groups under the guidance of adults, they establish the initial forms of collective relationships.

Children communicate with their peers mainly in joint games, the game becomes for them a kind of form of social life. There are two types of relationships in the game:

1. Role-playing (playing) - these relationships reflect relationships in the plot and role.

2. Real - this is the relationship of children as partners, comrades, performing a common task.

The role played by the child in the game depends very much on the characteristics of the character and temperament of the child. Therefore, in every team there are "stars", "preferred" and "isolated" children.

During the preschool age, the communication of children with each other, as well as with adults, changes significantly. Three qualitatively unique stages (or forms of communication) between preschoolers and their peers can be distinguished in these changes.

The first of them is emotional-practical (the second - the fourth years of life). At a younger preschool age, the child expects complicity from his peers in his amusements and craves self-expression. It is necessary and sufficient for him that a peer joins his pranks and, acting together or alternately with him, supports and enhances the general fun. Each participant in such communication is primarily concerned with drawing attention to himself and getting an emotional response from his partner. Emotional-practical communication is extremely situational, both in its content and in the means of implementation. It entirely depends on the specific environment in which the interaction takes place, and on the practical actions of the partner. It is characteristic that the introduction of an attractive object into a situation can destroy the interaction of children: they switch their attention from their peers to the object or fight over it. At this stage, children's communication is not yet connected with objects or actions and is separated from them.

The next form of peer communication is situational business. It develops around the age of four and remains most typical until the age of six. After four years, children (especially those who attend kindergarten) have a peer in their attractiveness that begins to overtake an adult and take an increasing place in their lives. This age is the heyday of the role-playing game. At this time, the role-playing game becomes collective - children prefer to play together, and not alone. Business cooperation becomes the main content of children's communication in the middle of preschool age. Cooperation should be distinguished from complicity. During emotional and practical communication, the children acted side by side, but not together; the attention and complicity of their peers was important to them. In situational business communication, preschoolers are busy with a common cause, they must coordinate their actions and take into account the activity of their partner in order to achieve a common result. This kind of interaction was called cooperation. The need for peer cooperation becomes central to children's communication.

By the age of six or seven, friendliness towards peers and the ability to help each other significantly increase. Of course, the competitive, competitive beginning is preserved in the communication of children. However, along with this, in the communication of older preschoolers there appears the ability to see in a partner not only his situational manifestations, but also some psychological aspects of his existence - his desires, preferences, moods. Preschoolers not only talk about themselves, but also turn to their peers with questions: what he wants to do, what he likes, where he was, what he saw, etc. Their communication becomes out of situation.

The development of out-of-situation in the communication of children occurs in two directions. On the one hand, the number of off-site contacts is increasing: children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of others. On the other hand, the very image of a peer becomes more stable, independent of the specific circumstances of the interaction. By the end of preschool age, stable selective attachments arise between children, the first shoots of friendship appear. Preschoolers "gather" in small groups (two or three people each) and show a clear preference for their friends. The child begins to isolate and feel the inner essence of the other, which, although not represented in the situational manifestations of a peer (in his specific actions, statements, toys), but becomes more and more significant for the child.

Having studied the role of communication with peers in preparing children for schooling, we can draw the following conclusions: in the senior preschool age, children develop and intensively develop a new form of communication with peers "out of situation", which is similar in nature to communication with adults and is significantly associated with the success of learning children at school.

3. An important role in the communication of children with others is played by the self-esteem of the child. As a result of joint activities and communication with other people, the child learns important guidelines for behavior. Thus, the adult gives the child a reference point for evaluating his behavior. The child constantly compares what he does with what others expect of him. The child's assessment of his own "I" is the result of a constant comparison of what he observes in himself with what he sees in other people. All this is included in the preschooler's self-esteem and determines his psychological well-being. Self-esteem is the core of self-awareness, as is the level of aspirations associated with self-esteem. Self-esteem and the level of claims can be adequate and inadequate. The latter are overestimated and underestimated.

Self-esteem and the level of aspirations of a child have a great influence on emotional well-being, success in various activities and his behavior in general.

Let us consider in more detail the features of the behavior of preschool children with different types of self-esteem:

· Children with inadequately high self-esteem are very mobile, unrestrained, quickly switch from one type of activity to another, often do not finish the work they have begun. They are not inclined to analyze the results of their actions and deeds, they try to solve any, including very complex, tasks on the fly. They are unaware of their failures. These children are prone to demonstrativeness and dominance. They strive to always be in sight, advertise their knowledge and skills, try to stand out from the background of other guys, to draw attention to themselves. If they cannot secure the full attention of an adult with success in their activities, then they do this by violating the rules of conduct. In the classroom, for example, they can shout from their seats, comment aloud on the actions of the teacher, make faces, etc.

These are, as a rule, outwardly attractive children. They strive for leadership, but in a peer group they may not be accepted, as they are directed mainly “at themselves” and are not inclined to cooperate.

Children with inadequately high self-esteem are insensitive to failures, they are characterized by the desire for success and a high level of claims.

Children with adequate self-esteem tend to analyze the results of their activities, trying to find out the causes of mistakes. They are self-confident, active, balanced, quickly switch from one activity to another, persistent in achieving the goal. They strive to cooperate, help others, are sociable and friendly. In a situation of failure, they try to find out the reason and choose tasks of somewhat less complexity (but not the easiest ones). Success in an activity stimulates their desire to attempt a more difficult task. These children tend to strive for success.

Children with low self-esteem are indecisive, uncommunicative, distrustful, silent, constrained in movements. They are very sensitive, ready to burst into tears at any moment, do not seek cooperation and are not able to stand up for themselves. These children are anxious, insecure, difficult to engage in activities. They refuse in advance to solve problems that seem difficult to them, but with the emotional support of an adult, they easily cope with them. A child with low self-esteem seems to be slow. He does not start the task for a long time, fearing that he did not understand what needs to be done and will do everything incorrectly; tries to guess whether the adult is pleased with him. The more significant the activity, the more difficult it is for him to cope with it.

These children, as a rule, have a low social status in the peer group, fall into the category of outcasts, no one wants to be friends with them. Outwardly, these are most often unattractive children.

The reasons for the individual characteristics of self-esteem in senior preschool age are due to a combination of developmental conditions that is unique for each child.

In the process of communication, the child constantly receives feedback. Positive feedback tells the child that his actions are correct and useful. Thus, the child is convinced of his competence and merits. Smiling, praise, approval - these are all examples of positive reinforcement, they lead to increased self-esteem, create a positive image of "I".

Feedback in a negative form makes the child aware of his inability and low value. Constant dissatisfaction, criticism and physical punishment lead to a decrease in self-esteem.

Most often, parents use different speech assessments in relation to their children. This explains the leading role of the family and the entire immediate environment in the formation of a child's self-esteem. Self-esteem formed in preschoolers is usually quite stable, but, nevertheless, it can improve or decrease under the influence of adult and child care institutions.

It is important to help the child realize his own needs, motives and intentions, wean him from his usual functioning, teach him to control the compliance of the chosen means with the realized intention.

The formation of adequate self-esteem, the ability to see one's mistakes to correctly evaluate one's actions is the basis for the formation of self-control and self-esteem in educational activities.

Having considered the important components of the socio-psychological readiness for schooling, we can conclude that it is an important component of the upbringing and education of a preschooler in kindergarten and in the family. Its content is determined by the system of requirements that the school imposes on the child. These requirements are the need for a responsible attitude to school and study, arbitrary control of one's behavior, performance of mental work that ensures the conscious assimilation of knowledge, and the establishment of relationships with adults and peers determined by joint activities.

Khapacheva Sara Muratovna, Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Pedagogical Technologies, Adyghe State University, Maikop [email protected]

Dzeveruk Valeria Sergeevna, 2nd year student of the Faculty of Pedagogy and Psychology, Adyghe State University, Maikop [email protected]

Socio-psychological readiness of children for school as a significant component of the general psychological readiness of a child for schooling

Annotation. The article deals with the issue of children's readiness for schooling. The authors reveal in particular detail the socio-psychological readiness of children for schooling during the transition from preschool educational institutions to primary school. The socio-psychological readiness of children for schooling significantly increases the effectiveness of children's adaptation to schooling. Keywords: psychological and pedagogical readiness, social readiness, adaptation to schooling, motivation, individual characteristics of the student, school readiness. Section: (02) a comprehensive study of a person; psychology; social problems of medicine and human ecology.

Links to sources 1. Belova E.S. Influence of intra-family relations on the development of giftedness in preschool age / / Psychologist in kindergarten.–2008.–№1. – P. 27–32.2. Vygotsky L. S. Collected works: in 6 volumes – M., 1984. – 321 p.

3. Vyunova N.I., Gaidar K.M. Problems of psychological readiness of children 6–7 years old for school education // Psychologist in kindergarten. -2005.-№2. -WITH. 13–19.4. Dobrina OA The child's readiness for school as a condition for his successful adaptation. –URL:http://psycafe.chat.ru/dobrina.htm (25.07.2009). 5. Readiness for school (2009). Ministry of Education and Science. –URL:http://www.hm.ee/index.php?249216(08.08.2009). 6. Dobrina O.A. Decree. op.7. Readiness for school (2009).

Sarah Khapacheva, Candidate of Pedagogic Sciences, Associate Professor at the chairt of Pedagogy and Pedagogical Techniques, Adyghe State University, Maikop

[email protected] Jewery,

Student, Pedagogy and Psychology Department, Adyghe State University, [email protected] and psychological readiness of children for schooleducationas a significant component of common psychologicalreadiness for schoolAbstract. The authors detail social and psychological readiness of children for school in the period from preschool educationtoprimary schooleducation. Social andpsychological readiness of children for school significantly increases the efficiency of the adaptation of children to schooleducation.Keywords:psychopedagogical readiness, social readiness, adaptation to school learning, motivation, individual characteristic of a pupil, school readiness.References1.Belova,E. S. (2008) “Vlijanie vnutrisemejnyh otnoshenij na razvitie odarennosti v doshkol"nom vozraste”, Psycholog v detskom sadu, no. 1,pp.27–32(inRussian).2.Vygotskij,L. S.(1984)Sobranie sochinenij: v 6 t ., Moscow, 321 p. (in Russian). 3. V "junova, N. I. & Gajdar, K. M. (2005) “Problemy psihologicheskoj gotovnosti detej 6–7 let k shkol "nomu obucheniju”, Psycholog v detskom sadu, No. 2, pp. 13–19 (in Russian). 4. Dobrina, O. A. Gotovnost "rebenka k shkole kak uslovie ego uspeshnoj adaptacii. Available at: http:,psycafe.chat.ru/dobrina.htm (25.07.2009)(in Russian). 5.Gotovnost" k shkole (2009). Ministerstvo obrazovanija i nauki. Available at: http:,www.hm.ee/index.php?249216 (08.08. 2009)(in Russian). 6.Dobrina, O. A. Op. cit .7. Gotovnost" k shkole (2009).

Gorev P. M., candidate of pedagogical sciences, editor-in-chief of the magazine "Concept"

INTRODUCTION

1.1 Readiness of children for school

1.4 Development of self-awareness, self-esteem and communication

1.4.2 Family as a favorable environment for the development of self-awareness and self-esteem of the child

2.1 Purpose, tasks

CONCLUSION

LIST OF USED LITERATURE

APPENDIX

INTRODUCTION

Focusing on the intellectual preparation of the child for school, parents sometimes lose sight of the emotional and social readiness, which includes such learning skills, on which future school success significantly depends. Social readiness implies the need to communicate with peers and the ability to subordinate one's behavior to the laws of children's groups, the ability to take on the role of a student, the ability to listen and follow the teacher's instructions, as well as the skills of communicative initiative and self-presentation.

Social, or personal, readiness to study at school is the child's readiness for new forms of communication, a new attitude towards the world around him and himself, due to the situation of schooling.

Often, parents of preschoolers, when telling their children about the school, try to create an emotionally unambiguous image. That is, they talk about the school only in a positive or only negative way. Parents believe that by doing so they instill in the child an interested attitude towards learning activities, which will contribute to school success. In reality, a student tuned in to a joyful, exciting activity, having experienced even minor negative emotions (resentment, jealousy, envy, annoyance), may lose interest in learning for a long time.

Neither an unambiguously positive nor an unambiguously negative image of the school is beneficial to the future student. Parents should focus their efforts on a more detailed acquaintance of the child with school requirements, and most importantly - with himself, his strengths and weaknesses.

Most children enter kindergarten from home, and sometimes from an orphanage. Parents or caregivers usually have more limited knowledge, skills and opportunities for child development than preschool workers. People belonging to the same age group have many common features, but at the same time many individual characteristics - some of them make people more interesting and original, while others prefer to remain silent. The same applies to preschoolers – there are no perfect adults and perfect people. Children with special needs come more and more often to an ordinary kindergarten and a regular group. Modern kindergarten teachers need knowledge in the field of special needs, willingness to cooperate with specialists, parents and teachers of orphanages, and the ability to create a child's growth environment based on the needs of each individual child.

The purpose of the course work was to identify the social readiness of children with special needs to study at school on the example of the Liikuri kindergarten and orphanage.

The course work consists of three chapters. The first chapter provides an overview of the social readiness of preschool children for schooling, important factors in the family and in the orphanage that affect the development of children, as well as children with special needs living in the orphanage.

In the second chapter, the tasks and methodology of the study are specified, and in the third chapter, the analysis of the obtained research data is carried out.

The course work uses the following words and terms: children with special needs, motivation, communication, self-esteem, self-awareness, school readiness.

1. SOCIAL READINESS OF THE CHILD FOR SCHOOL

According to the law on preschool institutions of the Republic of Estonia, the task of local governments is to create conditions for the receipt of primary education by all children living in their administrative territory, as well as to support parents in the development of preschool children. Children aged 5-6 should have the opportunity to attend kindergarten or participate in the work of a preparatory group, which creates the prerequisite for a smooth, unhindered transition to school life. Based on the needs of the development of preschool children, it is important that acceptable forms of joint work of parents, social and educational advisers, defectologists/speech therapists, psychologists, family doctors/pediatricians, kindergarten teachers and teachers appear in the city / rural municipality. It is equally important to identify in a timely manner the families and children who need additional attention and specific assistance, taking into account the developmental characteristics of their children (Kulderknup 1998, 1).

Knowledge of the individual characteristics of students helps the teacher to correctly implement the principles of the developmental education system: a fast pace of material passage, a high level of difficulty, the leading role of theoretical knowledge, and the development of all children. Without knowing the child, the teacher will not be able to determine the approach that will ensure the optimal development of each student and the formation of his knowledge, skills and abilities. In addition, determining a child's readiness for school makes it possible to prevent some learning difficulties and significantly smooth out the process of adaptation to school (A child's readiness for school as a condition for his successful adaptation, 2009).

Social readiness includes the child's need to communicate with peers and the ability to communicate, as well as the ability to play the role of a student and follow the rules established in the team. Social readiness consists of the skills and ability to get in touch with classmates and teachers (School Ready 2009).

The most important indicators of social readiness are:

The desire of the child to learn, gain new knowledge, motivation to start learning;

the ability to understand and carry out orders and tasks given to the child by adults;

the skill of cooperation;

Effort to bring the work started to the end;

the ability to adapt and adapt;

the ability to solve the simplest problems on his own, to serve himself;

· elements of volitional behavior - set a goal, create an action plan, implement it, overcoming obstacles, evaluate the result of one's action (Neare 1999 b, 7).

These qualities will provide the child with painless adaptation to the new social environment and contribute to the creation of favorable conditions for his further education at school. The child, as it were, should be ready for the social position of the student, without which it will be difficult for him, even if he is intellectually developed. Parents should pay special attention to social skills, which are so necessary at school. They can teach the child how to relate to peers, create an environment at home that makes the child feel confident and want to go to school (School Ready 2009).

1.1 Readiness of children for school

School readiness means the physical, social, motivational and mental readiness of the child to move from the main play activity to the directed activity of a higher level. To achieve school readiness, the child needs an appropriate supportive environment and the child's own active activity (Neare 1999 a, 5).

Indicators of such readiness are changes in the physical, social and mental development of the child. The basis of the new behavior is the readiness to perform more serious duties following the example of parents and the rejection of something in favor of another. The main sign of change will be attitude to work. A prerequisite for mental readiness for school is the ability of the child to perform a variety of tasks under the guidance of an adult. The child should also show mental activity, including a cognitive interest in solving problems. The appearance of volitional behavior acts as a manifestation of social development. The child sets goals and is ready to make certain efforts to achieve them .In readiness for school, one can distinguish between a psycho-physical, spiritual and social aspect (Martinson 1998, 10).

By the time of entering school, the child has already passed one of the essential stages in his life and / or, relying on his family and kindergarten, has received the basis for the next stage in the formation of his personality. Readiness for school is formed both by innate inclinations and abilities, and the environment surrounding the child in which he lives and develops, as well as the people who communicate with him and direct his development. Therefore, children going to school can have very different physical and mental abilities, personality traits, as well as knowledge and skills (Kulderknup 1998, 1).

Of the preschool children, the majority attend kindergarten, and about 30-40% are so-called home children. The year before the start of 1st grade is a good time to find out how a child has developed. Regardless of whether the child attends kindergarten or stays at home and goes to kindergarten, it is advisable to conduct a school readiness survey twice: in September-October and April-May (ibd.).

1.2 The social aspect of the child's readiness for schooling

Motivation is a system of arguments, arguments in favor of something, motivation. The totality of motives that determine a particular act (Motivation 2001-2009).

An important indicator of the social aspect of school readiness is motivation for learning, which is manifested in the child's desire to learn, acquire new knowledge, emotional predisposition to the requirements of adults, and interest in learning about the surrounding reality. Significant changes and shifts must take place in his sphere of motivations. By the end of the preschool period, subordination is formed: one motive becomes the leading (main). With joint activities and under the influence of peers, the leading motive is determined - a positive assessment of peers and sympathy for them. It also stimulates the competitive moment, the desire to show one's resourcefulness, ingenuity and the ability to find an original solution. This is one of the reasons why it is desirable that even before school, all children get the experience of collective communication, at least the initial knowledge about the ability to learn, about the difference in motivations, about comparing themselves with others and independently using knowledge to satisfy their abilities and needs. The formation of self-esteem is also important. Success in learning often depends on the child's ability to see and evaluate himself correctly, set feasible goals and objectives (Martinson 1998, 10).

The transition from one stage of development to another is characterized by a change in the social situation in the development of the child. The system of connections with the outside world and social reality is changing. These changes are reflected in the restructuring of mental processes, updating and changing connections and priorities. Perception is now the leading mental process only at the level of comprehension, much more primary processes come to the fore - analysis - synthesis, comparison, thinking. The child is included in school in the system of other social relationships where he will be presented with new demands and expectations (Neare 1999 a, 6).

In the social development of a preschool child, communication skills play a leading role. They allow you to distinguish between certain situations of communication, to understand the state of other people in different situations, and on the basis of this adequate to build your behavior. Finding himself in any situation of communication with adults or peers (in kindergarten, on the street, in transport, etc.), a child with developed communication skills will be able to understand what are the external signs of this situation and what rules should be followed in it. In the event of a conflict or other tense situation, such a child will find positive ways to transform it. As a result, the problem of individual characteristics of communication partners, conflicts and other negative manifestations is largely removed (Diagnostics of a child's readiness for school 2007, 12).

1.3 Social readiness for school of children with special needs

Children with special needs are children who, based on their abilities, state of health, linguistic and cultural background and personal characteristics, have such developmental needs, in order to support which it is necessary to introduce changes or adaptations to the child’s growth environment (facilities and premises for playing or studying, educational -educational methods, etc.) or in the group's activity plan. Thus, the special needs of a child can only be determined after a thorough study of the development of the child and taking into account his particular growth environment (Hyaidkind 2008, 42).

Classification of children with special needs

There is a medical-psychological and pedagogical classification of children with special needs. The main categories of impaired and deviant development include:

The giftedness of children

mental retardation in children (ZPR);

· emotional disorders;

developmental disorders (disorders of the musculoskeletal system), speech disorders, analyzer disorders (visual and hearing disorders), intellectual disorders (mentally retarded children), severe multiple disorders (Special Preschool Pedagogy 2002, 9-11).

When determining the readiness of children for school, it becomes obvious that in order to achieve this, some children need classes in preparatory groups and only a small part of the children have specific needs. With regard to the latter, timely assistance, the direction of the development of the child by specialists and the support of the family are important (Neare 1999 b, 49).

In the administrative territory, work with children and families is the responsibility of the education and/or social adviser. The educational adviser, receiving data on preschool children with special developmental needs from the social adviser, inquires how to examine them in depth and what is the need for social development, and then activates the mechanism for supporting children with special needs.

Special educational assistance for children with special needs is:

Speech therapy assistance (both the general development of speech and the correction of speech defects);

specific special pedagogical assistance (surdo- and typhlopedagogy);

· adaptation, ability to behave;

a special technique for the formation of skills and preferences in reading, writing and counting;

Coping skills or household training;

teaching in smaller groups/classes;

· early intervention (ibd., 50).

Specific needs may also include:

· increased need for medical care (many places in the world have hospital schools for children with severe somatic or mental illnesses);

The need for an assistant - a teacher and for technical means, as well as in the room;

the need to draw up an individual or special training program;

Receiving the service of an individual or special training program;

Receiving services individually or in groups at least twice a week, if for the child to develop school readiness, it is enough to correct the processes that develop speech and the psyche (Neare 1999 b, 50; Hyadekind, Kuusik 2009, 32).

When identifying the readiness to teach children to school, you can also find that children will be with special needs and the following points appear. It is necessary to teach parents how to develop their preschool child (outlook, observation, motor skills) and it is necessary to organize parental education. If you need to open a special group in a kindergarten, then you need to train educators, find a specialist teacher (speech therapist) for the group who can provide support to both children and their parents. It is necessary to organize the education of children with specific needs in the administrative territory or within several administrative units. In this case, the school will be able to prepare in advance for the feasible teaching of children with different readiness for school (Neare 1999 b, 50; Neare 1999 a, 46).

1.4 Development of self-awareness, self-esteem and communication in preschoolers

Self-consciousness is a person's awareness, assessment of his knowledge, moral character and interests, ideals and motives of behavior, a holistic assessment of himself as an agent, as a feeling and thinking being (Self-consciousness 2001-2009).

In the seventh year of life, the child is characterized by independence and an increased sense of responsibility. It is important for a child to do everything well, he can be self-critical and sometimes feels a desire to achieve perfection. In a new situation, he feels insecure, cautious and can withdraw into himself, but in his actions the child is still independent. He talks about his plans and intentions, is able to be more responsible for his actions, wants to cope with everything. The child is acutely aware of his failures and assessments of others, he wants to be good (Männamaa, Marats 2009, 48-49).

From time to time it is necessary to praise the child, this will help him learn to value himself. The child must get used to the fact that praise can follow with a significant delay. It is necessary to encourage the child to evaluate his own activity (ibd.).

Self-esteem is a person's assessment of himself, his capabilities, qualities and place among other people. Relating to the core of the personality, self-esteem is the most important regulator of its behavior. Relationships of a person with others, his criticality, exactingness towards himself, attitude to successes and failures depend on self-esteem. Self-esteem is associated with the level of a person's claims, that is, the degree of difficulty in achieving the goals that he sets for himself. The discrepancy between the claims of a person and his real capabilities leads to incorrect self-esteem, as a result of which the behavior of the individual becomes inadequate (emotional breakdowns occur, increased anxiety, etc.). Self-esteem also receives an objective expression in how a person evaluates the opportunities and results of other people's activities (Self-esteem 2001-2009).

It is very important to form an adequate self-esteem in a child, the ability to see his mistakes and correctly evaluate his actions, as this is the basis of self-control and self-esteem in educational activities. Self-assessment plays an important role in the organization of effective management of human behavior. The characteristics of many feelings, the relationship of the individual to self-education, the level of claims depend on the characteristics of self-esteem. The formation of an objective assessment of one's own capabilities is an important link in the upbringing of the younger generation (Vologdina 2003).

Communication is a concept that describes the interaction between people (subject-subject relationship) and characterizes the basic human need - to be included in society and culture (Communication 2001-2009).

By the age of six or seven, friendliness towards peers and the ability to help each other significantly increase. Of course, the competitive, competitive beginning is preserved in the communication of children. However, along with this, in the communication of older preschoolers there appears the ability to see in a partner not only his situational manifestations, but also some psychological aspects of his existence - his desires, preferences, moods. Preschoolers not only talk about themselves, but also turn to their peers with questions: what he wants to do, what he likes, where he was, what he saw, etc. Their communication becomes out of situation. The development of out-of-situation in the communication of children occurs in two directions. On the one hand, the number of off-site contacts is increasing: children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of others. On the other hand, the very image of a peer becomes more stable, independent of the specific circumstances of the interaction. By the end of preschool age, stable selective attachments arise between children, the first shoots of friendship appear. Preschoolers "gather" in small groups (two or three people each) and show a clear preference for their friends. The child begins to isolate and feel the inner essence of the other, which, although not represented in the situational manifestations of a peer (in his specific actions, statements, toys), but becomes more and more significant for the child (Communication of a preschooler with peers 2009).

To develop communication skills, it is necessary to teach the child to cope with different situations, use role-playing games (Männamaa, Marats 2009, 49).

1.4.1 The influence of the environment on the social development of the child

In addition to the environment, the development of the child is undoubtedly influenced by innate properties. The growth environment at an early age gives rise to the further development of a person. The environment can both develop and inhibit various aspects of the development of children. The home environment of the child's growth is of the utmost importance, but the environment of the children's institution also plays an important role (Anton 2008, 21).

The influence of the environment on a person can be threefold: overloading, underloading and optimal. In an overloading environment, the child cannot cope with the processing of information (information that is essential for the child goes past the child). In an underloaded environment, the situation is reversed: here the child is threatened with a lack of information. An environment that is too simple for a child is rather tiring (boring) than stimulating and developing. An intermediate option between these is the optimal environment (Kolga1998, 6).

The role of the environment as a factor influencing the development of the child is very important. Four systems of mutual influences influencing the development and role of a person in society have been identified. These are microsystem, mesosystem, exosystem and macrosystem (Anton 2008, 21).

Human development is a process during which a child first gets to know his loved ones and his home, then the environment of the kindergarten, and only after that society in a broader sense. The microsystem is the immediate environment of the child. The microsystem of a young child is connected with the home (family) and kindergarten, with the age of these systems it increases. The mesosystem is a network between different parts (ibd., 22).

The home environment significantly affects the child's relationship and how he copes in kindergarten. The exosystem is the living environment of adults acting together with the child, in which the child does not directly participate, but which, nevertheless, significantly influences his development. A macrosystem is the cultural and social environment of a society with its social institutions, and this system affects all other systems (Anton 2008, 22).

According to L. Vygotsky, the environment directly affects the development of the child. It is undoubtedly influenced by everything that happens in society: laws, the status and skills of parents, time and the socio-economic situation in society. Children, like adults, are anchored in a social context. Thus, the behavior and development of a child can be understood by knowing its environment and social context. The environment affects children of different ages in different ways, since the child's consciousness and ability to interpret situations are constantly changing as a result of new experiences received from the environment. In the development of each child, Vygotsky distinguishes between the natural development of the child (growth and maturation) and cultural development (the assimilation of cultural meanings and tools). Culture, in Vygotsky's understanding, consists of physical frameworks (for example, toys), attitudes, and value orientations (TV, books, and in our days, for sure, the Internet). Thus, the cultural context affects the thinking and learning of various skills, what and when the child begins to learn. The central idea of ​​the theory is the concept of the zone of proximal development. The zone is formed between the levels of actual development and potential development. There are two levels involved:

what the child is able to do independently when solving the problem;

what the child does with the help of an adult (ibd.).

1.4.2 Family as a favorable environment for the development of self-awareness and self-esteem of the child

The process of human socialization occurs throughout life. In the period of preschool childhood, the role of a “social guide” is played by an adult. He passes on to the child the social and moral experience accumulated by previous generations. First, it is a certain amount of knowledge about the social and moral values ​​of human society. On their basis, the child develops ideas about the social world, moral qualities and norms that a person must possess in order to live in a society of people (Diagnostics ... 2007, 12).

Mental abilities and social skills of a person are closely interconnected. Congenital biological prerequisites are realized as a result of the interaction of the individual and his environment. The social development of the child should ensure the assimilation of the social skills and competencies necessary for social coexistence. Therefore, the formation of social knowledge and skills, as well as value attitudes, is one of the most important educational tasks. The family is the most important factor in the development of the child and the primary environment that has the greatest influence on the child. The influence of peers and a different environment appears later (Neare 2008).

The child learns to distinguish his own experience and reactions from the experience and reactions of other people, learns to understand that different people can have different experiences, have different feelings and thoughts. With the development of self-awareness and I of the child, he also learns to value the opinions and assessments of other people and reckon with them. He gets an idea about gender differences, gender identity and typical behavior for different sexes (Diagnostics... 2007, 12).

1.4.3 Communication as an important factor in motivating preschoolers

With communication with peers, the real integration of the child into society begins. (Männamaa, Marats 2009, 7).

A child aged 6-7 needs social recognition, it is very important for him what other people think about him, he worries about himself. The self-esteem of the child rises, he wants to demonstrate his skills. The child's sense of security maintains stability in everyday life. For example, at a certain time to go to bed, to gather at the table with the whole family. Self-awareness and the development of the self-image. The development of general skills in preschool children (Kolga 1998; Mustaeva 2001).

Socialization is an important condition for the harmonious development of the child. From the moment of birth, the baby is a social being, requiring the participation of another person to satisfy its needs. The development of culture, universal human experience by a child is impossible without interaction and communication with other people. Through communication, the development of consciousness and higher mental functions occurs. The ability of a child to communicate positively allows him to live comfortably in a society of people; thanks to communication, he not only gets to know another person (adult or peer), but also himself (Diagnostics... 2007, 12).

The child likes to play both in a group and alone. I like being with others and doing things with my peers. In games and activities, the child prefers children of his own gender, he protects the younger ones, helps others, and, if necessary, asks for help himself. A seven-year-old child has already formed friendships. He enjoys belonging to the group, sometimes he even tries to “buy” friends, for example, he offers his friend his new computer game and asks: “Now will you be friends with me?”. At this age, the question of leadership in the group arises (Männamaa, Marats 2009, 48).

Equally important is the communication and interaction of children with each other. In the society of peers, the child feels “among equals”. Thanks to this, he develops independence of judgment, the ability to argue, defend his opinion, ask questions, and initiate the acquisition of new knowledge. The appropriate level of development of a child's communication with peers, laid down at preschool age, allows him to adequately act at school (Männamaa, Marats 2009, 48).

Communication skills allow the child to distinguish communication situations and, on this basis, determine their own goals and the goals of communication partners, understand the states and actions of other people, choose adequate ways of behaving in a particular situation and be able to transform it in order to optimize communication with others (Diagnostics ... 2007 , 13-14).

1.5 Education program for the formation of social readiness for school

Basic education in Estonia is offered by pre-school childcare facilities both for children with normal (age-appropriate) development and for children with special needs (Häidkind, Kuusik 2009, 31).

The basis for the organization of study and education in each preschool institution is the curriculum of the preschool institution, which is based on the framework curriculum for preschool education. On the basis of the framework curriculum, the children's institution draws up its program and activities, taking into account the type and originality of the kindergarten. The curriculum defines the goals of educational work, the organization of educational work in groups, daily routines, and work with children with special needs. An important and responsible role in creating a growth environment belongs to the kindergarten staff (RTL 1999,152,2149).

In a preschool, early intervention and the associated teamwork can be organized in different ways. Each kindergarten can harmonize its principles within the institution's curriculum/work plan. More broadly, curriculum development for a particular childcare facility is seen as a team effort, involving teachers, board of trustees, management, etc. (Neare 2008).

To identify children with special needs and plan the group's curriculum/action plan, group staff should organize a special meeting at the beginning of each school year, after getting to know the children (Hyaidkind 2008, 45).

An individual development plan (IDP) is drawn up at the discretion of the group team for those children whose level of development in some areas differs significantly from the expected age level, and due to the special needs of which it is necessary to make the most changes in the group environment (Neare 2008).

The IEP is always compiled as a team effort, in which all employees of the kindergarten dealing with children with special needs, as well as their cooperation partners (social worker, family doctor, etc.) participate. The main prerequisites for the implementation of IRP are the readiness and training of teachers, and the presence of a network of specialists in the kindergarten or in the immediate environment (Hyaidkind 2008, 45).

1.5.1 Formation of social readiness in kindergarten

At preschool age, the place and content of education is everything that surrounds the child, that is, the environment in which he lives and develops. The environment in which a child grows up determines what value orientations he will have, his attitude to nature and relationships with people around him (Laasik, Liivik, Tyaht, Varava 2009, 7).

Learning and educational activities are considered as a whole due to the topics that cover both the life of the child and his environment. When planning and organizing educational activities, listening, speaking, reading, writing and various motor, musical and artistic activities are integrated. Observation, comparison and modeling are considered important integrated activities. Comparison occurs through systematization. Grouping, enumeration and measurement. Modeling in three manifestations (theoretical, gaming, artistic) integrates all of the above activities. This approach has been familiar to teachers since the 1990s (Kulderknup 2009, 5).

The goals of the educational activities of the direction "I and the environment" in kindergarten is that the child:

1) understood and cognized the surrounding world holistically;

2) formed an idea of ​​his I, his role and the role of other people in the living environment;

3) value the cultural traditions of both the Estonian people and their own people;

4) value their own health and the health of other people, try to lead a healthy and safe lifestyle;

5) valued a thinking style based on a caring and respectful attitude towards the environment;

6) noticed natural phenomena and changes in nature (Laasik, Liivik, Tyaht, Varava 2009, 7-8).

The goals of the educational activities of the direction "I and the environment" in the social environment are to:

1) the child had an idea about himself and his role and the role of other people in the living environment;

2) the child appreciated the cultural traditions of the Estonian people.

As a result of completing the curriculum, the child:

1) knows how to introduce himself, describe himself, his qualities;

2) describe his home, family and family traditions;

3) name and describe various professions;

4) understands that all people are different and that they have different needs;

5) knows and names the state symbols of Estonia and the traditions of the Estonian people (ibd., 17-18).

Play is the main activity of the child. In games, the child achieves a certain social competence. He enters into various relationships with the children through play. In joint games, children learn to take into account the desires and interests of their comrades, set common goals and act together. In the process of getting to know the environment, you can use all kinds of games, conversations, discussions, reading stories, fairy tales (language and game are interconnected), as well as looking at pictures, watching slides and videos (deepen and enrich understanding of the world around). Acquaintance with nature allows for a wide integration of various activities and topics, therefore, most of the educational activities can be associated with nature and natural resources (Laasik, Liivik, Tyaht, Varava 2009, 26-27).

1.5.2 The program of education for socialization in the orphanage

Unfortunately, in almost all types of institutions where orphans and children deprived of parental care are brought up, the environment, as a rule, is orphanage, orphanage. An analysis of the problem of orphanhood led to the understanding that the conditions in which these children live hinder their mental development and distort the development of their personality (Mustaeva 2001, 244).

One of the problems of the orphanage is the lack of free space in which the child could have a rest from other children. Each person needs a special state of loneliness, isolation, when inner work takes place, self-consciousness is formed (ibd., 245).

Going to school is a turning point in the life of any child. It is associated with significant changes throughout his life. For children growing up outside the family, this usually also means a change in the children's institution: from a pre-school orphanage they end up in a school-type children's institutions (Prikhozhan, Tolstykh 2005, 108-109).

From a psychological point of view, the entry of a child into school marks, first of all, a change in his social situation of development. The social situation of development in primary school age is significantly different from that which was in early and preschool childhood. First, the social world of the child is greatly expanded. He becomes not only a member of the family, but also enters society, mastering the first social role - the role of a schoolchild. In essence, for the first time, he becomes a “social person”, whose achievements, successes and failures are evaluated not only by loving parents, but also in the person of a teacher by society in accordance with socially developed standards and requirements for a child of this age (Prikhozhan, Tolstykh 2005, 108-109 ).

In the activities of the orphanage, the principles of practical psychology and pedagogy, taking into account the individual characteristics of children, are of particular relevance. First of all, it is advisable to involve pupils in activities that are interesting for them and at the same time ensure the development of their personality, that is, the main task of the orphanage is the socialization of pupils. For this purpose, family modeling activities should be expanded: children should take care of the younger ones, have the opportunity to show respect for the elders (Mustaeva 2001, 247).

From the above, we can conclude that the socialization of children from the orphanage will be more effective if, in the further development of the child, they strive to increase caring, goodwill in relations with children and with each other, avoid conflicts, and if they arise, they try to extinguish them through negotiations. and mutual compliance. When such conditions are created, the orphanage preschoolers, including children with special needs, develop a better social readiness to study at school.

training school social readiness

2. PURPOSE AND METHODOLOGY OF THE STUDY

2.1 Purpose, objectives and research methodology

The purpose of the course work is to identify the social readiness of children with special needs to study at school on the example of the Liikuri kindergarten in the city of Tallinn and the orphanage.

To achieve this goal, the following tasks are put forward:

1) to give a theoretical overview of the social readiness for school in normal children, as well as in children with special needs;

2) to identify an opinion on social readiness among pupils for school from teachers of a preschool institution;

3) to distinguish between the features of social readiness in children with special needs.

Research problem: to what extent children with special needs are socially prepared for school.

2.2 Methodology, sampling and organization of the study

The methodology of the course work is abstracting and interviews. The abstracting method is used to compose the theoretical part of the coursework. Interviewing was chosen for writing the research part of the work.

The sample of the study is formed from the teachers of the kindergarten Liikuri in the city of Tallinn and the teachers of the orphanage. The name of the orphanage has been left anonymous and is known to the author and supervisor of the work.

The interview is conducted on the basis of a memo (Appendix 1) and (Appendix 2) with a list of mandatory questions that do not exclude discussion with the respondent of other problems related to the topic of the study. The questions were compiled by the author. The sequence of questions can be changed depending on the conversation. Responses are recorded using entries in the study diary. The average duration of one interview is on average 20-30 minutes.

The interview sample was formed by 3 kindergarten teachers and 3 orphanage teachers who work with children with special needs, which is 8% of the Russian-speaking and mostly Estonian-speaking groups of the orphanage and 3 teachers working in the Russian-speaking groups of Liikuri Kindergarten in Tallinn.

To conduct the interview, the author of the work obtained consent from the teachers of these preschool institutions. The interview was held individually with each teacher in August 2009. The author of the work tried to create a trusting and relaxed climate in which the respondents would reveal themselves most fully. For interview analysis, educators were coded as follows: Liikuri Kindergarten teachers - P1, P2, P3 and Orphanage teachers - B1, V2, V3.

3. ANALYSIS OF THE RESULTS OF THE STUDY

The results of the interviews with the teachers of the Liikuri Kindergarten in the city of Tallinn, 3 teachers in total, and then the results of the interviews with the teachers of the orphanage are analyzed below.

3.1 Analysis of the results of interviews with kindergarten teachers

To begin with, the author of the study was interested in the number of children in the groups of Liikuri Kindergarten in Tallinn. It turned out that in two groups there were 26 children, which is the maximum number of children for this educational institution, and in the third group there were 23 children.

When asked if the children have a desire to go to school, the teachers of the group answered:

Most children have a desire to learn, but by spring, children get tired of 3 times a week classes in the preparatory class (P1).

At present, parents pay a lot of attention to the intellectual development of children, which very often leads to strong psychological tension, and this often causes children to fear schooling and, in turn, reduces the immediate desire to explore the world.

Two respondents agreed and answered in the affirmative to this question that children go to school with pleasure.

These answers show that in kindergarten the teaching staff makes every effort and their skills to instill in children the desire to study at school. Form the right idea about school and study. In a preschool institution, through the game, children learn all kinds of social roles and relationships, developing their intelligence, they learn to control their emotions and behavior, which positively affects the child's desire to go to school.

The above opinions of teachers also confirm what was stated in the theoretical part of the work (Kulderknup 1998, 1) that readiness for school depends on the environment surrounding the child in which he lives and develops, as well as on the people who communicate with him and direct his development. One teacher also noted that the readiness for school of children largely depends on the individual characteristics of the pupils and the parental interest in their learning ability. This statement is also very correct.

Physically and socially, children are ready to start school. Motivation can decrease from the loads on a preschooler (P2).

Teachers expressed about the methods of physical and social readiness:

In our garden, in each group we conduct tests for physical fitness, the following methods of work are used: jumping, running, in the pool the coach checks according to a certain program, the general indicator of physical fitness for us is the following indicators: how active, correct posture, coordination of eye movements and hands, how he knows how to dress, fasten buttons, etc. (P3).

If we compare what was given by the teacher with the theoretical part (Neare 1999 b, 7), it is pleasant to note that teachers in their daily work consider activity and coordination of movements important.

Social readiness in our group is at a high level, all children can get along and communicate well with each other, as well as with teachers. Intellectually, children are well developed, memory is good, they read a lot. In motivation, we use the following methods of work: work with parents (we give advice, recommendations on what approach is needed for each specific child), as well as benefits and conduct classes in a playful way (P3).

In our group, children have a well-developed curiosity, the desire of children to learn something new, a fairly high level of sensory development, memory, speech, thinking, and imagination. To assess the development of the future first-grader, special tests help to diagnose the readiness of the child for school. Such tests check the development of memory, voluntary attention, logical thinking, general awareness of the world around, etc. According to these tests, we determine to what extent our children have developed physical, social, motivational and intellectual readiness for school. I believe that in our group the work is carried out at the proper level and the children have been brought up with a desire to study at school (P1).

From the above said by teachers, we can conclude that the social readiness of children is at a high level, intellectually children are well developed, teachers use various methods of work to develop motivation in children, involving parents in this process. Physical, social, motivational and intellectual readiness for school is carried out regularly, which allows you to get to know the child better and instill in children the desire to learn.

When asked about the ability of children to fulfill the role of a student, respondents answered the following:

Children cope well with the role of a student, easily communicate with other children and teachers. Children are happy to talk about their experience, tell the texts they have heard, as well as from the pictures. Great need for communication, high ability to learn (P1).

96% of children are able to successfully build relationships with adults and peers. 4% of children who were brought up outside the children's team before school have poor socialization. Such children simply do not know how to communicate with their own kind. Therefore, at first they do not understand their peers and sometimes they are even afraid (P2).

The most important goal for us is to concentrate the attention of children for a certain amount of time, to be able to listen and understand tasks, follow the instructions of the teacher, as well as the skills of communicative initiative and self-presentation, which our children succeed in successfully. The ability to overcome difficulties and treat mistakes as a certain result of one's work, the ability to assimilate information in a group learning situation and change social roles in a team (group, class) (P3).

These answers show that basically children who are brought up in a children's team are able to play the role of a student and are socially ready for school, as teachers contribute to this and teach. Teaching children outside the kindergarten depends on the parents and their interest, activity in the future fate of their child. Thus, it can be seen that the opinions of Liikuri Kindergarten teachers obtained are consistent with the data of the authors (Readiness for School 2009), who believe that in preschool institutions, preschoolers learn to communicate and apply the role of a student.

Kindergarten teachers were asked to tell how the development of self-awareness, self-esteem and communication skills in preschoolers is carried out. The teachers agreed that the child needs to create a favorable development environment for his best development and told the following:

Socialization and self-esteem are supported by a friendly communication environment in the kindergarten group. We use the following methods: we give the opportunity to independently try to evaluate the work of preschoolers, a test (ladder), draw oneself, the ability to negotiate among themselves (P1).

Through creative games, training games, everyday activities (P2).

Our group has its own leaders, just like every group has them. They are always active, they succeed, they like to demonstrate their abilities. Excessive self-confidence, unwillingness to reckon with others does not benefit them. Therefore, our task is to recognize such children, understand them and help. And if a child experiences excessive severity at home or in kindergarten, if the child is constantly scolded, praised little, made comments (often in public), then he has a feeling of insecurity, fear of doing something wrong. We help these children build their self-esteem. It is easier for a child of this age to give correct peer assessments than self-assessment. Here we need our authority. So that the child understands his mistake or at least accepts the remark. With the help of a teacher, a child at this age can objectively analyze the situation of his behavior, which is what we are doing, forming self-awareness in children in our group (P3).

From the answers of teachers, we can conclude that the most important thing is to create a favorable environment for development through games and communication with peers and adults who surround them.

The author of the study was interested in how important a favorable environment in an institution is for the development of a child's self-awareness and self-esteem in the opinion of teachers. All respondents agreed that, in general, the kindergarten has a favorable environment, but one of the teachers added that a large number of children in the group makes it difficult to see the child's difficulties, as well as devote enough time to solve and eliminate them.

We ourselves create a favorable environment for the development of self-awareness and self-esteem of the child. Praise, in my opinion, can benefit the child, increase his self-confidence, form adequate self-esteem, if we adults sincerely praise the child, express approval not only in words, but also by non-verbal means: intonation, facial expressions, gestures, touch. We praise for specific actions, while not comparing the child with other people. But it is impossible to do without critical remarks. Criticism helps my pupils form realistic ideas about their strengths and weaknesses, and ultimately contributes to the creation of adequate self-esteem. But in no case do I allow to reduce the already low self-esteem of the child in order to prevent the increase of his insecurity and anxiety (P3).

From the above answers it is clear that kindergarten teachers make every effort to develop children. They themselves create a favorable environment for preschoolers, despite the large number of children in groups.

Kindergarten teachers were asked to tell if the readiness of children in groups is checked and how it happens, the answers of the respondents were the same and complemented each other:

The readiness of children to study at school is always checked. In the kindergarten, special age levels for mastering the program content by preschoolers (P1) have been developed.

Readiness for school is checked in the form of testing. We also collect information, both in the process of daily activities, and by analyzing the crafts and work of the child, watching the games (P2).

Readiness of children for school is determined with the help of tests, questionnaires. Filling in the “School Readiness Card” and a conclusion is made on the readiness of the child for school. In addition, final classes are preliminarily held, where children's knowledge of various types of activities is revealed. The level of development of children is assessed on the basis of the program of preschool education. Quite a lot about the level of development of the child "says" the work they have done - drawings, workbooks, etc. All works, questionnaires, tests are collected in a development folder, which gives an idea of ​​the dynamics of development and reflects the history of the individual development of the child (P3).

Based on the answers of the respondents, it can be concluded that the assessment of a child's development is a long process in which all teachers throughout the year observe all types of children's activities, as well as conduct various types of testing, and all results are stored, tracked, recorded and documented. The development of the child's physical, social and intellectual abilities, etc. are taken into account.

Our children receive speech therapy assistance in kindergarten. Speech therapist who examines children of general kindergarten groups and works with those who need the help of a speech therapist. The speech therapist determines the degree of speech development, reveals speech disorders and conducts special classes, gives homework, advice to parents. The institution has a swimming pool, the teacher works with children, improving the physical fitness of the preschooler, as well as the health of children (P2).

The speech therapist is able to generally assess the child's condition, determine his level of adaptation, activity, outlook, development of speech and intellectual abilities (P3).

From the above answers it can be seen that without the ability to correctly and clearly express their thoughts, pronounce sounds, a child cannot learn to write correctly. The presence of speech defects in a child can make it difficult for him to learn. For the correct formation of reading skills, it is necessary to eliminate the child's speech defects even before the start of schooling (Neare 1999 b, 50), which was also put forward in the theoretical part of this course. It can be seen how important speech therapy assistance is in kindergartens in order to eliminate all defects in preschoolers. And also classes in the pool give a good physical load to the whole body. This increases endurance, special exercises in the water develop all the muscles, which is not unimportant for the child.

Maps of individual development are drawn up, together with the parents we summarize the state of the children, give the parents the necessary recommendations for more appropriate developmental activities, after which we describe the development of all children. In the map of individual development, both weaknesses and strengths are recorded (P1).

At the beginning and at the end of the year, parents, together with the teacher, draw up an individual plan for the development of the child, determine the main directions for the current year. An individual development program is a document that defines the individual goals and content of training, assimilation and assessment of the material (P3).

We conduct testing 2 times a year, according to the tests provided by the kindergarten. Once a month, I sum up the results of the work done with the child and fix his progress during this period, and also conduct daily joint work with parents (P2).

An important role for the readiness of children for school is played by an individual development plan, which allows you to determine the strengths and weaknesses of the child and outline the necessary development goals, involving parents in this.

The author of the study was interested in how individual plans or special training and education programs are drawn up for the socialization of preschoolers. From the results of the answers, it became clear and this confirms, given in the theoretical part (RTL 1999,152,2149), that the basis for the organization of study and education in each preschool institution is the curriculum of the preschool institution, which proceeds from the framework curriculum of preschool education. On the basis of the framework curriculum, the children's institution draws up its program and activities, taking into account the type and originality of the kindergarten. The curriculum defines the goals of educational work, the organization of educational work in groups, daily routines, and work with children with special needs. An important and responsible role in creating a growth environment belongs to the kindergarten staff.

The family as a favorable environment in the development of children, so the author of the study was interested to know whether teachers work closely with parents and how important they consider the joint work of the kindergarten with parents. The teachers' responses were as follows:

The kindergarten provides assistance to parents in the education and development of their child. Specialists advise parents, there is a special schedule of appointments with kindergarten specialists. I consider it very important to work together with parents, but with the reduction of the budget of the kindergarten, not a single specialist will soon be left (P1).

We consider it very important to work with parents and therefore we work very closely with parents. We arrange joint events, teachers' councils, consultations, everyday communication (P2).

Only with the joint work of group teachers, teacher assistants, speech therapists involved in the preparation of curricula, an integrated calendar and thematic plan, the desired results can be achieved. Group specialists and teachers work in close contact with parents, involve them in active cooperation, meet with them at parent-teacher meetings and individually for a personal conversation or consultation. Parents can contact any employee of the kindergarten with questions and receive qualified assistance (P3).

The interview answers confirmed that all kindergarten teachers appreciate the need to work together with parents, while emphasizing the particular importance of individual conversations. The joint work of the whole team is a very important component in the upbringing and education of children. The harmonious development of the child's personality depends on the contribution of all members of the team of teachers and parents in the future.

3.2 Analysis of the results of interviews with orphanage teachers

The following analyzes the results of interviews with three orphanage teachers who work with children with special needs, representing 8% of the Russian-speaking and mostly Estonian-speaking groups of the orphanage.

To begin with, the author of the study was interested in the number of children in the groups of the orphanage among the interviewees. It turned out that in two groups of 6 children - this is the maximum number of children for such an institution, and in the other - 7 children.

The author of the study was interested in whether all the children in the groups of these educators have special needs and what deviations they have. It turned out that educators know quite well the special needs of their pupils:

In the group, all 6 children with special needs. All members of the group need daily help and care, since the diagnosis of childhood autism is based on the presence of three main qualitative disorders: lack of social interaction, lack of mutual communication, and the presence of stereotypical behaviors (B1).

Children's diagnoses:

There are currently seven children in the family. The orphanage now has a family system. All seven pupils have special needs (with mental retardation. One pupil has moderate mental retardation. Four have Down's syndrome, three of them with a moderate degree and one with a deep degree. Two pupils are suffering from autism (B2).

There are 6 children in the group, all children with special needs. Three children with moderate mental retardation, two with Down's syndrome and one pupil suffering from autism (B3).

It can be seen from the above answers that in this institution, out of the three groups given, in one group there are children with severe mental retardation, and in the other two families there are pupils with moderate intellectual disabilities. According to the educators, the groups are not very conveniently formed, since children with severe and moderate retardation are together in the same family. According to the author of this work, the fact that in all groups of children, autism is also added to the impairment of intelligence, which makes it especially difficult to communicate with the child and develop social skills in them, further complicates the work in the family.

When asked about the desire of pupils with special needs to study at school, educators gave the following answers:

Perhaps there is a desire, but very weak, because. it is difficult enough to catch the eyes of customers, to attract their attention. And in the future, it can be difficult to establish eye contact, children seem to look through, past people, their eyes are floating, detached, at the same time they can give the impression of being very smart, meaningful. Often, objects are more interesting than people: pupils can be fascinated for hours following the movement of dust particles in a beam of light or examine their fingers, twisting them in front of their eyes and not responding to the calls of the class teacher (B1).

Each student is different. For example, pupils with moderate Down syndrome and a pupil with mental retardation have a desire. They want to go to school, they are waiting for the school year to start, they remember both the school and the teachers. What can not be said about autists. Although, one of them, at the mention of the school, becomes alive, starts talking, etc. (B2).

Each of the pupils individually, in general, there is a desire (B3).

Based on the answers of the respondents, it can be concluded that depending on the diagnoses of pupils, their desire to learn depends, the more moderate their degree of backwardness, the greater the desire to study at school, and with severe mental retardation, there is a desire to learn in a small number of children.

The educators of the institution were asked to tell how developed the children's physical, social, motivational and intellectual readiness for school is.

Weak, because clients perceive people as carriers of certain properties that are of interest to them, use a person as an extension, a part of their body, for example, use an adult’s hand to get something or do something for themselves. If social contact is not established, then difficulties will be observed in other areas of life (B1).

Since all pupils have mental disabilities, the intellectual readiness for school is low. All pupils, except for autistic children, are in good physical shape. Their physical readiness is normal. Socially, I think it is a difficult barrier for them (B2).

The intellectual readiness of the pupils is quite low, which cannot be said about the physical one, except for an autistic child. In the social sphere, average readiness. In our institution, educators take care of children so that they can cope with daily simple things, for example, how to eat properly, fasten buttons, dress, etc., and in kindergartens where our pupils study, teachers prepare children for school, at home children are not given homework (C3).

From the above answers, it can be seen that children with special needs and who are educated only in an orphanage have low intellectual readiness for school; there is little time to give the child what he needs, i.e. the orphanage needs additional help. Physically, children are generally well prepared, and socially educators do everything possible to improve their social skills and behavior.

These children have an unusual attitude towards their classmates. Often the child simply does not notice them, treats them like furniture, can examine them, touch them, like an inanimate object. Sometimes he likes to play next to other children, to watch what they do, what they draw, what they play, while not the children, but what they are doing attracts more interest. The child does not participate in a joint game, he cannot learn the rules of the game. Sometimes there is a desire to communicate with children, even delight at their sight with violent manifestations of feelings that children do not understand and are even afraid of, because. hugs can be suffocating and the child, loving, can be hurt. The child draws attention to himself often in unusual ways, for example, by pushing or hitting another child. Sometimes he is afraid of children and runs away screaming when they approach. It happens that in everything inferior to others; if they take him by the hand, he does not resist, and when they drive him away from himself, he does not pay attention to it. Also, the staff faces various problems in the course of communication with customers. These may be feeding difficulties, when the child refuses to eat, or, on the contrary, eats very greedily and cannot get enough. The task of the leader is to teach the child to behave at the table. It happens that an attempt to feed a child can cause a violent protest, or, on the contrary, he willingly accepts food. Summarizing the above, it can be noted that it is very difficult for children to play the role of a student, and sometimes this process is impossible (B1).

They are friends with teachers and adults (downyats), they are also friends with classmates at school. For autists, teachers are like elders. The role of the student is able to perform (B2).

Many of the children are able to successfully build relationships with adults and peers, in my opinion, communication between children is very important, as it plays a big role in learning to reason independently, defend their point of view, etc., and they also know how to play the role of a student well (B3 ).

Based on the answers of the respondents, it can be concluded that the ability to play the role of a student, as well as interaction with the teachers and peers around them, depends on the degree of lag in intellectual development. Children with a moderate degree of mental retardation, including children with Down syndrome, already have the ability to communicate with peers, and children with autism cannot take on the role of a learner. Thus, from the results of the answers, it turned out and is confirmed by the theoretical part (Männamaa, Marats 2009, 48) that the communication and interaction of children with each other is the most important factor for the appropriate level of development, which allows him to act more adequately in the future at school, in a new team .

When asked if pupils with special needs have difficulties in socialization and if there are any examples, all respondents agreed that all pupils have difficulties in socialization.

Violation of social interaction is manifested in the lack of motivation or the pronounced limitation of contact with external reality. Children seem to be fenced off from the world, they live in their shells, a kind of shell. It may seem that they do not notice the people around them, only their own interests and needs matter to them. Attempts to penetrate into their world, to involve in contact lead to an outbreak of anxiety, aggressive manifestations. It often happens that when strangers approach pupils of the school, they do not respond to the voice, do not smile in response, and if they smile, then into space, their smile is not addressed to anyone (B1).

Difficulties occur in socialization. Vse-taki all pupils - sick children. Although you can't say that. For example, someone is afraid to ride in an elevator when we go to the doctor with him, do not drag him out. Someone does not allow a dental check-up at the dentist, also fear, etc. Unfamiliar places... (IN 2).

Difficulties arise in the socialization of pupils. On holidays, pupils behave within the limits of what is permitted (P3).

The above answers show how important it is for children to have a full-fledged family. Family as a social factor. At present, the family is considered both as the main unit of society and as a natural environment for the optimal development and well-being of children, i.e. their socialization. Also environment and upbringing are leading among the main factors (Neare 2008). No matter how much the educators of this institution would try to adapt the pupils, due to their characteristics it is difficult for them to socialize, and also due to the large number of children per educator, they cannot individually deal with one child a lot.

The author of the study was interested in how educators develop self-awareness, self-esteem and communication skills in preschoolers and how favorable the environment for the development of self-awareness and self-esteem of a child is in an orphanage. The educators answered the question someone briefly, and some gave a full answer.

A child is a very subtle being. Every event that happens to him leaves a trace in his psyche. And for all its subtlety, it is still a dependent being. He is not able to decide for himself, to make strong-willed efforts and protect himself. This shows how responsibly you need to approach actions in relation to the client. Social workers follow the close connection of physiological and mental processes, which are especially pronounced in children. The environment in the orphanage is favorable, the pupils are surrounded by warmth and care. The creative credo of the teaching staff: "Children should live in the world of beauty, games, fairy tales, music, drawing, creativity" (B1).

Not enough, there is no sense of security as in domestic children. Although all educators try to create a favorable environment in the institution on their own, with responsiveness, goodwill, so that there are no conflicts between children (B2).

Educators themselves try to create a good self-esteem for pupils. For good deeds, we encourage with praise and, of course, for inadequate actions, we explain that this is not right. Conditions in the institution are favorable (B3).

Based on the answers of the respondents, it can be concluded that, in general, the environment in the orphanage is favorable for children. Of course, children who are brought up in a family have a better sense of security and home warmth, but educators are doing everything possible to create a favorable environment for pupils in institutions, they themselves are engaged in increasing the self-esteem of children, creating all the conditions they need so that pupils do not feel lonely.

When asked whether the readiness of children for school is checked in the orphanage and how this happens, all respondents answered unequivocally that such a check does not take place in the orphanage. All the educators noted that with the pupils of the orphanage, the readiness of children for school is checked in the kindergarten, which is attended by orphanage children. A commission, a psychologist and teachers gather, on which they decide whether the child is able to go to school. Now there are a lot of methods and developments aimed at determining the readiness of children for school. For example, communication therapy helps determine a child's level of independence, autonomy, and social adjustment skills. It also reveals the ability to develop communication skills through sign language and various other methods of non-verbal communication. Educators noted that they know that kindergarten specialists use various methods to identify children's readiness for schooling.

It can be seen from the above answers that specialists who teach children in preschool institutions themselves check children with special needs for readiness to study at school. And also from the results of the answers it turned out, and this coincides with the theoretical part, that in orphanages educators are engaged in the socialization of pupils (Mustaeva 2001, 247).

When asked what special pedagogical assistance is provided to children with special needs, the respondents answered in the same way that children from the orphanage are visited by a speech therapist and added:

The orphanage provides physiotherapy assistance (massage, swimming pool, physical exercises both indoors and outdoors), as well as activity therapy - individual sessions with an activity therapist (B1; B2; B3).

Based on the answers of the respondents, it can be concluded that in the institution, children have the assistance of specialists, depending on the needs of the children, the above services are provided. All these services play an important role in the lives of children with special needs. Massage procedures and classes in the pool contribute to the improvement of the physical fitness of the pupils of this institution. A very important role is played by speech therapists who help to recognize speech defects and correct them, which in turn prevents children from having difficulties with communication and learning needs at school.

The author of the study was interested in whether individual or special education and upbringing programs are compiled for the socialization of children with special needs and whether the children of the interviewed caregivers have an individual rehabilitation plan. All respondents answered that all pupils of the orphanage have an individual plan. Also added:

Twice a year, together with the lastekaitse, the social worker of the orphanage draws up individual development plans for each pupil with special needs. Where goals are set for the period. This mainly concerns life in the orphanage, how to wash, eat, self-service, the ability to make the bed, tidy the room, wash the dishes, etc. After half a year, an analysis is carried out, what has been achieved and what still needs to be worked on, etc. (B1).

The rehabilitation of a child is a process of interaction that requires work, both on the part of the client and the people around him. Training correctional work is carried out in accordance with the client's development plan (B2).

From the results of the answers, it turned out and is confirmed by the theoretical part (Neare 2008) that the individual development plan (IDP) drawing up the curriculum of a certain children's institution is considered as a team work - specialists participate in the preparation of the program. To improve the socialization of the pupils of this institution. But the author of the work did not receive an exact answer to the question about the rehabilitation plan.

The orphanage teachers were asked to tell how they work closely with teachers, parents, specialists and how important close work is in their opinion. All respondents agreed that working together is very important. It is necessary to expand the circle of membership, that is, to involve in the group of parents of children who are not deprived of parental rights, but gave their children to the upbringing of this institution, pupils with different diagnoses, cooperation with new organizations. The option of joint work of parents and children is also considered: involving all family members in optimizing family communication, searching for new forms of interaction between the child and parents, doctors, and other children. And also there is a joint work of social workers of the orphanage and school teachers, specialists.

Children with special needs need help and love many times more than other children.

CONCLUSION

The purpose of this course work was to identify the social readiness of children with special needs to study at school on the example of the Liikuri kindergarten and orphanage.

The social readiness of children from Liikuri kindergarten serves as a justification for the achievements of a certain level, as well as for comparing the formation of social readiness for school in children with special needs living in an orphanage and attending special groups of kindergartens.

It follows from the theoretical part that social readiness implies the need to communicate with peers and the ability to subordinate one's behavior to the laws of children's groups, the ability to take on the role of a student, the ability to listen and follow the teacher's instructions, as well as the skills of communicative initiative and self-presentation. Most children enter kindergarten from home, and sometimes from an orphanage. Modern kindergarten teachers need knowledge in the field of special needs, willingness to cooperate with specialists, parents and teachers of orphanages, and the ability to create a child's growth environment based on the needs of each individual child.

The research method was interviewing.

From the research data, it turned out that children attending a regular kindergarten have a desire to learn, as well as social, intellectual and physical readiness for schooling. Since teachers do a lot of work with children and their parents, as well as with specialists, so that the child has the motivation to study for school, creating a favorable environment for their development, thereby increasing the self-esteem and self-awareness of the child.

In the orphanage, educators instill physical skills in children and socialize them, and they are engaged in intellectual and social preparation of children for school in a special kindergarten.

The environment in the orphanage is generally favorable, the family system, educators make every effort to create the necessary environment for development, if necessary, specialists work with children according to an individual plan, but children lack the security that exists in children brought up at home with their parents.

Compared to children from the general type of kindergarten, the desire to learn, as well as the social readiness for school, of children with special needs is poorly developed and depends on the existing forms of deviations in the development of pupils. The more severe the severity of the violation, the less children have a desire to study at school, the ability to communicate with peers and adults, self-awareness and self-control skills are lower.

Children in an orphanage with special needs are not ready for a school with a general education program, but are ready for special education, depending on their individual characteristics and the severity of their special needs.

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APPENDIX 1

Interview questions for kindergarten teachers.

2. Do you think your children have a desire to go to school?

3. Do you think your children have developed physical, social, motivational and intellectual readiness for school?

4. How well do you think children in your group are able to communicate with classmates and teachers? Can children play the role of a student?

5. How do you develop self-awareness, self-esteem and communication skills in preschoolers (formation of social readiness in kindergarten)?

6. Is there a favorable environment in your institution for the development of self-awareness and self-esteem of the child (for social development)?

7. Does the kindergarten check the readiness of children for school?

8. How is school readiness checked?

9. What special pedagogical assistance is provided to your children? (speech therapy, deaf and typhlopedagogy, early intervention, etc.)

10. Are there individual or special education and upbringing programs for the socialization of children with special needs?

11. Do you work closely with teachers, parents, specialists?

12. How important do you think it is to work together (important, very important)?

APPENDIX 2

Interview questions for orphanage teachers.

1. How many children are in your group?

2. How many children with special needs are in your group? (amount of children)

3. What deviations do the children in your group have?

4. Do you think your children have a desire to go to school?

5. Do you think your children have developed physical, social, motivational and intellectual readiness for school?

6. How well do you think the children in your group are able to communicate with classmates and teachers? Can children play the role of a student?

7. Do your pupils with special needs have difficulties in socialization? Can you give some examples (in the hall, on holidays, when meeting strangers).

8. How do you develop self-awareness, self-esteem and communication skills in preschoolers (formation of social readiness in kindergarten)?

9. Is there a favorable environment in your institution for the development of self-awareness and self-esteem of the child (for social development)?

10. Does the orphanage check the readiness of children for school?

11. How is the readiness of children checked for school?

12. What kind of special pedagogical assistance is provided to your children? (speech therapy, deaf and typhlopedagogy, early intervention, etc.)

13. Are there individual or special education and upbringing programs for the socialization of children with special needs?

14. Do the children in your group have an individual rehabilitation plan?

15. Do you work closely with teachers, parents, specialists?

16. How important do you think it is to work together (important, very important)?

At the present stage, preparation for schooling has grown from a psychological and pedagogical problem into a problem of great social significance. In this regard, special attention is required to solve the problem of forming the social personality traits of the future student, necessary for successful adaptation to school, strengthening and developing the child's emotional positive attitude towards school, the desire to learn, which ultimately forms the school position.

An analysis of the pedagogical heritage showed that at all times teachers and psychologists expressed their thoughts about preparing for schooling. It should consist in the correct organization of the life of children, in the timely development of their abilities, incl. social, as well as the awakening of a sustainable interest in school, learning.

The topic under study is one of the most pressing problems throughout the history of preschool and general pedagogy. Currently, it is becoming more acute due to the modernization of the entire education system. The school solves the complex problems of education and upbringing of the younger generation. The success of school education to a large extent depends on the level of preparedness of the child in the preschool years. With the arrival at school, the child's lifestyle changes, a new system of relations with people around is established, new tasks are put forward, new forms of activity are formed.

In psychological and pedagogical research, questions of the special and general psychological readiness of the child for school are considered. According to scientists, one of the aspects of the psychological readiness of a preschooler for the upcoming learning is social readiness, which is expressed in the motives of learning, in relation to children to school, to the teacher, to upcoming school duties, to the position of the student, in the ability to consciously control their behavior. The high level of intellectual development of children does not always coincide with their personal readiness for school. Children do not have a positive attitude towards a new way of life, upcoming changes in conditions, rules, requirements, which is an indicator of their attitude towards school.

So, general readiness involves the emotional development of the child, motor and physical, cognitive and socio-personal.

Let us dwell on the child's social readiness for school. School life includes the participation of the child in various communities, entering into and maintaining a variety of contacts, connections and relationships. First of all, it is a class community. The child must be prepared for the fact that he will no longer be able to follow only his desires and impulses, regardless of whether he interferes with other children or the teacher with his behavior. Relationships in the classroom community largely determine how a child can successfully perceive and process learning experience, i.e. benefit from it for their development.

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

It is important that the child can feel like a member of a group, in the case of schooling - a class. The teacher cannot address each child individually, but addresses the whole class. In this case, it is important that each child understands and feels that the teacher is addressing him personally. So feel like a member of a group this is another important property of social competence.

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

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

If a child does not go to kindergarten, communicates only with parents, does not know the rules of communication with peers, then the smartest and most developed child may turn out to be an outcast in the classroom, and therefore the task of social development is the formation of communication skills and ethical values ​​in play, learning activities, in everyday situations.

If this is not the case, then a first grader may face, firstly, rejection by peers, and secondly, a misunderstanding of the situation of communication with the teacher. Already the first school day may end with a complaint that the teacher does not love him, does not pay attention to him - and he cannot work otherwise. So, a child who writes, reads, but is not socially adapted either to the group, or to interaction, or to someone else's adult child, has problems. Moreover, one problem at school does not pass without a trace - one always pulls another.

The positive concept of "I" is very important here, which implies trust in oneself, seen as a sense of confidence in effective and appropriate behavior. A socially confident child believes that he will act successfully and correctly, and will achieve a positive result when solving difficult problems. If a child trusts himself, then confidence is manifested in his actions as a desire to achieve a positive result.

Theoretical analysis and practice data convinced us to carry out purposeful work to educate a positive attitude towards school in children of senior preschool age. It is a system of various forms and methods within the project cycle. To implement these tasks, it is necessary for the teacher, together with the children, to discuss various situations from life, stories, fairy tales, poems, examine pictures, draw the attention of children to the feelings, states, actions of other people; organize theatrical performances and games. As an example, consider one of the projects.

preschool group

Project "Journey to School Country"

Project characteristics:

Project type: game.

By the number of participants: group.

By duration: short-term (entertainment).

By the nature of the participants' contacts: among children of the same group.

Problem: What is taught in school?

Goal: Creating a play space for the socialization of the child.

• enrich children's impressions of the social world;
• consolidate children's knowledge about school life;
• develop mental activity, activate thinking, speed of reaction;
• instill in children a sense of camaraderie, mutual assistance;
• arouse interest and desire for their future - studying at school.

Estimated result: Drawing graphic models "What is taught at school".

Presentation:

• reflection in the drawings of their impressions;
• compiling stories: "Journey to the school country."

Description of the implementation of the main stage of the project

Educator: Today I want to invite you on an exciting and educational journey. But where we're going, I won't say. You yourself must guess.

Sounds recording of the song "Our school country" music. K. Ibryaeva

Educator: What kind of country is this about which the song is sung?

Children: School country.

Educator: We will go to the school country to find out what is taught at school. To make it more interesting for us to travel, we will split into two teams and see whose team will successfully get to the school country.

Educator: On the way, we will have to stop several times, where the teams will have to complete the task, without which we will not be able to continue the journey: music sounds.

1. Intellectual stop: warm-up - questions to the teams.

2. Mysterious stop.

3. Theatrical stop.

Dramatization of a scene

Folk stop - proverbs, sayings about the book

4. Letter stop.

Look at the letter Sh, the letter is very good.

She lives in such words: school, mouse, cat, check.

The letter "Sh" invites us to play a game. Whenever you hear the sound "sh" in a word, you will have to clap your hands.

AT THE BEGINNING OF A WORD

IN THE MIDDLE OF A WORD

5. Math stop.

"P" staggered along the road, her legs were tired,

She gave us a task, we need to show diligence.

We must come up with words that denote actions and begin with the sound [P]. I will show the number, and you will perform this movement so many times: jump, sit down, stretch, step over, pass, raise your hands, bow. Music sounds, children perform movements.

We have successfully reached the school country, it consists of classes.

Let's go to class sit down at the tables)

Petrushka welcomes us ( adult)

Parsley: Hello guys, I want to introduce you to the rules that every student should know and follow. (reads a poem and accompanies the words with appropriate actions, the children repeat).

When he orders to sit down - sit down (sit down)

The teacher will ask - you have to get up (stand up)

If you want to answer - do not make noise,

Just raise your hand (raise your hands)

And now I'll see how attentive you are, how quickly you can find the answer.

Parsley asks the children questions, and they answer amicably and cheerfully.

Who wants to grow up, go to school as soon as possible?

Who will keep their school notebooks in order?
- It's me, it's me, it's all my friends.

The chair will break at school who will scatter all the coats?

Who will receive the kids, only excellent grades?
- It's me, it's me, it's all my friends.

Who in the classroom without hesitation will gobble up jam?
- No, not me, no, not me, these are not my friends.

Who will take a toy, a doll, a bear and a cracker in a briefcase?
- No, not me, no, not me, these are not my friends.

Rules of conduct who must comply.
About discipline at school will not be forgotten?

It's me, it's me, it's all my friends.

Educator: Guys, while we were getting to the school country, what did we do with you?

Children: Counted, found letters, guessed riddles, remembered proverbs, played, listened to each other, learned to be friends

Educator: Yes, if we didn’t know how to do this, we wouldn’t be able to travel.

Guys, so you and I already know how to do everything, maybe this is enough not to go to school? What else can't we do? (write, solve complex problems, read long stories, etc.).

Conclusion: So, we need to go to school, what will they teach us at school? (children's answers)

Let's check if we have correctly identified what is taught in school.

(M. Plyatskovsky's song "What is taught at school" sounds)

Social, or personal, readiness to study at school is the child's readiness for new forms of communication, a new attitude towards the world around him and himself, due to the situation of schooling.

In order to understand the mechanisms of formation of social readiness for learning at school, it is necessary to consider the senior preschool age through the prism of the crisis of seven years.

In Russian psychology, for the first time, the question of the existence of critical and stable periods was raised by P.P. Blonsky in the 20s. Later, the works of well-known Russian psychologists were devoted to the study of development crises: L.S. Vygotsky, A.N. Leontiev, D.B. Elkonina, L.I. Bozovic and others.

As a result of research and observation of the development of children, it was found that age-related changes in the psyche can take place abruptly, critically, or gradually, lytically. In general, mental development is a regular alternation of stable and critical periods.

In stable periods, the development of the child has a relatively slow, progressive, evolutionary character. These periods cover a fairly long period of time of several years. Changes in the psyche occur smoothly, due to the accumulation of minor achievements, and outwardly often invisible. Only when comparing a child at the beginning and at the end of a stable age, the changes that occurred in his psyche during this period are clearly observed. Using the age periodization of L. S. Vygotsky, taking into account modern ideas about the boundaries of ages, the following stable periods in child development are distinguished:
- infancy (2 months-1 year);
- early childhood (1-3 years); - preschool age (3-7 years);
- adolescence (11-15 years);
- junior school age (7-11 years);
- senior school age (15-17 years).

Critical (transitional) periods in their external manifestations and significance for mental development as a whole differ significantly from stable ages. Crises take a relatively short time: a few months, a year, rarely two years. At this time, there are sharp, fundamental changes in the psyche of the child. Development during periods of crisis is stormy, impetuous, "revolutionary" in nature. At the same time, in a very short time, the whole child changes. Critical periods, according to L.S. Vygotsky, are “turning points” in child development.

In psychology, crises mean transitional periods from one stage of child development to another. Crises arise at the junction of two ages and are the end of the previous stage of development and the beginning of the next.

Crises have a clearly defined three-membered structure and consist of three interconnected phases: pre-critical, critical, post-critical. Usually, the critical age is determined by marking the culminating points, or peaks of the crisis. Thus, if stable periods are usually denoted by a certain time period (for example, preschool age - 3-7 years), then crises are determined by their peaks (for example, a crisis of three years, a crisis of seven years, etc.). At the same time, it is considered that the crisis period is normally limited to approximately one year: the last half of the previous stable period plus the first half of the subsequent stable period. In child psychology, it is customary to distinguish:
- neonatal crisis;
- crisis of one year;
- crisis 3 years;
- crisis 7 years;
- adolescent crisis (12-14 years old);
- youth crisis (17-18 years).

From the point of view of external manifestations, critical periods have a number of features.

First, it should be noted the uncertainty, blurring of the boundaries separating crises from adjacent ages. It is difficult to determine the beginning and end of the crisis.

Secondly, during these periods there is a sharp, spasmodic change in the entire psyche of the child. According to parents and educators, he becomes completely different.

Thirdly, development during critical periods often has a negative, “destructive” character. According to a number of authors, during these periods the child does not gain so much as loses from what was acquired before: interest in favorite toys and activities fades; the established forms of relations with others are violated, the child refuses to comply with the norms and rules of behavior learned earlier, etc.

Fourthly, during periods of crisis, every child becomes "relatively difficult to educate" in comparison with himself in adjacent stable periods. It is known that crises proceed differently in different children: in some, they are smoothed out, almost imperceptibly, in others, they are acute and painful. Nevertheless, certain difficulties in upbringing during critical periods arise in relation to each child.

Most clearly, "relative difficulty in education" and the negative nature of development are manifested in the symptoms of a crisis. It is very important to distinguish them from the negative aspects of stable periods (children's lies, envy, sneaking, etc.), since the causes of occurrence and, consequently, the tactics of adult behavior in both cases differ significantly. It is customary to distinguish seven symptoms, the so-called "seven-star crisis".

Negativism. Negativism refers to such manifestations in the child's behavior as unwillingness to do something just because it was suggested by an adult. Children's negativism should be distinguished from ordinary disobedience, since in the latter case the child refuses to comply with the requirements of an adult because he does not want to do something or wants to do something else at this time. The motive of disobedience is the unwillingness to fulfill the suggestion of an adult. The motive of negativism is a negative attitude towards the requirements of an adult, regardless of their content.

Manifestations of children's negativism are well known to parents. One of the typical examples. Mom invites her son to go to bed: "It's late, it's dark outside, all the children are already sleeping." The son is tired and wants to sleep, but stubbornly repeats: "No, I want to go for a walk." “Okay,” says mom, “get dressed, go for a walk.” "No, I'll sleep!" - answers the son. In this and similar situations, an adult can achieve the desired result by changing his demand to the opposite. Persuasion, explanations and even punishments in this case are useless.

Stubbornness is the second symptom of a crisis. The child insists on something, not because he really wants it, but because he demanded it. Stubbornness should be distinguished from perseverance, when a child seeks to do something or get some thing because he is interested in it. The motive for stubbornness, in contrast to perseverance, is the need for self-affirmation: the child does this because "he said so." In this case, the action itself or the object for it may not have attractiveness.

Obstinacy is the third symptom, most pronounced during the crisis of three years. Unlike negativism, obstinacy is not directed against an adult, but against the norms of behavior established for a child, against a habitual way of life. The child responds with dissatisfaction (“Yes, yes!”) To everything that is offered to him and what is done to him.

The fourth symptom is self-will, manifested in the child's desire for independence, in the desire to do everything himself.

These are the main symptoms of crisis periods. Despite the different focus (on an adult, on oneself, on the norms and rules of behavior), these behavioral manifestations have the same basis - the child's need for social recognition, the desire for independence. Along with the main ones, there are three additional symptoms of the crisis.

This is a protest-revolt, when the whole behavior of the child takes the form of a protest. He seems to be in a state of war with others, there are constantly children's quarrels with parents for any, sometimes completely insignificant reason. One gets the impression that the child deliberately provokes conflicts in the family. Depreciation can manifest itself in relation to adults (the child says “bad” words to them, is rude) and in relation to previously loved things (tears books, breaks toys). “Bad” words appear in the child’s vocabulary, which he pronounces with pleasure, despite the prohibitions of adults.

In a family with an only child, one more symptom can be observed - despotism, when the child seeks to exercise power over others, to subordinate the entire way of family life to his desires. If there are several children in the family, this symptom manifests itself in the form of jealousy towards other children. Jealousy and despotism have the same psychological basis - children's egocentrism, the desire to occupy the main, central place in the life of the family.

Negative symptoms are most fully and in detail described in relation to the crisis of three years. Practical work with children shows that the listed symptoms are to some extent characteristic of all critical ages, but at the same time they have different internal mechanisms. Thus, self-will at the age of three is based on self-awareness as a subject of activity, when the child understands that it is he who is the cause of certain changes that have appeared as a result of his actions. At the same time, the ability to analyze one's capabilities and foresee the results of one's actions at this age is still very poorly developed, so a three-year-old child often demands the impossible. Persuasion and persuasion are useless here, since the baby cannot yet realize all the conditions of the situation and cannot reason logically. The tactics of adult behavior during this period is to switch the child's attention to another activity or an attractive object, to distract him. This is possible, since attention at the age of three is still very unstable.

In older preschool age, the desire for independence - self-will - is based on awareness (albeit still limited) of their capabilities and is based on a fairly extensive individual experience of the child. With the help of an adult, a senior preschooler can analyze his actions and their results, and draw logical conclusions. When working with children of 6-7 years of age, it is necessary not to prohibit, but to convince. It is necessary to give the child the opportunity to act independently, having previously discussed with him the methods of action, teaching him what he still does not know how, but really wants to do.

The feeling of jealousy at the age of three is still unconscious. The child does not allow other children to approach his mother, says: “My mother!” In older preschool age, jealousy arises on the basis of awareness of changes in the attitude of adults towards themselves and their place in the family at the birth of another child. External manifestations of jealousy in older preschool age may be less noticeable than at three years. The child becomes whiny, capricious, depressed, insecure, he has fears, anxiety increases.

The famous psychologist L.I. Bozovic notes that the negative behavior of children during critical periods indicates their frustration. It is known that frustration arises in response to the restriction of some significant human needs. Consequently, at the junction of the two ages, the most acute and painful crisis is experienced by children in whom their actual needs are not satisfied or even actively suppressed.

Already from the first days of life, the child has some primary needs. Dissatisfaction with any of them causes negative experiences, anxiety, anxiety, and their satisfaction causes joy, an increase in the general vitality, and an increase in cognitive and motor activity. In the process of development, there are significant changes in the sphere of needs, which are most clearly manifested by the end of each age period. If adults do not take into account these changes, and the system of their requirements limits or suppresses the needs of the child, he experiences a state of frustration, which, in turn, leads to certain negative manifestations in behavior. These contradictions are most aggravated during transitional periods, when there are sharp, spasmodic changes in the entire psyche. Therefore, the causes of negative behavior during periods of crisis must be sought in the social situation of the child's development, in his relations with adults, primarily in the family.

In transitional periods of child development, the child becomes relatively difficult to educate because the system of pedagogical requirements applied to him does not correspond to the new level of his development and his new needs. In other words, changes in the pedagogical system do not keep pace with the rapid changes in the personality of the child. The larger this gap, the more acute the crisis.

Crises, in their negative sense, are not obligatory companions of mental development. It is not crises as such that are inevitable, but fractures, qualitative shifts in development. There can be no crises at all if the mental development of the child does not develop spontaneously, but is a reasonably controlled process - controlled upbringing.

The psychological meaning of critical (transitional) ages and their significance for the mental development of the child lies in the fact that during these periods the most significant, global changes in the entire psyche of the child occur: the attitude towards oneself and others changes, new needs and interests arise, cognitive processes, activities the child acquires new content. Not only individual mental functions and processes change, but the functional system of the child's consciousness as a whole is also rebuilt. The appearance of crisis symptoms in the child's behavior indicates that he has moved to a higher age level.

Consequently, crises should be considered as a natural phenomenon of the child's mental development. The negative symptoms of transitional periods are the reverse side of important changes in the child's personality, which form the basis for further development. Crises pass, but these changes (age-related neoplasms) remain.

The crisis of seven years was described in the literature before the rest and was always associated with the beginning of schooling. Senior preschool age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolboy. It has long been noticed that during the transition from preschool to school age, the child changes dramatically and becomes more difficult in terms of education. These changes are deeper and more complex than in the crisis of three years.

The negative symptoms of the crisis, characteristic of all transitional periods, are fully manifested at this age (negativism, stubbornness, obstinacy, etc.). Along with this, features specific to a given age appear: deliberateness, absurdity, artificiality of behavior; clowning, fidgeting, clowning. The child walks with a fidgety gait, speaks in a squeaky voice, makes faces, makes a fool out of himself. Of course, children of any age (and sometimes even adults) tend to say stupid things, joke, mimic, imitate animals and people - this does not surprise others and seems ridiculous. On the contrary, the child's behavior during the crisis of seven years has a deliberate, buffoonish character, causing not a smile, but condemnation.

According to L.S. Vygotsky, such features of the behavior of seven-year-olds testify to the “loss of childish spontaneity”. Older preschoolers cease to be naive and direct, as before, become less understandable to others. The reason for such changes is the differentiation (separation) in the mind of the child of his inner and outer life.

Until the age of seven, the baby acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of those desires in behavior (i.e. internal and external) are an indivisible whole. The behavior of a child at these ages can be conditionally described by the scheme: "I wanted - I did." Naivety and spontaneity indicate that outwardly the child is the same as "inside", his behavior is understandable and easily "read" by others.

The loss of spontaneity and naivete in the behavior of the older preschooler means the inclusion in his actions of some intellectual moment, which, as it were, is wedged between the experience and action of the child. His behavior becomes conscious and can be described by another scheme: "I wanted - I realized - I did." Awareness is included in all spheres of life of an older preschooler: he begins to realize the attitude of those around him and his attitude towards them and to himself, his individual experience, the results of his own activities, etc.

It should be noted that the possibilities of awareness in a child of seven years of age are still very limited. This is only the beginning of the formation of the ability to analyze their experiences and relationships, in this the older preschooler differs from an adult. The presence of an elementary awareness of one's external and internal life distinguishes children of the seventh year from younger children, and the crisis of seven years from the crisis of three years.

One of the most important achievements of senior preschool age is the awareness of one's social "I", the formation of an internal social position. In the early periods of development, children are not yet aware of what place they occupy in life. Therefore, they have no conscious desire to change. If the new needs that arise in children of these ages do not find realization within the framework of the lifestyle that they lead, this causes unconscious protest and resistance (crises of one and three years).

At the older preschool age, the child for the first time becomes aware of the discrepancy between what position he occupies among other people and what his real possibilities and desires are. There is a clearly expressed desire to take a new, more “adult” position in life and perform a new activity that is important not only for himself, but also for other people. The child, as it were, "falls out" of the usual life and the pedagogical system applied to him, loses interest in preschool activities. In the conditions of universal schooling, this is primarily manifested in the desire of children to achieve the social status of a student and to study as a new socially significant activity (“In school - big ones, and in kindergarten - only kids”), as well as in the desire to fulfill certain assignments adults, take on some of their responsibilities, become an assistant in the family.

The emergence of such a desire is prepared by the entire course of the child’s mental development and occurs at the level when he becomes aware of himself not only as a subject of action (which was also characteristic of previous developmental crises), but also as a subject in the system of human relations. If the transition to a new social position and new activity does not occur in a timely manner, then the child has a feeling of dissatisfaction, which finds its expression in the negative symptoms of the crisis of seven years.

Psychologists have identified a connection between the crisis of seven years and the success of children's adaptation to school. It turned out that preschoolers whose behavior had symptoms of a crisis before entering school experienced fewer difficulties in the first grade than those children who had no crisis of seven years before school.

Based on a survey of parents and educators in one of the preparatory groups of the kindergarten, it was found that the majority of children show negative symptoms of the crisis of seven years. The parents of these children noted that “the child suddenly deteriorated”, “always was obedient, but now it seems like they have changed it”, “is naughty, raises his voice, is insolent”, “grimaces”, “all requirements must be repeated twenty times”, etc. Observations of these children showed that they are very mobile, easily start and quit the work or game they have started, constantly try to occupy themselves with something useful, and require the attention of adults. They often ask about school, prefer learning to play. Of the games, they are more attracted to board games and sports with elements of competition, especially if they are organized and performed together with adults. These children prefer interacting with adults and older children to playing with younger ones. The educator characterized them as "very active, in need of control, restless, naughty, why and how".

Other children, according to parents, are obedient, conflict-free, there are no noticeable changes in their behavior. They practically do not express dissatisfaction, do not object to adults, play a lot, preferring the game to reading, studying, helping parents and educators. These are typical preschoolers, quiet, obedient, showing initiative only in the game.

A re-examination of children after entering school showed that in preschoolers who showed signs of a crisis in the preparatory group of kindergarten, negative symptoms usually disappear with the start of schooling. The parents of these children note that the difficulties in upbringing are “a passed stage” for them, and when the child enters school, the child has changed for the better, “everything has fallen into place.” On the contrary, many children who were outwardly prosperous in the preschool period went through a period of crisis when they entered the first grade. Their parents noted that when they entered school, the child developed negative behavior: “all the time mimics, grimace, snarl”, “bearing”, “rude”, etc. Teachers note that these children are inactive in the classroom, “are not interested in learning”, “play under the desk, wear toys to school”.

In recent years, there has been a shift in the boundaries of the crisis of seven years to the age of six. In some children, negative symptoms appear as early as 5.5 years old, so now they are talking about a crisis of 6-7 years. There are several reasons for the earlier onset of the crisis.

First, changes in the socio-economic and cultural conditions of society in recent years have led to a change in the normative generalized image of a six-year-old child, and, consequently, the system of requirements for children of this age has changed. If until recently a six-year-old was treated like a preschooler, now they look at him as a future schoolchild. From a six-year-old child they are required to be able to organize their activities, to comply with the rules and norms that are more acceptable at school than in a preschool institution. He is actively taught the knowledge and skills of a school nature, the lessons themselves in kindergarten often take the form of a lesson. By the time they enter school, most first grade students already know how to read, count, and have extensive knowledge in various areas of life.

Secondly, numerous experimental studies show that the cognitive capabilities of today's six-year-old children are superior to those of their peers in the 1960s and 1970s. The acceleration of the pace of mental development is one of the factors in shifting the boundaries of the crisis of seven years to earlier periods.

Thirdly, senior preschool age is characterized by significant changes in the work of the physiological systems of the body. It is no coincidence that it is called the age of change of milk teeth, the age of "stretching in length". In recent years, there has been an earlier maturation of the main physiological systems of the child's body. This also affects the early manifestation of the symptoms of the crisis of seven years.

As a result of the change in the objective position of six-year-old children in the system of social relations and the acceleration of the pace of psychophysical development, the lower boundary of the crisis has shifted to an earlier age. Consequently, the need for a new social position and new activities now begins to form in children much earlier. At the same time, the possibility of realizing this need, the deadlines for entering school remained the same: most children start school at the age of seven. The transitional age, thus, turned out to be stretched from 5.5 to 7.5-8 years, the course of the crisis in modern conditions is becoming more acute. (This is noted by both educators and teachers working with children aged 6-8.)

Until recently, psychologists attributed the crisis of seven years to "small" crises, in which negative manifestations are less pronounced than in "big" crises - 3 years and 11-12 years. Modern features of the course of the seven-year crisis allow us to say that it is moving from the category of “small” to the category of “large”, acute crises. Up to 75% of children of the seventh year of life show acute symptoms of the crisis.

Individual differences in mental development and the course of a crisis in today's older preschoolers are more pronounced than in seven-year-old children in the 60s and 70s. This is due to a number of factors, primarily differences in the organization of educational work in preschool institutions; expansion of the system of additional education; a change in the attitude of parents to the education and upbringing of preschool children; significant differences in the material and living conditions of children in the family.

What conclusions can be drawn considering the senior preschool age as a crisis or transitional period of development?

First. Developmental crises are inevitable and at a certain time occur in all children, only in some the crisis proceeds almost imperceptibly, smoothed out, while in others it is violent and very painful.

Second. Regardless of the nature of the course of the crisis, the appearance of its symptoms suggests that the child has become older and is ready for more serious activities and more "adult" relationships with others.

Third. The main thing in the crisis of development is not its negative character (as already mentioned, difficulties in upbringing can be almost imperceptible), but changes in children's self-awareness - the formation of an internal social position.

Fourth. The manifestation of the crisis at the age of 6-7 indicates the social readiness of the child to study at school.

Speaking about the connection between the crisis of seven years and the readiness of the child to study at school, it is necessary to distinguish the symptoms of a developmental crisis from the manifestations of neurosis and the individual characteristics of temperament and character, which we discussed in the previous section.

It has long been noted that developmental crises manifest themselves most clearly in the family. This is because educational institutions work according to certain programs that take into account age-related changes in the child's psyche. The family is more conservative in this regard, parents, especially mothers and grandmothers, tend to take care of their "kids", regardless of their age. Differences in the opinions of educators and parents in assessing the behavior of children of 6-7 years of age are not uncommon: mothers complain about the stubbornness and self-will of the child, and the educator characterizes him as independent and responsible, who can be entrusted with a serious matter.

Therefore, when identifying the symptoms of a crisis, the opinion of parents should be taken into account first of all. For this purpose, a questionnaire for parents is used.