Speech by a teacher-psychologist to the parents of future first-graders "Child's readiness for schooling."

Target: To update the knowledge of parents on the problem of psychological readiness for school.
Presentation objectives:
1. Arming parents with psychological and pedagogical knowledge.
2. Creation of conditions for the inclusion of parents of future first-graders in the process of preparing a child for school.
3. Give practical advice on how to prepare a child for school.

Good evening dear parents! For the first time in first class! These words sound solemn and exciting. As if you are sending a child to a strange and unfamiliar world, in which he will have to independently pass the test of new circumstances.

Is your treasure ready for a new stage in his life? Are you ready for the fact that the child begins his journey to independence and independence?

A lot has been written and said about preparing children for school. Teachers speak, parents speak, psychologists speak, and their opinions do not always coincide. The stores have a huge number of books, manuals, in the names of which the words are highlighted in large letters"Preparation for school". What does this phrase “ready to learn” mean?

This is a complex concept that includes the qualities, abilities, skills and abilities that, due to heredity, development and upbringing, a child has by the time he enters school and which, in combination, determine the level of adaptation, success (failure) of the child in school.

So, speaking of readiness for school, we mean a set of intellectual, physical, emotional, communicative, personal qualities that help the child enter a new school life as easily and painlessly as possible, take a new social position of a “schoolchild”, successfully master a new learning activity for him and painlessly and without conflict to enter the new world of people for him. Experts, speaking about readiness for school, sometimes focus on different aspects of the development of children, based on their own experience of working with them, so I will give several classifications in order to get the most complete picture of the components of the concept of a child's readiness for school.

There are 3 closely interrelated aspects in the concept of school readiness:

Physiological readiness for learning;

Psychological readiness for schooling;

Social (personal) readiness to study at school.

Physiological readiness for school is assessed by doctors (often ill children, physically weakened, even with a high level of development of mental abilities, as a rule, experience learning difficulties).

Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception (perceptual maturity), including the selection of a figure from the background; concentration of attention; analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization; the ability to reproduce the pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity, understood in this way, largely reflects the functional maturation of brain structures.

Emotional maturity is mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time.

Social maturity includes the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as the ability to play the role of a student in a school situation.learning.

L.I. Bozhovich pointed out thatschool readiness- this is a combination of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one's cognitive activity and for the social position of the student.

The term "psychological readiness for schooling" ("readiness for school", "school maturity") is used in psychology to refer to a certain level of a child's mental development, upon reaching which he can be taught at school.Psychological readinessof a child to study at school is a complex indicator that allows predicting the success or failure of a first-grader's education.

Psychological readiness for school means that the child can and wants to go to school.

The structure of the child's psychological readiness for school.

In the structure of a child's psychological readiness for school, it is customary to single out:

The child's intellectual readiness for school (the child's outlook and the development of cognitive processes)

- Personalreadiness (readiness of the child to accept the position of a student)

- Emotional-volitionalreadiness (the child must be able to set a goal, make decisions, outline an action plan and make an effort to implement it)

Socio-psychological readiness (the child has moral and communicative abilities).

1. Intellectual readiness. It involves the formation of certain skills in the child:

Ability to allocate a learning task;

The ability to hiccup the similarities and differences of objects, phenomena, their new properties.

A future first-grader should not only have a system of knowledge about the world around him, but be able to apply them, establish patterns between cause and effect, observe, reason, compare, generalize, hypothesize, draw conclusions - these are the intellectual skills and abilities that will help the child master school disciplines . These are his main associates and assistants in such a difficult and new educational activity for him.

Motor readiness for school. Motor readiness for school is understood not only as how much the child controls his body, but also his ability to perceive his body, to feel and voluntarily direct movements (own internal mobility), to express his impulses with the help of the body and movement. When they talk about motor readiness for school, they mean the coordination of the eye-hand system and the development of fine motor skills necessary for learning to write. Here it must be said that the speed of mastering hand movements associated with writing can be different for different children. This is due to the uneven and individual maturation of the corresponding parts of the human brain. Therefore, it is good if already before school the child has mastered to a certain extent the movement of the hand, hand and fingers. The possession of fine motor skills is an important characteristic of a child's motor readiness for school.

cognitive readiness to school, which for a long time was considered and is still considered by many to be the main form of readiness for school, plays, although not the main, but a very significant role. It is important that the child can concentrate on a task for some time and complete it. It's not so easy: at every moment of time we are exposed to various kinds of stimuli: noises, optical impressions, smells, other people, etc. In a large class, there are always some distracting events. Therefore, the ability to concentrate for some time and keep attention on the task at hand is the most important prerequisite for successful learning. It is believed that a good concentration of attention is developed in a child if he can carefully perform the task assigned to him for 15-20 minutes without getting tired. Therefore, along with the ability to listen carefully, it is necessary that the child remember what he heard and saw and keep it in his memory for some time. Therefore, the ability for short-term auditory and visual memory, which allows mental processing of incoming information, is an important prerequisite for the success of the educational process. It goes without saying that hearing and vision must also be well developed. In order for the child to be able to integrate the information received into the information already available and build on its basis an extensive network of interrelated knowledge, it is necessary that by the time of learning he already possesses the rudiments of logical (sequential) thinking and understands the relationships and patterns (expressed by the words “if”, “then ", "because"). At the same time, we are not talking about some special "scientific" concepts, but about simple relationships that occur in life, in language, in human activity.

2. Personal readiness. Personal readiness is the degree of formation of personal qualities in a child that helps him to feel his changed position, to realize his new social role - the role of a schoolchild. This is the ability to understand and accept his new responsibilities, to find his place in the new school routine for him.

The ability to adequate self-esteem. This is the child's ability to evaluate himself, more or less realistically, without falling into the extremes of "I can do everything" or "I can't do anything." The prerequisites for an adequate assessment of oneself, the results of one's work will help the future student to navigate the school's assessment system. This is a start to the emergence of the ability to assess one's abilities, the degree of assimilation of academic disciplines.

The ability to subordinate the motives of behavior. This is when a child understands the need to do homework first, and then play, that is, the motive "to be a good student, earn the teacher's praise" dominates the motive "enjoy the game." Of course, at this age there can be no firm priority of educational motivation over the game one. Learning motivation is formed during the first 2-3 years of schooling. Therefore, often educational tasks are presented to children in an attractive way.

3. Social readiness. Social readiness is the possession of the skills necessary for the child to coexist in a team. Your child will be more likely to succeed in school if they:

Able to communicate with peers, can establish contacts with other children;

The ability to fulfill the requirements of an adult (including a teacher), not only listens, but hears a request, instruction, advice;

Can control his behavior, explain the reasons for his actions;

Self-service (be able to dress and undress independently, tie shoelaces, the ability to organize your workplace and keep it in order).

The beginning of school education is a natural stage in the life path of a child. For a child for the first time to school, everything is the same as for us the first time to work. How they will meet, what they will say, what if I do something wrong, what will happen, and what if they don’t understand - anxiety of expectations, alertness. And, if suddenly they really don’t understand - pain, resentment, tears, capriciousness. Who will help, only we are relatives - parents. Support, caress, stroke (a child needs 16 strokes a day for normal development). Through the game, a fairy tale, try to set it up for learning. Have a calm conversation with your child.

1) tell us about the school: without embellishing or exaggerating school life;

2) talk about possible relationships with peers and teachers without being intimidating or painting rosy pictures;

3) remember the joyful moments of your school childhood and grief;

4) try to remember your school and surprises, gifts, holidays and positive marks (where and for what);

5) tell how you went to school (smells);

6) never express your fears about the school, do not scare the school, school anxiety is formed;

7) Discuss with your child what worries and upsets him. What happened during the day. Help understand the actions of others. For example, the teacher did not ask. You can and should argue with a 6-7 year old child, he is ready to understand your arguments

8) reconsider your requirements for the child, whether they are always justified, whether you want too much from him. It is helpful to "skip" the demands through your own childhood experiences. Be objective.

9) more love, warmth and affection. Say more often that you love him.

The child must understand the main thing:“If it suddenly becomes difficult for you, I will definitely help you and I will definitely understand you, and together we will cope with all the difficulties”

Handouts for parents.

Rule 1

Rule 2

Rule 3

Rule 1 Don't get involved in a child's business unless he asks for help. With your non-intervention, you will inform him: “You are all right! Of course you can do it!”

Rule 2 Gradually, but steadily, remove your care and responsibility for the personal affairs of your child and transfer them to him.

Rule 3 Let your child feel the negative consequences of their actions (or their inaction). Only then will he grow up and become "conscious".

Rule 1 Don't get involved in a child's business unless he asks for help. With your non-intervention, you will inform him: “You are all right! Of course you can do it!”

Rule 2 Gradually, but steadily, remove your care and responsibility for the personal affairs of your child and transfer them to him.

Rule 3 Let your child feel the negative consequences of their actions (or their inaction). Only then will he grow up and become "conscious".

Used Books:

1. V.G. Dmitreev. Getting ready for school. Book for parents. – M.: Eksmo, 2007. – 352 p.

2. E. Kovaleva, E Sinitsyna Preparing a child for school. - M .: List-New, 2000, - 336 p., ill.

3. M.M. Bezrukikh Is the child ready for school? - M .: Ventana-Grant, 2004 - 64 pp.: ill.

The positive orientation of the child to school as a special educational institution is the most important prerequisite for a successful entry into the school-educational reality, acceptance of school requirements, and full inclusion in the educational process. A child is considered ready for schooling, whom the school attracts not with its external side (attributes of school life - a portfolio, textbooks, notebooks), but with the opportunity to acquire new knowledge, which involves the development of cognitive interests. Many children explain their desire to go to school by the fact that at school they will be engaged in new socially important educational activities: “I want to study in order to be like dad”, “at school, tasks are solved interesting”. The future student needs to arbitrarily control his behavior, cognitive activity. Thus, the child must have a developed educational motivation. Starting schooling, the child must be ready not only for the assimilation of knowledge, but also for a radical restructuring of the entire lifestyle.

A new internal position of the student arises by the age of 7. In a broad sense, it can be defined as a system of needs and aspirations of the child associated with the school, when the participation in them is experienced by the child as his own need (“I want to go to school”). This is an attitude towards entering school and staying in it as a natural and necessary event in life, when the child does not think of himself outside of school and understands the need for learning. He shows a special interest in the new, proper school content of the classes, preferring literacy and numeracy lessons to preschool-type classes (drawing, music, etc.). The child refuses from preschool childhood, when he prefers collective classroom lessons to individual learning at home, has a positive attitude towards the attributes of discipline, prefers the socially developed, traditional for educational institutions way of assessing achievements (marks) to other types of encouragement (sweets, gifts). He recognizes the authority of the teacher as the organizer of his learning. The formation of the internal position of the student takes place in two stages. At the first stage, a positive attitude towards school appears, but there is no orientation towards the meaningful moments of school and educational activities. The child highlights only the external, formal side, he wants to go to school, but at the same time maintain a preschool lifestyle. And at the next stage, there is an orientation towards social, although not strictly educational, aspects of activity. The fully formed position of a schoolchild includes a combination of orientation towards both social and actually educational moments of school life, although only a few children reach this level by the age of 7.

Thus, the inner position of the student is a subjective reflection of the objective system of the child's relations with the world of adults. These relations characterize the social situation of development from its external side. The internal position is the central psychological neoformation of the crisis of 7 years. The formation of the main points of volitional action occurs by the age of six: the child is able to set a goal, make a decision, outline an action plan, execute it, show a certain effort in case of overcoming an obstacle, evaluate the result of his action. And although all these components are still insufficiently developed, the behavior of the older preschooler is arbitrariness. He is able to control his movements, attention, deliberately memorize poems, subordinate his desires to the need to do something, follow the instructions of an adult and act according to the rules of school life. Behind the implementation of the rules and their awareness lies the system of relations between the child and the adult. The arbitrariness of behavior is precisely connected with the transformation of the rules of behavior into an internal psychological instance (A.N. Leontiev), when they are carried out without the control of an adult. In addition, the child must be able to set and achieve a goal, overcoming some obstacles, showing discipline, organization, determination, initiative, perseverance, independence.

The most important neoplasm of senior preschool age is the emergence of moral motives (sense of duty), which encourage children to engage in activities that are not attractive to them (L.I. Bozhovich, D.B. Elkonin By the beginning of schooling, the child should have achieved relatively good emotional stability, against the background of which development and the course of educational activity are possible.

Many psychologists rightly argue that if a child is not ready for the social position of a schoolchild, then even if he is intellectually ready for school, it is difficult for him to study (A.N. Leontiev, D.B. Elkonin, L.I. Bozhovich). The success of such children, as a rule, is extremely unstable. However, those preschoolers who do not want to go to school are of particular concern. Some of them are guided by the sad experience of “the school life of older brothers or sisters”, “I don’t want to, they give deuces there, and then they scold at home”, “when you go to school, they will show you there!” - one can hardly count on the fact that he has a desire to learn.

In the most obvious form, the features of the internal position of children of 6-7 years of age are manifested in the game at school. It has long been noted that the central moment of play in a child of preschool age always becomes the most important and essential experience for him at the moment, i.e. the content of the game always corresponds to the actual needs of the child. Therefore, the child needs to be psychologically prepared for school. This is especially important for 6 year olds. Research shows that information about the school given to children should be understandable and emotionally rich. To do this, they use excursions to the school, conversations, stories about the school and teachers, etc.

The socio-psychological component of readiness consists in the formation of qualities in children, thanks to which they could communicate with other children, the teacher. A 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 in a new community.

Relationships with other people are born and develop most intensively in the early preschool years. The experience of these first relationships is the foundation for the further development of the child's personality and largely determines the characteristics of a person's self-awareness, his attitude to the world, his behavior and well-being among people, as well as the desire or unwillingness to attend school.

A very important aspect of a child's readiness for school is related to his relationship with adults. Communicating and interacting with adults, by the end of preschool age, he begins to focus not only on direct, situational relations with them, but also on certain norms and rules. Now children feel the need for the attention and empathy of an adult, they are able to distinguish between the functions of an adult corresponding to different situations of communication (on the street, at home, in an institution).

In connection with the transition to school, the attitude of adults towards the child also changes. He is given greater independence than a preschooler: he must allocate time himself, monitor the implementation of the daily routine, do not forget about his duties, do homework on time and with high quality. With the beginning of schooling, surrounded by a child, a new adult enters - a teacher. The teacher performed maternal functions, providing all the life processes of the pupils. Relations with him were direct, trusting and intimate. The preschooler was forgiven for pranks and whims. Adults, even if they were angry, soon forgot about it, as soon as the baby said: "I won't do it again." Assessing the activity of a preschooler, adults often paid attention to the positive aspects. And if something did not work out for him, then they were encouraged for diligence. It was possible to argue with the teacher, to prove one's case, to insist on one's opinion, often appealing to the opinion of the parents: "But my mother told me!".

The teacher occupies a different place in the activity of the child. This is, first of all, a social person, a representative of society, whom it entrusted to give the child knowledge and evaluate academic success. Therefore, the teacher is the bearer of new standards, the most authoritative person for the child. The student accepts his point of view and often declares to his peers and parents: "But the teacher at school told us ..." In addition, the assessment given by the teacher at school does not express his subjective personal attitude, but shows an objective measure of the significance of the student's knowledge and the performance of his educational assignments. In the field of activity and communication, the main components of readiness for schooling include the formation of the prerequisites for educational activity, when the child accepts a learning task, understands its conventionality and the conventionality of the rules by which it is solved; regulates its own activities on the basis of self-control and self-assessment; understands how to complete the task and shows the ability to learn from an adult.

In order to learn how to solve educational problems, the child must pay attention to the ways of performing actions. He must understand that he is acquiring knowledge for use in future activities, "for future use."

The ability to learn from an adult is determined by extra-situational-personal, contextual communication (E.E. Kravtsova). moreover, the child understands the position of an adult as a teacher and the conditionality of his requirements. Only such an attitude towards an adult helps a child to accept and successfully solve a learning problem.

The effectiveness of teaching a preschool child depends on the form of his communication with an adult. In the situational-business form of communication, an adult acts as a partner in the game in any, even educational, situation. Therefore, children cannot concentrate on the words of an adult, accept and keep his task. Children are easily distracted, switch to extraneous tasks and almost do not react to the comments of an adult.

The encouragement and censure of an adult are treated adequately. Blame encourages them to change their mind, to look for a better way to solve the problem. Rewards give confidence. The prerequisites for learning activity, according to A.P. Usova, arise only with specially organized training, otherwise children experience a kind of "learning disability" when they cannot follow the instructions of an adult, control and evaluate their activities.

Thus, entering school marks the beginning of a qualitatively new stage in a child's life: it changes his attitude towards adults, peers, himself and his activities. The school determines the transition to a new way of life, position in society, conditions of activity and communication. The study of readiness components in the literature indicates the potential for the emergence of specific regulatory difficulties in case of insufficient attention and the formation of all or some part of its structural characteristics.

There is currently a large number of diagnostic programs studying goth Methods for diagnosing psychological readiness for schooling Gutkina N.I. The diagnostic program consists of 7 methods, 6 of which are original author's developments, and allows you to determine the degree of readiness of the child for schooling. The diagnostic program includes the following methods:

• - orientation test of school maturity;
• - a technique for determining the dominance of cognitive or play motives in the affective-need sphere of the child;
• - experimental conversation to identify the "internal position of the student";
• - Method "House" (the ability to focus on the sample, arbitrariness of attention, sensorimotor coordination, fine motor skills of the hand);
• - technique "Yes and no" (the ability to act according to the rule);
• - methodology "Boots" (study of learning);
• -method "Sequence of events" (development of logical thinking, speech and ability to generalize);
• - "Sound Hide and Seek" technique (phonemic hearing).

Its advantage is that, for all its compactness, it allows you to evaluate the most important components of psychological readiness; the selection of tasks is theoretically justified; the characteristic of psychological readiness is distinguished by reasonable necessity and sufficiency. The technique of N. I. Gutknaya has been tested and has good prognostic indicators. Gutkina has developed a system of corrective and educational games, which makes it possible to form the psychological readiness of children for school.

Even in the norm, the psychological prerequisites for a child's readiness for school are formed only by the age of 6-7, and sometimes even later, and are accompanied by great individual variability. An even greater variety of personal development options can be observed in children with reduced intelligence. Many studies have convincingly shown that the level of a child's cognitive orientation, his social adaptability, emotional reactions to success and failure, performance, ability to volitional regulation, other personality traits, as well as situational circumstances significantly affect the performance of intellectual tasks.

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

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

Social readiness of children to study at school

Lavrentieva M.V.

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 school 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 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.

During the 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 may not be 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. 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 school 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 this age are manifested: 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 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: "want - done." 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 naivety in the behavior of an older preschooler means the inclusion in his actions of some intellectual moment, which, as it were, wedged between the experience 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 others 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 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.

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 his 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 schoolchild 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.

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.

The symptoms of the crisis speak of changes in the child's self-awareness, the formation of an internal social position. The main thing in this case is not negative symptoms, but the child's desire for a new social role and socially significant activity. If there are no regular changes in the development of self-consciousness, this may indicate a lag in social (personal) development. Children of 6-7 years of age with a lag in personal development are characterized by uncritical assessment of themselves and their actions. They consider themselves the best (beautiful, smart), tend to blame others or external circumstances for their failures and are not aware of their experiences and motivations.

In the process of development, the child develops not only an idea of ​​his inherent qualities and capabilities (the image of the real "I" - "what I am"), but also an idea of ​​​​how he should be, how others want to see him (the image of the ideal " I" - "what I would like to be"). The coincidence of the real "I" with the ideal is considered an important indicator of emotional well-being.

The evaluative component of self-awareness reflects a person's attitude to himself and his qualities, his self-esteem.

Positive self-esteem is based on self-respect, a sense of self-worth and a positive attitude towards everything that is included in the self-image. Negative self-esteem expresses rejection of oneself, self-negation, a negative attitude towards one's personality.

In the seventh year of life, the beginnings of reflection appear - the ability to analyze one's activities and correlate one's opinions, experiences and actions with the opinions and assessments of others, therefore, self-esteem of children of 6-7 years of age becomes more realistic, in familiar situations and habitual activities approaches adequate . In an unfamiliar situation and unusual activities, their self-esteem is inflated.

Low self-esteem in preschool children is considered as a deviation in personality development.

What influences the formation of self-esteem and ideas of the child about himself?

There are four conditions that determine the development of self-awareness in childhood:

1. the child's experience of communicating with adults;

2. experience of communication with peers;

3. individual experience of the child;

4. his mental development.

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 qualities and abilities;

Evaluation of his activities and behavior;

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

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

The experience of communicating with peers also influences 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 (the ability to establish contacts with peers, come up with an interesting game, perform certain roles, etc.), begins to realize the attitude towards yourself from other children. It is in joint play at preschool age that the child singles out the "position of the other", as different from his own, children's egocentrism decreases.

While the adult throughout childhood remains an unattainable standard, an ideal to which one can only aspire, peers act as "comparative material" for the child. The behavior and actions of other children (in the mind of the child "the same as him") are, as it were, taken out for him outside and therefore are more easily recognized and analyzed than his own. 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 side. Therefore, it is no coincidence that children are more critical in evaluating the actions of their peers than in evaluating themselves.

One of the most important conditions for the development of self-awareness in preschool age is the expansion and enrichment of the child's individual experience. Speaking of personal experience, this case have in mind the cumulative result of those mental and practical actions that the child himself undertakes in the surrounding objective world.

The difference between individual experience and communication experience lies in the fact that the former is accumulated in the "child - the physical world of objects and phenomena" system, when the child acts independently outside of communication with anyone, while the latter is formed due to contacts with the social environment in the "child" system. - other people". At the same time, the experience of communication is also individual in the sense that it is the life experience of the individual.

Individual experience gained in a particular activity is a real basis for determining the child's presence or absence of certain qualities, skills and abilities. He can hear every day from others that he has certain abilities, or that he does not have them, but this is not the basis for the formation of a correct idea of ​​\u200b\u200bhis capabilities. The criterion for the presence or absence of any abilities is ultimately success or failure in the relevant activity. Through a direct test of his abilities in real life conditions, the child gradually comes to understand the limits of his capabilities.

At the initial stages of development, individual experience appears in an unconscious form and accumulates as a result of Everyday life as a by-product of children's activity. Even among older preschoolers, their experience can only be partially realized and regulates behavior at an involuntary level. The knowledge acquired by a child through individual experience is more specific and less emotionally colored than the knowledge acquired in the process of communicating with other people. Individual experience is the main source of specific knowledge about oneself, which forms the basis of the content component of self-consciousness.

The role of an adult in shaping the individual experience of the child is to draw the attention of the preschooler to the results of his actions; help analyze errors and identify the cause of failures; create the conditions for success in its activities. Under the influence of an adult, the accumulation of individual experience acquires a more organized, systematic character. It is the elders who set before the child the tasks of understanding and verbalizing their experience.

Thus, the influence of adults on the formation of children's self-awareness is carried out in two ways: directly, through the organization of the child's individual experience, and indirectly, through verbal designations of his individual qualities, a verbal assessment of his behavior and activities.

An important condition for the formation of self-awareness is the mental development of the child. This is, first of all, the ability to realize the facts of one's inner and outer life, to generalize one's experiences.

At the age of 6-7, a meaningful orientation in one's own experiences arises, when the child begins to realize his experiences and understand what it means "I am happy", "I am upset", "I am angry", "I am ashamed", etc. More In addition, the older preschooler not only becomes aware of his emotional states in a particular situation (this can also be accessible to children 4-5 years old), there is a generalization of experiences, or an affective generalization. This means that if several times in a row he experiences failure in some situation (for example, he answered incorrectly in class, was not accepted into the game, etc.), then he has a negative assessment of his capabilities in this type of activity (" I don’t know how”, “I won’t succeed”, “No one wants to play with me”). At the senior preschool age, the prerequisites for reflection are formed - the ability to analyze oneself and one's activities.

A new level of self-awareness, emerging at the turn of preschool and primary school age, is the basis for the formation of an "internal social position" (LI Bozhovich). In a broad sense, the internal position of a person can be defined as a relatively stable conscious attitude towards oneself in the system of human relations.

Awareness of one's social "I" and the formation of an internal position is a turning point in the mental development of a preschooler. At the age of 6-7, the child for the first time begins to realize the discrepancy between his objective social position and his inner position. This is expressed in the desire for a new, more adult position in life and new socially significant activities, in particular, in the desire for the social role of the student and teaching at school. The appearance in the child's awareness of the desire to be a schoolboy and study at school is an indicator that his internal position has received new content - it has become the internal position of a schoolchild. This means that the child in his social development has moved into a new age period - primary school age.

The inner position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations associated with the school, i.e. such an attitude towards the school, when the child experiences participation in it as his own need: "I want to go to school!" The presence of the student's internal position is revealed in the fact that the child loses interest in the preschool way of life and preschool activities and activities and shows an active interest in school and educational reality in general and, especially, in those aspects of it that are directly related to learning. This is a new (school) content of classes, a new (school) type of relationship with an adult as a teacher and peers as classmates. Such a positive orientation of the child to the school as a special educational institution is the most important prerequisite for a successful entry into the school-educational reality, acceptance of school requirements, and full inclusion in the educational process.

Bibliography

For the preparation of this work, materials from the site http://www.portal-slovo.ru were used.

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. This includes such personal qualities as 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 the class team.

The personal and psychological readiness of the child for school consists in the formation of his readiness to accept a new social position of the student - the position of the student. The position of a schoolchild obliges him to take a different, in comparison with a preschooler, position in society, with new rules for him. This personal readiness is expressed in a certain attitude of the child to school, to the teacher and educational activities, to peers, relatives and friends, to himself.

Attitude towards school. Follow the rules of the school regime, come to class on time, complete school assignments at school and at home.

Attitude towards the teacher and learning activities. Correctly perceive the situations of the lesson, correctly perceive the true meaning of the actions of the teacher, his professional role.

In the situation of the lesson, direct emotional contacts are excluded, when it is impossible to talk about extraneous topics (questions). It is necessary to ask questions on the case, first raising your hand. Children who are ready in this regard for schooling behave adequately in the classroom.

Exercise. Motivational readiness, the desire to go to school, interest in school, the desire to learn new things is revealed by questions like:

1. Do you want to go to school?

2. What is interesting at school?

3. What would you do if you didn't go to school?

The answers to these questions will help to understand what the child knows about the school, what interests him in it, whether he has a desire to learn new things.

Exercise. Carry out the test "Motivational readiness", diagnosing the internal position of the student (according to T.D. Martsinkovskaya).

stimulus material. A set of questions that offer the child a choice of one of the options for behavior.

1. If there were two schools - one with Russian language, mathematics, reading, singing, drawing and physical education lessons, and the other with only singing, drawing and physical education lessons, which one would you like to study in?

2. If there were two schools - one with lessons and breaks, and the other only with breaks and no lessons, which one would you like to study in?

3. If there were two schools - in one they would give fives and fours for good answers, and in the other they would give

sweets and toys, which one would you like to learn?

4. If there were two schools - in one you can get up only with the permission of the teacher and raise your hand if you want to ask something, and in the other you can do whatever you want in the lesson, then which one would you like to study in?

5. If there were two schools - one would give homework, and the other would not, which one would you like to study in?

6. If a teacher in your class fell ill and the director offered to replace her with another teacher or mother, who would you choose?

7. If my mother said: "You are still small, it is difficult for you to get up, do your homework. Stay in kindergarten, and go to school next year," would you agree with such a proposal?

8. If mom said: "I agreed with the teacher that she would go to our house and study with

you. Now you don't have to go to school in the morning," would you agree to such a proposal?

9. If a neighbor boy asked you: "What do you like most about school?", what would you answer him?

Instruction. They say to the child: "Listen to me carefully. I will now ask you questions, and you must answer which answer you like best."

Conducting a test. The questions are read aloud to the child, and the time for the answer is not limited. Each answer is recorded, as well as all additional comments of the child.

Analysis of results. 1 point is given for each correct answer, 0 points for an incorrect answer. The internal position is considered formed if the child scored 5 points or more.

If, as a result of the analysis of the results, weak, inaccurate ideas of the child about the school are found, then it is necessary to work on the formation of the child's motivational readiness for school.

Exercise. Take the "Ladder" test to study self-esteem (According to T.D. Martsinkovsky).

stimulus material. Drawing of a staircase consisting of seven steps. In the picture you need to place the figure of the child. For convenience, you can cut out a figure of a boy or a girl from paper, which is placed on a ladder.

Instruction. The child is offered: “Look at this ladder. You see, there is a boy (or a girl) standing here. Good children are placed on the step higher (they show); the higher, the better the children, and on the very top step, the best guys. will you set yourself up?

Conducting a test. The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to see if the child understood your explanation correctly. If necessary, repeat it. Then questions are asked and answers are recorded.

Analysis of results. First of all, they pay attention to what stage the child has placed himself on. It is considered normal if children of this age put themselves on the "very good" and even "the best children" step. In any case, these should be the upper steps, since the position on any of the lower steps (and even more so on the lowest one) does not indicate an adequate assessment, but a negative attitude towards oneself, self-doubt. This is a very serious violation of the personality structure, which can lead to depression, neurosis, asociality in children. As a rule, this is associated with a cold attitude towards children, rejection or a harsh, authoritarian upbringing, when the child himself depreciates, who comes to the conclusion that he is loved only when he behaves well.

When preparing a child for school, pay special attention to development of independence associated with cognitive activity. This should be expressed in the ability to set various learning tasks for oneself and solve them without stimuli from outside (“I want to do this ...”), show initiative (“I want to do it differently”) and creativity (“I want to do this in my own way").

Initiative, foresight and creativity are important in cognitive independence.

For the formation of such independence, special efforts of adults are needed.

The child must:

1. Work independently, without the presence of an adult.

2. When working, focus on getting results, and not just to avoid trouble.

3. Show an active cognitive interest in new activities, striving for personal achievements.

Exercise. Pay attention to whether the child can concentrate on any business - draw, sculpt, craft, etc.

The most effective classes are designing to improve the system of arbitrary self-regulation. You can start designing according to the model: for example, the child must reproduce a real house built from the details. The child learns to correctly choose the necessary details of the blocks, correlate them in size, shape and color.

Invite the child to carefully consider, study the house that he should assemble on his own according to the model.

Follow up with a plan:

1. The nature and sequence of building a house.

2. Is there a specific assembly sequence?

3. Does it hold the target (proposed sample)?

4. Is the construction consistent with the size, color, shape of the structural blocks?

5. How often does he compare his actions and their results with the standard?

At the end of the construction, ask the child questions about how consciously he performed the task. Analyze with him the achieved design results. In the future, you can gradually complicate the design task: instead of a sample, a drawing, a plan, an idea, etc.

As close as possible to educational activity, an exercise in the development of arbitrariness is a graphic dictation.

The child is given a sample of a geometric pattern made on a sheet of paper in a cage. He must reproduce the proposed sample and independently continue exactly the same drawing. Such work can be complicated by offering, under the dictation of an adult, to perform similar patterns on a sheet of paper (to the right by 1 cell, up by 2 cells, to the left by 2 cells, etc.).

Exercise. The child should have arbitrary (controlled) behavior. He must be able to subordinate his behavior to the will, and not to feelings.. It is not easy for him to follow both someone else's and his own will. Conduct games to develop arbitrariness (controllability) of behavior.

a) The game "Yes and No do not say"

It is required to prepare simple questions in order to activate the child's attention with their help.

What is your name? How old are you? etc.

Occasionally ask questions that require affirmation or denial.

- "Are you a girl?" etc.

If the child wins, then he will be able to control his attention at school. For variety, include bans on other words: "black", "white", etc.

b) Regime and order

Make a strip with a groove from whatman paper, where you insert a circle of colored paper that you can move with your finger.

Attach the strip to a prominent location on the wall. Explain to the child: did the job - move the circle to the next mark. Reached the end - get a prize, a surprise, something nice.

This is how you can teach a child to order: clean up scattered toys, dress for a walk, etc. A rule, a sequence of actions, thanks to external landmarks, turns from external into an internal (mental), into a rule for oneself.

In a visual form, you can designate the fees for school, and the preparation of lessons, play any life situation. So the private ability to be organized at the moment will contribute to the development of arbitrariness (controllability of behavior).

c) Reporting

Let the child imagine that he is a scout and "writes" an encrypted report to the headquarters. The text of the report is dictated by the parent - "connected". The child must encrypt the objects with symbols - icons that will remind him of the object. This is how the symbolic (sign) function of consciousness develops.

METHODOLOGY 1. (determining the motives for learning)

It is worth doing this test with a preschooler in order to understand if the child is ready for school and what can be expected from him after September 1st. Also, if there are problems with already first-graders, using this technique, you can understand the origins of these problems.

For 6-year-old children, the following motives are characteristic:

1. educational and cognitive, ascending to the cognitive need (I want to know everything!)

2. social, based on the social need for learning (everyone learns and I want to! This is necessary for the future)

3. "positional", the desire to take a new position in relations with others (I'm an adult, I'm already a schoolboy!)

4. "external" motives in relation to the study itself (my mother told me that it was time to study, dad wants me to study)

5. game motive, inadequate, transferred to the school sphere (maybe the child was sent to school too early, it’s worth it and you could still wait)

6. motive for getting a high mark (learning not for the sake of knowledge, but for the sake of assessment)

Sit down with your child so that nothing distracts you. Read the instructions to him. After reading each paragraph, show the child a picture that matches the content.

Instruction

Now I will read you a story

Boys or Girls (talk about children of the same gender as your child) were talking about school.

1. External motive.

The first boy said: “I go to school because my mother makes me. If it wasn’t for my mom, I wouldn’t go to school,” show or post Figure 1.

2. Educational motive.

The second boy said: “I go to school because I like to study, do my homework, even if there was no school, I would still study”, show or post picture 2.

3. Game motive.

The third boy said: “I go to school because it is fun and there are a lot of kids who are fun to play with.” Show or post picture 3.

4. Positional motive.

The fourth boy said “I go to school because I want to be big, when I am at school I feel like an adult, but before I was small”, show or post picture 4.

5. Social motive.

The fifth boy said: I go to school because I need to study. You can’t do anything without learning, but if you learn, you can become whoever you want, ”show or post Figure 5.

6. The motive for getting a high mark.

The sixth boy said: “I go to school because I get fives there”, show or post picture 6.

After reading the story, ask your child the following questions:

Which one do you think is right? Why?

Which one would you like to play with? Why?

Who would you like to study with? Why?

The child makes three choices in sequence. If the content of the answer does not reach the child clearly enough, he is reminded of the content of the story corresponding to the picture.

After choosing and answering the child's questions, try to analyze the answers and understand his motives for learning. This will help you get to know your child better, help him with something, or understand whether psychological counseling is needed regarding current or future schooling. Do not be afraid, a psychologist is not a doctor, he is a person who helps people, children and their parents to properly build their relationships and attitudes towards any problematic area of ​​life.

For example, a child, answering questions, chooses the same card with a boy or a girl. For example, a child chooses card 5 (social motive) answering all questions. That is, he believes that a child who studies in order to know a lot, in order to later become someone in life, earn a lot, is right. He would like to play with him and study with him. Most likely, the child in learning is driven precisely by the social motive.

If a child chooses, for example, the right child with an external motive (1), would like to play with a child with a game motive, and study with a child with a motivation for a high mark, then most likely your child is not ready to go to school. He perceives school as the place where his parents take him, but he has no interest in learning. He would like to play and not go to a place that he is not interested in. And if, nevertheless, he has to or will have to go to school, at the request of his mother or father, then he wants to be noticed there and put good grades. In this case, it is worth paying more attention to the child, maybe doing something together, learning something (English, breeds of dogs, cats, nature, etc.). Show that learning is not a whim of a parent, but a very interesting, necessary, cognitive process. So that the child does not always expect an excellent grade in the future, praise him only in those cases when he really deserves praise. Let the child understand that a good grade can only be obtained for good knowledge.

We would like to devote this article to the topic of social readiness for school and play. By social readiness, the authors understand the sufficient formation of the emotional-volitional component...

We would like to devote this article to the topic of social readiness for school and play. By social readiness, the authors understand the sufficient formation of the emotional-volitional component and the "acting" of the child. You might be surprised that the terms "social readiness" and "play" are used in the same context. However, we will try to show you that they are inseparable.

The fact is that the teachers we interviewed noted the following trends.

The first situation: children come to school without enough play. They bring toys to school and with difficulty give up play activities during lessons, they strive to include their peers and teachers in this process. The problem is not that the child brings toys, but that he cannot refuse them in favor of studying. This applies even to school-ready children. Another problem, seemingly unrelated to the game, is the expressed desire to be the first and only for the teacher. It is difficult for such children to be in a team, to adhere to the rules in this team. They want to be always asked, called to the blackboard, so that the teacher is only for them. At the same time, they are offended by the fact that they ask Vasya or Lena, that Sasha was given "four", but nothing to him. Such children regard the actions of the teacher as ignoring and not loving themselves. At home, they complain that the teacher loves other children more, but does not pay attention to him. This situation may cause reluctance to go to school at all. This behavior was most pronounced in children who did not attend kindergarten, who were preparing for school one-on-one with a tutor or parents.

What's the matter?

Many modern parents pay great attention to the intellectual development of children, believing that intelligence and broad knowledge are the key to successful schooling. And good grades at school, in turn, are a guarantee of successful work in the future. However, intellectual readiness is not the only prerequisite for successful learning. The readiness to accept a new social role is also very important - the role of a student, which involves taking on important responsibilities, the ability to subordinate one's own desires to the requirements of the teacher, the school curriculum. In other words, the child must be formed emotionally - volitional readiness.

But not all parents know that the volitional component is formed mainly in the game.

Some of you, dear parents, will probably be surprised how the game is connected with the development of the will. After all, many believe that the game is a waste of time and you should not pay special attention to it. What is the best time that a child spends on "childish" games, to take more "useful" things, such as English or chess, ballroom dancing or drawing. Parents are proud if a child can do such important things for several hours in a row. But often such a child cannot choose a game on his own (we do not mean intellectual, developing games). And if he chooses and finds partners (for example, when acquaintances with children came to visit), he cannot play without organizational help, attracts the attention of adults by aimlessly asking questions, or sits down with the children at the same computer.

So how do the games chosen by modern parents (aimed at developing intelligence) differ from games that contribute to the formation of the emotional-volitional sphere? By the way, you will probably be surprised that the latter are the games of our childhood with you, the childhood of our parents and grandparents: “salochki”, “hide and seek”, “Cossack robbers”; role-playing games ("daughters-mothers", "wars"). The value of "old-fashioned", half-forgotten games by modern parents is very great! Judge for yourself.

1. It is in the game that the ability to voluntarily, on one's own initiative to comply with the rules and laws is initially manifested. Where else if not here appears the desire to subordinate the emotional impulse to the will. Remember how you did not dare to leave your post as a child, because you are a border guard. Or not to help the patient when they were a doctor. And the classics! Stepped on the line - start over: rules are rules and they are for everyone!
2. The game develops memory. The child learns to purposefully memorize and recall. When playing, he learns more new things than when he is specially trained. Because he himself wants to learn and remember.
3. During the game, imagination develops (children build houses from chairs, design and make rockets from boxes). Imagination is an important foundation of creativity. By creativity we mean the ability to create something new in various areas of life. The child has the ability to non-standard problem solving, the ability to look at the same problem differently. The ability to see in the clouds the figures of some animals, castles, landscapes, or to make something very beautiful out of an old driftwood - there is creativity. Creativity is also the ability to saturate, enjoy and satisfy work and life in general.
4. In the game, new movements develop and improve, motor skills develop. Can you imagine how a child has to move, imitating a hare jumping across the lawn?! In role-playing games, children like to pour or pour something - the accuracy of movements is formed. Some children like to imitate the actions and movements of their favorite characters and artists (dancers and Spider-Man, acrobats in the circus and Batman) - the ability to regulate and coordinate movements develops. At the same time, there is an opinion that motor dexterity indirectly affects intellectual development.
5. Children's communities are formed thanks to the game. Children learn to communicate with each other, including in the context of certain activities, learn to negotiate and independently, without the participation of adults, resolve conflict situations, come up with games and rules, exchange roles ("Now I'm a teacher, tomorrow you"). Children learn to play with each other, not just in the same area. Watch how your children play in the sandbox: each one digs a hole and builds something, or Roma digs, and Valya and Yulia cook pies out of this sand, and then they all sit down to "lunch" together?

It should be noted that children who attend kindergarten have a better game formation than those who do not go to kindergarten, especially for only children or if there are, for example, two children in the family, but there is a big age difference between them (more 7 years). There are always playmates in kindergarten. A domestic child is either deprived of play company altogether, or company appears, but so rarely that relationships for play do not have time to form. It turns out that children often communicate with adults, but they don’t know what to do, how to play with other children.

Another situation is when parents bring their children to leisure centers. And there the time of the child is scheduled: now everyone is rolling down the hill, then the clown will come and make them laugh. Children play, but not independently. If these children are brought together, only without the clown, they often do not know what to do and how to play. Kindergarten teachers interviewed by the authors before writing the article noted that the game can break down, and this happens in stages. The game begins to break down when, for example, one of the children brings some electronic toy, and the rest of the children queue up to play, and regular games are abandoned. This is the first stage. But there is still a distribution of roles and rules. However, then the guys come home and ask their parents to buy the same toy. This is the second stage. And if the parents agree and, moreover, give it to the child with them to kindergarten, the game is completely destroyed. Children's communication is reduced to a discussion of who went through which stage, etc.

What to do if you find that the child does not know how to play? We will give you some recommendations.

If the child does not attend kindergarten, you need to make sure that he has a company for games (these may be children of your friends, for example). But please don't think that this is where your participation ends. The child must be taught to play. Start with a simple game of hide and seek, play with it yourself, because it's so nice to plunge into the happy moments of childhood and relive these moments with your child! Remember what you yourself liked to play and tell the children about it.

Play "daughters-mothers" and stay in this game as a daughter. But be careful, listen to what the child wants, do not replace his desires with your own. Respect the rules that the child introduces. Be spontaneous and sincere, but remember that he is the child and you are the adult.

In conclusion, we want to remind you that mental development includes three components: intellectual, emotional and physical development (development of fine and gross motor skills). This development occurs in various activities. But the game is of particular importance. It is the leading activity in the preschool period, since it corresponds to the characteristics of the child's psyche and is most characteristic of him.

Brost Ekaterina Pavlovna, clinical psychologist,
lecturer at NSMU, Novosibirsk,
Ponomarenko Irina Vladimirovna, medical psychologist
City Children's and Adolescent Psychoneurological Dispensary,
family relations specialist, Novosibirsk

Discussion

Very correct article - that's just a shame that there are practically no reviews.
Indeed, it seems paradoxical that the will is formed in the game ... Now children come to school intellectually overdeveloped, but they cannot study, the will is not developed, there is no voluntary attention, they do not know how to interact. And all why? Role-playing games, games with rules are practically dead. They play only in gardens or with psychologists - and before, how many people played in the yards! There was a whole children's play culture, not adults, but older children taught the younger ones to play ... These games cannot be replaced by any game teaching methods - after all, adult guidance is inevitable in learning, and in free play there is room for children's initiative. Unfortunately, many parents do not realize what role games play for the development of the child, they keep them busy even before school with various “preparations for school” and sports training ... So thank you very much for the article!

In general, it is necessary to give birth to several children with a small difference and everyone will be happy - and you don’t have to go to the garden, and they play all the time. Verified by personal experience.

Comment on the article "Social readiness for school and play"

Psychological and physiological readiness of the child for school. Print version. 4.1 5 (46 ratings) Rate There are two components to a child's school readiness. I would like to draw the attention of parents to the psychological readiness for school.

Psychologist's opinion. Psychological readiness of the child for school: how to assess. School readiness is not about counting and reading at all! And about the ability to hold voluntary attention, the ability to understand and follow ... parents with preschool children - how to determine ...

Data on school readiness remains in the kindergarten and is not transmitted to the school. They are needed only for the psychologist and educator himself, so that Preparing for school is one of the most exciting and acute topics, especially for I.e. not only a familiar team, but also children of about the same ...

Discussion

I have been monitoring school maturity since the mid-90s (the overall trend is negative). For 6 years she worked in a lyceum with specialized classes, where the purpose of the diagnostics was to determine the direction of the child and the opportunity to study according to a complicated program (a 2nd foreign language from the 2nd grade). I have been working in a regular school for about 20 years, here the goal of diagnostics is the formation of EQUIVALENT classes, since there is only one program, and it makes no sense to rank children (and in principle I don’t think this is correct). Those. in each class there are children with different levels of readiness in approximately equal numbers. And my task is a forecast: to determine the resource (what you can rely on) and the deficit (what you have to work on), determine the level of psychophysiological maturity and adaptability of the child, his energy potential (working capacity, fatigue, exhaustion), emotional characteristics ...
The methodology I work with is very reliable, certified, standardized - complex, but predictive. My task is to PREVENT as parents decide the fate of the child.
According to the Law on Education, a child can start school from 6.5 to 8 years (by registration he will be enrolled in school). Parents are present at the interview, then I issue a conclusion, interpret the results, tell HOW you can work with certain problems, etc. And, I think, parents are sometimes dissatisfied with my conclusions)). True, later these conclusions are confirmed ...
For example, "Exclusion of superfluous", which takes into account HOW the child excludes: on the main basis, analyzing (liquid-solid, living-non-living, birds-insects, domestic and wild animals, etc.) or specifically, on an external basis (dog, a hare, a squirrel, a hedgehog - excludes a hedgehog, because it is prickly), functionally ("this one swims, and these ones run"), not yet understanding the main one. This is a different level of comprehension - completely preschool (concrete) or "preschool" (intuitive analysis-synthesis).
In any task, the instruction is given very precise and clear - whether the child can hold it or perform it superficially - this is a different level of perception, this is the arbitrariness of activity (the main indicator of school maturity). The main question: ripened or not ripened - PRICE for the body, for the psyche, for self-esteem ...
A child can count smartly and read decently, but at the same time he cannot separate the main from the secondary, he thinks like a preschooler ... He will study at the expense of a general outlook and a good mechanical memory - there will be enough class up to the fifth, then he will slip into triples, they say, "uninteresting"

Yes, you have a super boy, I would not listen to anyone if I were you;)

Parents with preschool children - how to determine the psychological readiness of a child for school and how to prepare him for the first one What is the good old school game, which is now neglected by parents and the children themselves, how nothing will help the child master that very role ...

Psychological testing. School problems. Education of children. Psychological testing. Was at a meeting at school (grade 1). The psychologist spoke and said that soon she would be testing the first-graders for their readiness for school.

Discussion

This is necessary for statistics, now new educational standards are being introduced, so they need to keep track of which children came to school in grade 1 and what they will be in a year. At the end of the year there will also be mandatory testing for everyone, so don't worry and don't worry. Yes, and you will be tested at the school meeting - this is all for statistics. They will give out sheets with a bunch of questions, and you will need to put crosses in front of the answer you need. Then the whole thing is collected, sent to DepObraz or somewhere else, where they stuff it all into a special computer that scans your answers in batches, counts and eventually gives out full statistics for this test. Full name on such tests is not signed. The test may include a question about the number of children in the family, whether your child has a separate room and a workplace. Well, etc. It's like they stop you on the street, like take part in a survey, but there I can ask for your full name and phone number, but not here. The tests are faceless for general or average statistics :-) So don't worry, at first we also perceived with hostility :-)

The psychologist needs the written consent of the parents. If you do not want the child to be tested without consent, go to the psychologist personally and write a statement with a refusal, you can duplicate it in the name of the director. Your child will definitely not be touched.

Adoption. Discussion of adoption issues, forms of placing children in families, raising foster children, interaction with guardianship, teaching foster parents at school.

Discussion

I want to take the test too

12/18/2018 06:05:14, Raisa Andreevna

Let me tell you a little about my child. He went to school at 6.9. Before that, I studied for a long time with I was going to school with pleasure, in the classroom there were no particular problems with either the teacher or the children. Readiness for school consists of functional (including the development of small muscles of the hands ...

Discussion

Go to the next conference, read about the problems in grade 1. What to expect? You have to be prepared for the fact that the school consists, as it were, of 2 parts: educational and extracurricular. In the lesson, it may be difficult to sit quietly for 4 lessons and still understand everything that the teacher says. Here at the break, the child should know what to do if a stupid fourth-grader ( they are on the same floor) just came up and gave a crack or put a bandwagon. In most schools, teachers do not monitor children at breaks. In our country, all injuries happen at breaks. In the dining room, a child may not understand why high school students throw bread and call them "babies “I won’t say anything about the extension at all. On the site I saw first-graders from the extension: they fight with sticks, throw stones, yell, squeal. most schools. At work, we are exchanging school events - well, like a blueprint - fights, a teacher transfers training to parents, injuries.

Len, I think the first thing you need to do is calm down yourself! If Yaroslav feels your insecurity, then what should he think? About a month ago, I began to tell Maya that we would go to kindergarten, painted how great it was there and always added every time that there were children without a mother. I have, however, a sociable child, so there were no problems. And by the way, in the early days she was fascinated not so much by children as by a huge number of new toys, she seems to be children. then i noticed :)

So I’m trying to understand for myself: if a child was sent to school earlier, and he was not ready in a purely emotional way, then whether, in other words, whether entering a school in the absence of psychological readiness for it (“school maturity”) provoke. ..

Discussion

How do you define psycho? readiness?

They can, unfortunately. And new ones develop, and all old ones become aggravated :(.

In any case, I have formed quite a few of them, although relatively harmless ones (like tearing burrs or plucking hair): (((. Mom scolded and thought it was just nonsense and promiscuity. If Sanka has such a life, I’ll go to a psychologist right away. :) And to this day, if I'm nervous, all this "good" comes out, and an adult aunt is already: ((