Annotation. The article presents the problems of readiness for schooling of older preschoolers, the features of the intellectual development of children of older preschool age and the main directions of formation of intellectual readiness of older preschoolers for schooling. Criteria are given for what intellectual readiness includes, what children should know and be able to do when going to school.
Keywords: preschool age, intellect, intellectual readiness, school maturity.

The problem of the relationship between the components of a child's psychological readiness for school does not lose its sharpness and remains relevant for the vast majority of children. This problem is especially relevant in connection with the search for effective means of forming the components of school readiness and methods for developing correctional and developmental technologies aimed at overcoming the insufficient readiness of children for schooling. Senior preschool age (5-7 years) is a stage of intensive mental development and is determined by the preparation of the child for schooling. The extent to which the development of the child meets the requirements of the school will depend on the degree of success of his educational activities. Preschool age is the subject of close attention of leading scientists and practitioners of the world as an important and responsible period in a person's life, as the moment of birth of a personality. During this period, there is an accelerated development of mental processes, personality traits; a preschooler actively masters a wide range of different activities.

Intellectual readiness for learning at school is understood as a developed differentiated perception, analytical thinking, i.e. the ability to comprehend the main signs and connections between phenomena, the ability to reproduce a pattern, logical memorization, the presence of interest in knowledge, the process of obtaining it, mastering colloquial speech and the ability to understand and use symbols.

Intellectual readiness implies the possession of a sufficient amount of knowledge (the presence of an outlook in preschool children). The preschooler's knowledge is based on sensory experience. They have formed ideas about the surrounding reality, they master some elementary concepts (plants, animals, seasonal phenomena, time, quantity) and general information (about work, their native country, holidays, about books and their heroes).

Intellectual readiness also implies the ability to act internally (perform some actions in the mind), isolate a learning task and turn it into an independent activity, discover more and more new properties of objects, notice their similarities and differences. On average, the vocabulary of a child coming to school is usually 4-5 thousand words.

Intelligence (from Latin Intellectus - to understanding, cognition) in a broad sense is understood as the totality of all cognitive functions of an individual: from sensations and perception to thinking and imagination, and in a narrower sense - as thinking.

J. Piaget, when studying the intellectual development of a child, identifies a number of stages: sensorimotor intelligence; representative intelligence and specific operations; representational intelligence and formal operations.

In domestic psychology and pedagogy, development is understood as a qualitatively unique process and is characterized by the emergence of certain neoplasms. Development, therefore, consists in changing the connections between individual mental processes, and not as the development of any one function exclusively. Following the theory of L. Vygotsky, when considering the intellectual development of preschoolers, we distinguish the following intellectual abilities: perception, memory, thinking, attention, imagination, speech.

At preschool age, a child can solve life problems in three ways: visual-effective, visual-figurative, and by logical reasoning based on concepts. If in early childhood thinking is carried out in the process of objective actions, then in the older preschooler, thinking begins to precede practical activity. The younger the child, the more often he uses practical methods, and the older he gets, the more he resorts to visual-figurative and then logical methods. At the heart of the development of thinking of a preschooler lies the formation of mental actions. The starting point of this formation is a real action with material objects. From such an action, the child proceeds to internal, convoluted actions on actually presented material objects, and, finally, to actions that are carried out completely according to an internal plan, where real objects are replaced by representations or concepts. Thus, visual-figurative and logical-conceptual forms of thinking are formed through the formation of external actions.

The ability to master logical operations at preschool age, the ability to master concepts does not mean that this should be the main task of the mental education of children. The task is to develop visual-figurative thinking, for which the preschool age is the most sensitive, which is of great importance for the future life, since it is an integral part of any creative activity. The visual-figurative thinking of an older preschooler is the solution of mental problems as a result of internal actions with images. At the end of the age period, an integral personal neoplasm is formed in older preschoolers - school maturity. School maturity of a preschooler is an acceptable level of physical and mental development of a six-year-old child, ensuring his adequate adaptation to the conditions of schooling. School maturity is an integral characteristic of an older preschooler and consists of physical and psychological components. In turn, the psychological component of school maturity includes personal (motivational) readiness, social readiness, emotional-volitional readiness and intellectual readiness for learning.

Intellectual readiness for schooling is considered by us as an appropriate level of the internal organization of the child's thinking, which ensures the transition to learning activities. Intellectual readiness is associated with the level of development of the cognitive sphere of a preschooler. It is advisable to track the intellectual readiness of the child for school in the following three directions:

a) a general idea of ​​the outside world, elements of the worldview (elements-indicators - the idea of ​​animate and inanimate nature, some social phenomena, the systematic nature of these ideas);

b) the level of development of the child's cognitive activity (attention, perception, memory, thinking, imagination, speech), the presence of prerequisites for the formation of educational activity (the ability to perceive tasks, instructions from an adult and be guided by it himself, follow the rules);

c) possession of some elementary educational skills - the implementation of the sound analysis of the word, reading (by letters, by warehouses), counting and calculations, preparedness of the hand for writing.

In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, although this is an important indicator, but on the level of development of intellectual processes. The child must be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different, he must learn to reason, find the causes of phenomena, draw conclusions. Intellectual readiness also implies the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity. Summarizing, we can say that the development of the intellectual readiness of an older preschooler for schooling involves:

1) differentiated perception;

2) analytical thinking (the ability to identify the main features and relationships between phenomena, the ability to reproduce a pattern);

3) a rational approach to reality (the weakening of the role of fantasy);

4) logical memorization;

5) interest in knowledge, in the process of obtaining it through additional efforts;

6) mastery of colloquial speech by ear and the ability to understand and use symbols;

7) development of fine motor skills of the hand and hand-eye coordination.

With the advent of school, the child begins the systematic study of the sciences. This requires a certain level of intellectual readiness from him. The child must take a point of view that is different from his own in order to acquire objective knowledge about the world that does not coincide with his immediate worldly ideas. He must be able to distinguish in the subject of its individual aspects, which is an indispensable condition for the transition to subject-based learning. To do this, the child needs to have certain properties of cognitive activity (sensory standards, a system of measures), to carry out basic mental operations (to be able to compare, generalize, classify objects, highlight their essential features, draw conclusions, etc.). Intellectual readiness also implies the presence of a child's mental activity, rather broad cognitive interests, and the desire to learn something new. Such requirements for the child need to find innovative ways to solve this.

We can distinguish the following three areas of a child's psychological readiness for schooling: psychophysiological, intellectual, personal:

1) Psychophysiological readiness includes the general physical development of the child; dexterity, accuracy, coordination of movements; endurance, working capacity, arbitrariness of actions and behavior. For a first-grader, it is important to be able to focus on classes, not be distracted by extraneous stimuli, and act according to the verbal instructions of the teacher. Not all future first graders have these qualities; very few of them can control their behavior.

2) The second group of signs of readiness for schooling are signs of personal readiness. The decisive role in the personal component of psychological readiness for school is played by the preschooler's motivation, which includes motives associated with the child's needs in communicating with other people, as well as motives associated with educational activities. A child who is personally ready to study at school has a desire to learn, the ability to communicate with children and adults, and the ability to work together. If a child actively plays with peers, is keenly interested in everything that happens, likes to ask questions, then his development is favorable for the start of school.

3) The intellectual readiness of the child for school is also very important. Not only knowledge and skills are important, but the level of development of cognitive processes (attention, memory, thinking).

The intellectual readiness of the child for school is assessed, as a rule, according to the following main blocks: general awareness of the phenomena of the surrounding world; the level of development of cognitive mental processes; speech development.

By the age of six, the child's horizons are sufficiently developed. He owns many ideas related to the outside world. His cognitive sphere on the threshold of schooling is also quite developed. At primary school age, motor and emotional memory, as well as mechanical memorization, are well developed. By the beginning of schooling, the child has an arbitrary memory. By the age of 6, the child develops voluntary attention, which is expressed in the ability to perform a task according to a rule or instruction. Within 10-15 minutes, children are able to do the same thing (sustainability of attention).

The most important indicators of a child's intellectual readiness for learning at school are the characteristics of the development of his thinking and speech.

By the end of preschool age, the central indicator of the mental development of children is the formation of their figurative and fundamentals of verbal-logical thinking. A six-year-old child is capable of the simplest analysis of the world around him, establishing cause-and-effect relationships; can classify objects and phenomena, combine them into "conceptual" groups. By the age of six, a child has a fairly large vocabulary. He knows how to pronounce sounds correctly, understands the grammatical constructions of sentences, is able to change nouns by numbers, and has a developed phonemic ear.

An important criterion for a child's readiness for school is the child's desire to learn. Regardless of the reasons, motivational readiness is an important component of school readiness.

The development of intellectual readiness for schooling involves: differentiated perception; ability for analytical thinking; a sufficient level of development of voluntary attention and voluntary memory; mastery of spoken language; a sufficient level of development of fine motor skills of the hands; cognitive activity, interest in knowledge, in the process of obtaining it.

In the process of preparing children for school, it is necessary to focus on the development of learning skills, and not on the operations of counting, writing and reading. The priority in the development of operational skills at preschool age will lead to disappointing results at the school stage (loss of interest in learning, etc.). The child must learn to think, analyze, find non-standard creative solutions, speak competently and coherently, hold his attention for the necessary time, etc. If possible, parents should also be guided by this.

Let us consider in more detail the criteria for what intellectual readiness for school includes. By the age of 6-7, the child should know his address, the name of the city where he lives; know the names and patronymics of their relatives and friends, who and where they work; be well versed in the seasons, their sequence and main features; know the months, days of the week; distinguish the main types of trees, flowers, animals. He must navigate in time, space and the immediate social environment.

Observing nature, the events of the surrounding life, children learn to find spatio-temporal and causal relationships, to generalize, to draw conclusions. The child must:

1. Know about your family, life.

2. Have a stock of information about the world around you, be able to use it.

3. Be able to express their own judgments, draw conclusions.

For preschoolers, this largely happens spontaneously, from experience, and adults often believe that special training is not required here. But it's not. Even with a large amount of information, the child's knowledge does not include a general picture of the world, they are scattered and often superficial. Including the meaning of some event, knowledge can be fixed and remain the only true one for the child. Thus, the stock of knowledge about the world around the child should be formed in the system and under the guidance of an adult. Although logical forms of thinking are available to children of 6 years of age, they are not characteristic of them. Their thinking is mainly figurative, based on real actions with objects and replacing them with diagrams, drawings, models.

Intellectual readiness for school also implies the formation of certain skills in the child.

The child must:

1. Be able to perceive information and ask questions about it.

2. Be able to accept the purpose of observation and implement it.

3. Be able to systematize and classify the signs of objects and phenomena.

In order to intellectually prepare a child for school, adults must develop cognitive needs, ensure a sufficient level of mental activity, offering appropriate tasks, and provide the necessary system of knowledge about the environment.

In sensory development, children must master the standards and methods of examining objects. Failure to do so leads to learning failure. For example, students do not navigate in notebooks; make mistakes when writing the letters P, I, b; do not distinguish the geometric shape if it is in a different position; count objects from right to left, not left to right; read from right to left.

In the preschool period, the child should develop a sound culture of speech. This includes sound pronunciation and emotional culture of speech. Phonemic hearing must be developed, otherwise the child pronounces instead of the word fish - fish, errors in literacy will occur, the child will skip words. Inexpressive speech leads to poor learning of punctuation marks, the child will not read poetry well. The child should be able to speak fluently. He must express his thoughts clearly, convey coherently what he heard, what he met on a walk, at a holiday. The child should be able to highlight the main thing in the story, to convey the story according to a certain plan.

It is important that the child wants to learn new things. An interest in new facts, phenomena of life should be brought up.

All mental processes must be sufficiently developed. The child should be able to focus on different work (for example, writing the elements of a letter).

The development of perception, memory, thinking allows the child to systematically observe the objects and phenomena being studied, allows him to single out essential features in objects and phenomena, reason and draw conclusions.

Speaking in a way that others understand is one of the most important school requirements. By the age of 6-7, children talk a lot, but their speech is situational. They do not bother with a full description, but make do with fragments, adding elements of action to everything that is missing in the story.

By the first grade, the child should develop attention:

1. He must be able not to be distracted for 10-15 minutes.

2. Be able to switch attention from one activity to another.

Conclusion: a child on the threshold of schooling must be mature physically, mentally, emotionally and socially. Only in this case, his adaptation in the first grade and further education will be successful. In this regard, the importance of the problem of preparing a child for the beginning of schooling and determining the individual level of development of various mental functions becomes clear. Without solving this problem, it is impossible to create optimal conditions for the further development of the child in the educational process. intellectual readiness for learning at school is a certain level of development of cognitive processes that occurs during preschool age. The intellectual readiness of the child for school lies in a certain outlook, a stock of specific knowledge, in understanding the basic patterns.

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Intellectual readiness for schooling is associated with the development of thought processes. From solving problems that require the establishment of connections and relationships between objects and phenomena with the help of external orienting actions, children move on to solving them in their minds with the help of elementary mental actions using images. In other words, on the basis of the visual-effective form of thinking, a visual-figurative form of thinking begins to take shape. At the same time, children become capable of the first generalizations based on the experience of their first practical objective activity and fixed in the word. A child at this age has to resolve increasingly complex and diverse tasks that require the selection and use of connections and relationships between objects, phenomena, and actions. In playing, drawing, designing, when performing educational and labor tasks, he not only uses learned actions, but constantly modifies them, obtaining new results.

Developing thinking gives children the opportunity to foresee the results of their actions in advance, to plan them.

As curiosity and cognitive processes develop, thinking is increasingly used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities.

The child begins to set cognitive tasks for himself, looking for explanations for the observed phenomena. He resorts to a kind of experiments to clarify the issues of interest to him, observes phenomena, reasoning and drawing conclusions.

At preschool age, attention is arbitrary. The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention by the age of 6-7 are already quite large.

Similar age patterns are observed in the process of memory development. A goal can be set for the child to memorize the material. He begins to use techniques aimed at increasing the efficiency of memorization: repetition, semantic and associative linking of material. By the age of 6-7, the structure of memory undergoes significant changes associated with a significant development of arbitrary forms of memorization and recall.

Thus, the intellectual readiness of the child is characterized by the maturation of analytical psychological processes, the mastery of the skills of mental activity.

3. Personal readiness for schooling.

In order for a child to study successfully, he, first of all, must strive for a new school life, for “serious” studies, “responsible” assignments. The appearance of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger ones and equalize in position with the older ones. The desire of the child to occupy a new social position leads to the formation of his inner position. L.I. Bozovic characterizes the internal position as a central personal positioning that characterizes the personality of the child as a whole. It is this that determines the behavior and activity of the child, the whole system of his relations to reality, to himself and to the people around him. The schoolchild's lifestyle as a person engaged in a socially significant and socially valued business in a public place is perceived by the child as an adequate path to adulthood for him - he responds to the motive formed in the game "to become an adult and really carry out its functions."

From the moment the idea of ​​the school acquired the features of the desired way of life in the mind of the child, it can be said that his inner position received a new content - it became the inner position of the student. And this means that the child psychologically moved into a new age period of his development - primary school age.

The internal position of the student can be defined as a system of needs and aspirations of the child associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need (“I want to go to school”).

The presence of the student's inner position is revealed in the fact that the child resolutely renounces the preschool-play, individual-direct mode of existence and shows a brightly positive attitude towards school-educational activity in general, especially to those aspects of it that are directly related to learning.

Such a positive orientation of the child to the school, as to his own educational institution, is the most important prerequisite for his successful entry into the school-educational reality, i.e. acceptance by him of the relevant school requirements and full inclusion in the educational process.

The class-lesson system of education presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. A new form of communication with peers takes shape at the very beginning of schooling.

Personal readiness for school also includes a certain attitude of the child towards himself. Productive educational activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness.

1.3 Intellectual readiness of the child for school

In the structure of psychological research, intellectual readiness has been studied, perhaps, better than all other components.

This element of readiness assumes that the child has an outlook, a stock of specific knowledge. The child must have a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child's thinking remains figurative, based on real actions with objects, their substitutes.

Achievements in the development of figurative thinking bring the child to the threshold of logic. He is already able to establish the simplest causal relationships and classify objects in accordance with generally accepted concepts. Children begin to understand general principles. Connections and patterns underlying scientific knowledge. Reliance on real actions with objects and their substitutes makes it possible to use various kinds of subject (material) and graphic (materialized) means in the function of the model. Subsequently, this becomes one of the most important means of transferring theoretical knowledge (A.V. Zaporozhets, V.V. Davydov, N.V. Nizhegorodtseva, N.G. Salmina, A.S. Turchin).

Intellectual readiness also implies the formation of a child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity (1; 7; 8; 10; 22; 47; 53). The development of the child's intellectual readiness for schooling involves:

Differentiated perception;

Analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);

Rational approach to reality (weakening the role of fantasy);

Logical memorization;

Interest in knowledge, the process of obtaining it through additional efforts;

Mastery of spoken language by ear and the ability to understand and apply symbols;

Development of fine hand movements and hand-eye coordination (6; 24; 41).

The success of schooling also depends on the level of children's proficiency in their native language, on the development of speech, on which all educational activities are built. The development of language structures, functions and forms of speech (dialogue, monologue) is carried out at senior preschool age in conjunction with cognitive development and elementary awareness of linguistic reality: the verbal composition of the sentence, the sound and semantic aspects of the word, the formal semantic relationships between words, the grammatical correctness of speech, connected text structures.

The development of coherent monologue speech plays a special role in school readiness. With its help, the child can independently, without the intervention of an adult, express his own thoughts, retell the text. And in building relationships with others, establishing partnerships with teachers and classmates, the dialogical form of speech is important. In the process of speech classes, as well as in other types of activities, the most important property of speech is formed - arbitrariness, which allows the future student to listen to the speech addressed to him and understand it, consciously analyze the language information contained in educational tasks, and plan his actions.

The development of speech is also characterized by the development of syntax, alphabet, units at different syntactic levels and the rules for their connection. This phenomenon also characterizes the process of mastering the content of modeling activities. The semiotic laws of the development of speech are also manifested in the fact that syntactic development goes through a number of steps or stages: from the use of sentence words to detailed statements. This implies the unity of two processes - understanding and generation of statements (speaking).

Understanding, like any decoding, requires the identification of objects. In the process of understanding, there is not a simple mirror image of the original meanings, but the addition of something that may not coincide with the "author's reading", i.e. the system of meanings, due to differences in the content of the inner plan of people's consciousness, can be transmitted in different volumes and realized with different success depending on a number of subjective conditions.

Due to the collectivity of the human species, understanding and communication are always made not only for oneself, but, first of all, for others (to be understood by others, to demonstrate one's understanding to another, and, accordingly, to be intellectually and personally interesting to someone else is extremely important at any age).

The specificity of the development of speech by a child as a sign-symbolic system lies in the multi-level nature of this process. Unlike school-type learning, the alphabet and connection rules are not memorized, more precisely, this process does not look the same from the outside as, for example, during the initial study of a foreign language. The improvement of speech structures occurs unconsciously in the process of realizing the child's needs in understanding another and interacting with others, and in a utilitarian plan, in direct influence and control of his behavior with the help of "magic" semiotic means (non-verbal and verbal).

A preschool child poorly reflects various semiotic aspects of his own speech. N.G. Salmina notes that the components of the sign situation are not given to the child in speech initially. It is important to form and develop in a child the ability to distinguish a meaningful form, i.e. not only separate, but also connect, separating form and content, meaning and object of reference, establishing interdependencies between components.

In pedagogical psychology, the following are noted as general patterns of the formation of a semiotic function in the speech of a preschooler: 1) the appearance of a word as a component of a situation; 2) separation of the word from the situation when it begins to function according to the laws corresponding to semiotic systems; 3) the emergence of reflection on the division of plans (sign function).

The development of the semiotic function in visual activity in the literature is quite often considered in passing, in relation to the influence exerted in the process of mastering it on intellectual development. One of the few studies specifically carried out on the problem of the semiotic content of children's visual activity is the work of V.S. Mukhina (1981), who believes that, mastering drawing, the child masters sign-symbolic activity, since it includes the assimilation of the functions of the sign as designation and message.

In the studies of V.S. Mukhina and N.G. Salmina, the stages of children's drawing were clarified. The development of visual activity, in their opinion, is carried out in two directions: the understanding (decoding) of images and the creation of their own graphic constructs.

The specific semiotic content in this activity is manifested in the fact that the assimilation of its alphabet is carried out first through the establishment of a connection with the word, and only later through the establishment of a homomorphic correspondence to real objects.

The development of visual activity goes from individual conventional signs to a schematic representation and further to iconic signs, which present visually significant features of objects and phenomena. V.S. Mukhina (1981) distinguishes two functions of sign-symbolic means, assimilated sequentially in drawing: designation and message. According to N.G. Salmina (1988), the products of visual activity can be considered as texts that carry a certain message, which makes it possible to implement a communicative function. At different age stages of childhood, such functions as designation, image, disclosure of reality and expression of an emotional-evaluative attitude towards it are mastered.

The process of decoding images presents a certain difficulty not only for a preschooler, but, as shown in the studies of VV Davydov (1986), also for a younger student. The complexity of mastering visual sign-symbolic means is noted by many foreign and domestic researchers (Arnheim and others). F. Bresson explains this phenomenon by the absence of an unambiguous connection between verbal and visual means. This may be superimposed by the age specificity of preschool age. For an older preschooler, a drawing does not act as an object of analysis, but as an occasion for inventing a plot, i.e. in the first place is the problem of instability of the alphabet and syntax, which makes attempts to somehow measure the amount of information isolated in the picture unproductive.

A specific condition for the success of the formation of a semiotic function is that the place of the goal of activity should be occupied by the ratio of form and content, and not just the formation of knowledge. Its development goes in two directions: 1) separate components, their explication, connections between them; 2) changing the characteristics of the components (reflection, reversibility, invariance, intention). Investigating the sequence of manifestation of the semiotic function in different types of activity, N.G. Salmina (77) came to the conclusion that their sequence in assimilation is determined by the leading type of activity.

In the literature devoted to various aspects of the use of semiotic means in various activities, their importance is noted for achieving the goals of the activity, improving the quality of the direct and by-product, the speed of the formation of special skills, etc.

The sign-symbolic systems used in educational activities fundamentally differ from each other in terms of coding methods, the complexity and clarity of the alphabet and syntax, the nature of the means (visual - auditory), arbitrariness - motivation, types of functioning, etc.

Educational activity implies the need to translate one sign-symbolic system into another, including the translation of visual systems into verbal and vice versa, which is very difficult. So, for example, psycholinguists note that people speaking different languages ​​and expressing the same objective content carry out the same speech action. However, in different languages ​​it is implemented on the basis of different operational structures. The complexity of the transition from one language to another, as well as the difficulty of mastering the form of speech expression of thought in a foreign language, is associated with the difference in the operational structure of the speech act. The difference in the ways of mastering these systems is also significant: systematic scientific - natural languages ​​and empirical - others, which determines the patterns of mastering these systems.

Thus, in different types of activity, different ways of constructing and functioning of the system of sign-symbolic means can be used, which is determined by their pragmatic function.

In a generalizing work (1988), N.G. Salmina tried to formulate a number of fundamental provisions, the clarification of which significantly changes the emphasis in the organization of education using sign-symbolic means. A significant relationship was established between the levels of formation of certain types of activity and the levels of development of the semiotic function. The substantive characteristics of actions and operations corresponding to such levels of development of the semiotic function as substitution, coding, schematization and modeling were clarified.

In the works of other authors, as already noted, the term modeling is used in its broad sense. So, in the scientific school of L.A. Wenger (1978), this concept refers to perceptual or visual modeling. In our understanding, we are talking about coding in this case. E.E. Sapogova calls modeling the levels of sign-symbolic activity, which are more complexly organized than substitution (i.e., coding, schematization, and actual modeling). She considers mental experimentation to be the highest level of formation of sign-symbolic activity.

Special preparation of a child for school pays special attention to those areas of knowledge that will be in demand in elementary school - reading, writing and elementary mathematics. The methodology for teaching children to read and write in kindergarten (L.E. Zhurova, L.N. Nevskaya, N.V. Durova and others) was developed on the basis of D.B. Elkonin's ideas about the mechanisms of reading and the role of sound analysis in it.

In a different approach to teaching literacy by E.E. Shuleshko and T.V. Taruntayeva lies the unity of counting, reading and writing as general cultural skills. Reading and writing are considered as a single synchronous process in which the work of hearing, vision, voice and movement is coordinated. Literacy education is based on all types of activities available to the child: singing, playing music, construction, versification, dramatization, etc., in which children develop coordination of movements, rhythmic, tempo, melodic, spatial, muscle and language skills. Such learning involves new meaningful dialogic communication between children and peers: discussion of a common task and ways to solve it, distribution of roles, change of positions (one writes, another reads, the third checks), etc. This is how a children's community is formed, in which each child feels knowledgeable, able (together with others) to cope with any task and able to build relationships with partners.

By the end of preschool age, having mastered the elements of literacy and specifically children's activities, primarily playing, designing and drawing, the child shows awareness and arbitrariness (90,91). These qualitatively new formations make it possible to plan and control, to comprehend and generalize methods for solving a variety of problems, which are the most important prerequisites for educational activity.

Almost all authors who study school readiness pay special attention to arbitrariness. There are contradictory data in the literature that, on the one hand, voluntary behavior is considered a neoplasm of a younger age, developing within the educational (leading) activity of this age, and on the other hand, a weak development of voluntariness prevents the beginning of schooling D.B. Elkonin, A. N. Leontiev, E. O. Smirnova, E. E. Kravtsova, S. N. Rubtsova).

D. B. Elkonin (91, 92) believed that voluntary behavior is born in a role-playing game in a team of children. It allows the child to rise to a higher level of development than he can do in the game alone, since in this case the team corrects violations in imitation of the proposed model, while it is still very difficult for the child to independently exercise such control. “The control function is still very weak,” writes D.B. Elkonin, “and often still requires support from the situation, from the participants in the game. This is the weakness of this emerging function, but the significance of the game is that this function is born here. Namely therefore, the game can be considered a school of arbitrary behavior "(D.B. Elkonin. Psychology of the game).

From this idea of ​​the genesis of arbitrariness, it is not clear what level of development the last function should reach by the transition period from preschool to primary school age, i.e. by the time the child enters school. After all, the process of schooling from the very first steps is based on a certain level of development of voluntary behavior. Analyzing the prerequisites necessary for the successful mastery of educational activities, D.B. Elkonin and his staff identified the following parameters:

The ability of children to consciously subordinate their actions to a rule that generally determines the mode of action;

Ability to focus on a given system of requirements;

The ability to listen carefully to the speaker and accurately perform the tasks offered orally;

The ability to independently perform the required task according to a visually perceived pattern (90).

Developing these provisions, D. B. Elkonin introduced the "sample" as the most important component of voluntary behavior. By arbitrary behavior, he understands behavior that is carried out with a sample and controlled by comparison with this standard.

In psychology, the position is accepted that human development is carried out through the assimilation of patterns of human activity of the teacher and is considered as one of the forms of cooperation with adults. The ability to perform an action according to a model constitutes the "zone of proximal development" of a preschool child.

What is meant by a sample? An explanation is given by the theory of the gradual formation of mental actions. Two kinds of patterns are distinguished here: "product pattern" and "product action pattern". P.Ya.Galperin notes that the action that the student must learn is an objective process, the model of which is explicitly or implicitly always set in advance (21). In systematic teaching, such a pattern emerges distinctly. These are mathematical calculations, reading, writing, grammatical analysis, etc. Since the action is performed according to the model, two parts are distinguished in it: indicative, in which the control of the action according to the model is concentrated, and executive, consisting of operations of converting the source material into a given product.

In the problem of the formation of mental actions, the ways of forming individual experience are analyzed. P.Ya.Galperin indicates that imitation means acting according to the model that another person gives; verbal clarification refers to how to do, i.e. also to the pattern of action.

The role of various types of samples, methods of working with them is studied in the literature (A.R. Luria, N.I. Podyakov, V.P. Sokhina, E.D. Bozhovich, O.A. Karabanova, etc.). Foreign literature notes age-related changes in the development of imitation in children. Piaget writes that until the age of seven children's imitation is global, there are no details. So, when copying a house or an airplane, the child is interested in the general plan, omitting the exact relationships; the same is true in the drawing, which at this age is regarded as an imitation. By the age of seven or eight, imitation, according to Piaget, becomes detailed, with the analysis and intellectual restoration of the model, it becomes thoughtful and subordinate to the intellect. In foreign literature, the activity of reproducing samples, copying stands out as an adequate diagnostic activity, which is a sensitive indicator of the overall development of the child and allows you to detect not only the features of hand-eye coordination, but also other aspects of behavior.

Based on this, we believe that in order to analyze the readiness of children for school, there should be an activity according to the model with the receipt of material or materialized products. Two types of patterns can be entered: product and action. According to A. Binet, the correct reproduction of the square is usually observed in children for about 5 years. For example, the reproduction of the simplest geometric objects, which involves the analysis of a visually presented sample and the spatial organization of the sheet on which the sample will be reproduced. The ability to correlate the product with the sample, evaluate and make corrections, etc. The requirements that the product must meet are not formulated in this option, but are set in a visually presented sample, which determines the mode of action. Another option is to perform an activity with the verbal formulation of requirements (rules) with (or without) showing the necessary action and its product.

What are the criteria for evaluating such activities? Such an assessment is based on a structural and functional analysis of the activity and the plan in which it is carried out. Based on the fact that it is not so much the product that is important as the characteristic of the indicative, executive activity, the specific indicators of readiness are:

1. functional analysis of activities:

Availability of orientation (whether the test sample analyzes the resulting product, whether it correlates with the sample);

The nature of orientation (folded, deployed, randomness-organization);

The size of the orientation step is small, operational, or large, in blocks;

characteristics of the executive part: chaotic trial and error without analysis of the result, correlation with the conditions of execution or execution with analysis of the results, self-control; whether the subject copies the actions of an adult, another student, or acts independently;

characteristics of the control part: whether it notices errors, whether it corrects them, etc.

Structural analysis of activity:

Acceptance of the task as a guide to action, the adequacy of the acceptance of the task, its preservation (or slipping to another), attitude to the task, interest;

Performed actions, operations (does it correlate with the conditions);

The presence of control and evaluation (evaluation of the products of their activities, the nature of the attitude to comments, success, failure, error correction);

Attitude to the assistance provided, what kind of assistance is needed.

The plan in which the activity is carried out is also essential - subject, graphic, verbal. In foreign studies, diagnostics attaches particular importance to the verbal form of activity. In many works, the idea is that children understand the statements of adults in their own way, i.e. there is a process of recoding into their own language, which is not always adequate to the content of statements. A number of tests have been developed for understanding the language, understanding the meaning of what was said. The extreme complexity of this activity is pointed out, which involves a number of actions (G.Denhiere, J. Langevin, etc.). It is noted that the level of formation of the verbal plan makes it possible to establish the most reliable forecasts regarding school performance.

The concept of "psychological readiness for school" also includes "motor readiness". The general physical development of the child before entering school should be age appropriate. However, it is especially important that the small muscles of the hands are well developed, otherwise the child will not be able to hold the pen correctly, will quickly get tired when writing (45; 46; 42; 50), etc.

N.A.Bershtein (6) in his theory shows that the anatomical development of the levels of building movements starts from the first months of life and ends by the age of two. Then begins a long process of adjusting to each other all levels of building movements.

The development of speech is closely related to the development of fine motor skills. If you look closely at the picture of the brain, it becomes clear that the motor and speech areas of the cortex are located next to each other. In the atlases of the brain, about a third of the entire area of ​​the motor projection is occupied by the projection of the hand, located close to the speech zone. Training fine finger movements has a great influence on the development of a child's active speech. The studies and observations carried out by M.M. Koltsova and L.F. Fomina showed that the degree of development of finger movements coincides with the degree of development of speech in children.

From 6-7 to 10 years old, the level of regulation of voluntary movements in the external spatial field intensively develops - movements that require aiming, copying, imitation. Movements acquire accuracy and strength, the success of actions grows, which are provided by the level of regulation of meaningful actions. At this age, the level of regulation of voluntary movements in external space develops intensively. Movements gain strength and precision. The child can reproduce the proposed movement according to verbal instructions in the absence of the object in connection with which it was formed.

Equally important is the coordination of the eye and hand movements. Psychologists call this coordination visual-motor coordination and consider it one of the most important components of psychological readiness for school (27,53). It has also been proven that the higher the development of fine motor skills, i.e., the movements of the hands, the higher the development of speech and thinking of the child. A child with a high level of development of fine motor skills also has a fairly high level of development of memory and attention. Therefore, it is extremely important to start preparing the child's hand for writing even before school. But teaching a child to write before school the way teachers do should not be done, because the maturation of the brain areas responsible for visual-motor coordination ends at 6-7 years old, that is, when the child has already become a schoolboy . Preparing the hand for writing before school may consist of exercises and tasks aimed at developing coordination of hand movements.

By the age of 6, a child should already have a fully formed ability to distinguish its individual parts in the picture in question, which helps him to simultaneously look at the object and draw it. At school, this skill is essential, since many assignments are structured in this way: the teacher writes on the blackboard, and the students must rewrite the assignment in a notebook without errors. That is why it is so important that the actions of the eyes and the hand be coordinated with the child, so that the hands would perform only the task that the eyes give them.

Drawing plays a special role in the development of manual skill and visual-motor coordination. In a child working with a brush or pencil, the posture and position of the hands are very close to those necessary for writing, and the drawing technique itself resembles the technique of writing. Proper seating when drawing (sculpting, playing at a table) is extremely important for the formation of correct posture, maintaining vision and the health of internal organs.

Direct the activity of the child in the educational direction. Neither the communicative nor the pseudo-educational type has a predominant motivation for a stable internal position. 1.2 Adaptation to schooling of children aged 6-7 years and analysis of the causes of maladaptation Adaptation to school is the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to a systematic organizational ...

In life in society, about the acquisition by the child of those skills, knowledge and skills that will help him in his further education. 1.3 Influence of the type of parental attitude on the psychological readiness for schooling in children aged 6–7 In the history of the development of society, the problem of the relationship between the family and the school in the upbringing of children has not always been solved unambiguously. So, the ancient Romans believed that only ...

Recently, the school has undergone major changes:
new programs have been introduced, the very structure of teaching has changed, and ever higher demands are placed on children going to first grade. As a result of the introduction of new programs, the development of innovative methodologists, it is possible to choose a child's education in a particular program, depending on the level of preparation for school. Approbation of alternative methods, as a rule, takes place according to a more intensive program. How can you find out if your child is ready for school and which school and which class it is better to send him to?

Personal readiness for schooling

Personal readiness includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. This personal readiness is expressed in the child's attitude to school, to learning activities, to teachers, to himself. Personal readiness also includes a certain level of development of the motivational sphere. Ready for schooling is a child who is attracted by the school not by the external side (attributes of school life - a portfolio, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of cognitive interests. The future student needs to arbitrarily control his behavior, cognitive activity, which becomes possible with the formed hierarchical system of motives. Thus, the child must have a developed educational motivation.

Personal readiness also implies a certain level of development of the emotional sphere of the child. By the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and course of educational activities is possible.

In order for a child to study successfully, he, first of all, must strive for a new school life, for “serious” studies, “responsible” assignments. The appearance of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger ones and equalize in position with the older ones.

The desire of the child to occupy a new social position leads to the formation of his inner position. L.I. Bozhovich characterizes this as a central personality neoplasm that characterizes the personality of the child as a whole. It is this that determines the behavior and activity of the child and the whole system of his relations to reality, to himself and to the people around him.

The schoolchild's lifestyle as a person engaged in a socially significant and socially valued business in a public place is perceived by the child as an adequate path to adulthood for him - he responds to the motive formed in the game "to become an adult and really carry out its functions"

From the moment the idea of ​​the school acquired the features of the desired way of life in the child's mind, it can be said that his inner position received new content - it became the inner position of the schoolchild. And this means that the child has psychologically moved into a new age period of his development - primary school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need (“I want to go to school!”).

The presence of the student's inner position is revealed in the fact that the child resolutely renounces the preschool-play, individual-direct mode of existence and shows a brightly positive attitude towards school-educational activity in general, and especially to those aspects of it that are directly related to learning. Such a positive orientation of the child to the school as to the actual educational institution is the most important prerequisite for his successful entry into the school-educational reality, i.e. acceptance by him of the relevant school requirements and full inclusion in the educational process. The internal position of the student in kindergarten and in the family is formed.

Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. The personal readiness of a child for school is usually judged by his behavior in group classes and during a conversation with a psychologist. There are also specially developed conversation plans that reveal the position of the student, and special experimental techniques.

For example, the predominance of a cognitive or play motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has examined the toys in the room for a minute, they begin to read a fairy tale to him, but they stop reading at the most interesting place. The psychologist asks what he wants more now - to listen to a fairy tale or play with toys. Obviously, with personal readiness for school, cognitive interest dominates, and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with a weak cognitive need, are more attracted to the game.

Intellectual School Readiness associated with the development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, draw conclusions. The child should have a certain breadth of ideas, including figurative and spatial, appropriate speech development, cognitive activity.

This component of readiness assumes that the child has an outlook, a stock of specific knowledge. The child must have a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child's thinking remains figurative, based on real actions with objects, their substitutes. Intellectual readiness also involves the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity.

Summarizing, we can say that the development of intellectual readiness for learning at school involves:

· differentiated perception;
Analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);
rational approach to reality (weakening the role of fantasy);
· logical memorization;
interest in knowledge, the process of obtaining it through additional efforts;
mastery of colloquial speech by ear and the ability to understand and use symbols;
development of fine hand movements and hand-eye coordination.

An important sign of intellectual readiness for school is not just disparate knowledge, ideas about objects, their properties, but, above all, the ability to see connections, patterns, the child’s desire to understand what, why and why.

Children attending kindergarten receive the necessary intellectual training in specially organized classes.

However, at present, due to market transformations, the number of children in kindergartens has declined sharply. For many parents, kindergarten fees are out of reach. Parents are forced to raise a child at home, often not only depriving him of the necessary communication with peers, but also not paying enough attention to his development. Some wealthy parents who are not satisfied with the quality of services provided by mass preschool institutions have the opportunity to resort to the help of "home caregivers", private preschool institutions. The majority of children who do not attend kindergarten are deprived of such an opportunity.

Socio-psychological readiness for school

Socio-psychological readiness for schooling includes the formation of qualities in children, thanks to which they could communicate with other children, teachers. 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 people, 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 in children of preschool age, in contrast to early childhood, a new type of relationship develops, which creates a special, characteristic for this period social situation of development

In early childhood, the child's activities are carried out mainly in cooperation with adults; At preschool age, the child becomes able to independently satisfy many of his needs and desires. As a result, his joint activity with adults seems to fall apart, along with which the direct fusion of his existence with the life and activities of adults weakens.

However, adults continue to be 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.

In addition to the attitude to the educational process as a whole, for a child entering school, the attitude towards the teacher, peers and himself is important. By the end of preschool age, there should be such a form of communication between the child and adults as extra-situational-personal communication.

Analyzing the actions of children in kindergarten, at home, you can see that some of them strive to satisfy their needs, desires, interests, in the first place, regardless of the aspirations of the people around them, and sometimes not even knowing about them. In this case, it is customary to talk about the focus of the child on himself. Other children correlate their actions, actions (to varying degrees) with the interests, desires of the people around them - peers, adults

In this case, we can talk about the first manifestations of a collectivist orientation.

One and the same child in different environments can show different degrees of collectivist orientation. This to some extent explains the unequal behavior of children at home and in kindergarten. Many people are familiar with the situation when “in public” the child is polite, diligent, happily fulfills the instructions of the teacher, which are significant for the whole group, but is rude at home, does not listen to the advice, requests of adults, demands the fulfillment of all his desires. How to explain such behavior?

In kindergarten, the child felt the importance of peer society for him: his interests are satisfied only when he himself considers the interests of the group. And at home, the baby is used to the fact that he does not need to “win” his significance for family members, he does not need to assert himself, because everything is already subordinated to the satisfaction of his needs and interests, everyone is so sure of his uniqueness and unsurpassedness. As a result, a focus on oneself is gradually formed, which is difficult to overcome over the years. Especially the focus on themselves is characteristic of children who do not attend kindergarten and are not accustomed to correlate their desires with the desires of the group, the collective.

Thus, the psychological preparation of a child for schooling is an important step in 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.

Unfavorable conditions of upbringing, the presence of psychotraumatic situations lead to a decrease in the level of development of the child.

However, even well-to-do families do not always take advantage of opportunities to fully prepare their children for school. This is largely due to the parents' misunderstanding of the essence of preparing for school. In some families, parents try to teach children to write, read, count, but this does not guarantee that the child will be successful in school. He must be able to concentrate, listen carefully, and perform tasks correctly.

The main task of the kindergarten and the family is to create conditions for the most complete overall development of the child, taking into account his age characteristics and needs. In the process of various types of vigorous activity, the most important new formations of development are born, preparing for the fulfillment of new tasks. It is necessary to create conditions for the development of cognitive activity, independence, creativity of each child.

When a child reaches the age of 6-7 years, the question arises of his readiness for schooling. Most often, under the concept of “readiness for schooling”, the parents of the child understand his ability to read, write and count. But, as practice shows, this is far from enough for the child to then successfully master the school curriculum and achieve high academic results.

The modern education system places special demands on children. And, unfortunately, not all younger students are able to cope with the requirements placed on them. Almost all researchers involved in the study of the success of education believe that the problem of such learning for the first time manifests itself as a problem of readiness for schooling.

In the psychological and pedagogical literature there is a wide variety of approaches to the consideration of the essence, structure, content, conditions of readiness for learning at school.

Sh Zaporozhets A.V. readiness of the child to study at school is considered as a system of qualities that characterize his physical, mental, moral development. The readiness of children for school includes Zaporozhets A.V. Selected psychological works. In 2 vols. T. 1 Mental development of the child. - M. Pedagogy, 2006. - p. 142.:

The general development of the child, that is, the stock of knowledge, skills and abilities;

special training of the child, that is, possession of the elements of educational activities;

a positive attitude towards school, which includes the intellectual, emotional and volitional components of a preschooler's personality.

b Proskura E.V. highlights in readiness for school:

mental readiness,

motivational readiness,

emotional readiness,

readiness for learning.

e E.I. Radina understands readiness for school as:

mental development;

physical development,

development of the child's collective behavioral skills,

orientation in the social environment.

But all the authors are unanimous in the idea that the readiness of the child to study at school is a new stage in the mental development of the child, which is a combination of morphological and psychological characteristics of a child of older preschool age, ensuring a successful transition to a systematic organized school education.

The readiness of a child to study at school depends on his entire previous development, on what skills, abilities, knowledge, or, as it is now commonly expressed, what competencies the child has accumulated in previous years of life. To be ready for school, a child must be able to do a lot. And this "a lot" is not reduced to a simple set of school skills, such as knowing letters and numbers, the ability to write and count, having some knowledge about the world around us, that is, to a certain mental development. In addition to an elementary stock of knowledge, a preschooler must also have special knowledge and skills. He must have willpower, patience, adequate self-esteem, communication skills, the ability to control and manage his behavior. A preschooler must have a desire to learn, he must have a certain level of development of mental cognitive processes, such as perception, imagination, thinking, memory, attention, speech, necessary for schooling.

Thus, the concept of "readiness for learning" includes a variety of concepts: physiological, intellectual, personal readiness.

Intellectual readiness is understood as the totality of knowledge, skills and mastered actions that have been formed in the process of acquiring this knowledge and skills.

According to many psychologists, intellectual development does not take the main place in the development of the child's psyche, but it is on the basis of the development of the intellect that its further maturation takes place. Such scientists as Jean Piaget, L.I. Bozhovich, L.A. Wenger and A.L. Wenger, V.S. Mukhina, N.G. Salmina, V.G. Maralov and others.

In this chapter, we will consider precisely the intellectual readiness of a preschooler for schooling.

So, what is the intellectual readiness of the child for schooling? Bozhovich L.I. believed that several components Bozhovich L.I. are included in intellectual readiness. Selected Psychological Works / Ed. DI. Feldstein / [Text]. - M.: Pedagogical literature, 2005. - p. 174.:

An older preschooler should have a stock of quality, that is, correct and clear knowledge about the world around him.

· Must have an understanding of the surrounding reality and understand the patterns of these phenomena.

· An older preschooler should have an interest in the process of acquiring knowledge, that is, a cognitive interest.

A child of this age should have the following cognitive activities:

l be able to examine objects and phenomena, highlighting their properties;

l be able to identify the essential properties of objects and phenomena and compare them, find similarities and differences, identify causes and draw conclusions;

- to have a high level of development of visual-figurative thinking, which allows you to highlight the main thing in objects and phenomena and establish relationships between them;

to have the formation of the symbolic function of thinking and imagination.

· A preschooler, who will soon begin schooling, should have formed the arbitrariness of mental processes, such as attention, memory.

· A child, being considered a future first-grader, must have a well-developed speech, which can reflect the level of his intellect and logical thinking. The ability to coherently and consistently express the train of thought should be formed, phonemic hearing should be developed.

So, having knowledge about the world around him, a preschooler must have information about his family and life: know his address, the names of his parents and their place of work. A preschooler should have a stock of information about the life around him, navigate the seasons and their signs, know the days of the week, the names of the months, distinguish between trees, flowers, animals. The child should be able to establish causal and spatio-temporal relationships, formulate their own judgments and ideas. All this knowledge about the world around the child should be formed in the system and under the guidance of an adult. This is due to the fact that all the knowledge that the child receives sensitively, from contact with the world around him, is difficult for the child to put together in a general picture, this knowledge can remain separate from each other. Therefore, the child needs the help of an adult in order to systematize his knowledge about the world around him.

Intellectual readiness for learning at school also implies the formation of certain skills in the child. Such skills include the ability to perceive information, identify and set a task, look for the causes of phenomena, be able to systematize and classify the signs of objects, highlight the similarities and differences of objects, their new properties Tikhomirova L.F., Basov A.V.. The role of kindergarten in preparing children for school, chapter 2. Reasons for the unpreparedness of children for school. [Text]. - Yaroslavl: Academy of Development, 2006. - p. 185..

Intellectual readiness for schooling implies that the child must develop cognitive needs, interest in new facts, objects and phenomena. To this end, adults should provide the child with a sufficient flow of information to enhance mental activity, develop his interest in learning new things. Most successfully, this process occurs through reading books to the child, through instilling in him an interest in reading and books.

The preschooler should be taught how to examine objects and the ability to follow the standard. Such a skill as following the standard provides the ability of the future student not to confuse similar letters and numbers when writing, to distinguish between geometric shapes, regardless of their position in space. The ability to navigate in space is also necessary for schooling. The ability not to confuse the directions to the right-left, up-down, to understand what is higher-lower, further-closer, narrower-wider are simply necessary for the future student. This skill then translates into the fact that the child can easily calculate in a notebook whether there is enough space for him on the line to write the text, how many lines should be counted from the edge of the page, and so on.

Another skill is the development of phonemic hearing. The development of phonemic hearing will ensure the correct spelling of consonant words, will not allow such a type of error as omissions in words, and will read well. The development of colloquial speech leads to the development of the ability to correctly, emotionally, coherently and clearly express one's thoughts. A child with such skills easily copes with the task of highlighting the main idea in the story, compiling the story according to a certain plan. The ability to speak clearly and clearly, not in fragments, but in a whole coherent story, so that one can understand the situation is also an important skill in the intellectual readiness of a child.

As for the ability to count, here the preschooler must operate with numbers from 1 to 10. But this does not mean that he must already solve examples and problems within these numbers. Often children like a verse know the numbers from 1 to 10 and vice versa, but do not understand what is behind these numbers. Therefore, before school, the child must understand what a value and a number are. It should represent what is behind the number 2 or 5.

Preparing a hand for writing is an important skill for a future student. Developed fine motor skills of the hand are directly related to the future ability to write correctly and beautifully, with the development of speech, and finally, intelligence.

Thus, intellectual readiness for learning at school is a certain level of development of cognitive processes that occurs throughout the preschool age. The intellectual readiness of the child for school lies in a certain outlook, a stock of specific knowledge, in understanding the basic patterns.

In addition to these skills, the child must be at the required level of development of all mental processes. The development of perception, memory, attention, thinking allows him to master new information, compare it with already familiar things, find similarities and differences in them, highlight the main and minor details, analyze, generalize and draw conclusions.

The development of such a mental cognitive process as perception is associated with the formation of a child's ideas about the external properties of objects, that is, color, shape, size, taste, smell, location in space. Cognition of the world begins with perception, therefore it is the foundation of the mental development of the child. The sensory development of a preschooler is necessary for the assimilation of many school subjects at school, since there the process of perception becomes already meaningful, purposeful, acquires an arbitrary character, gradually turning into examination, observation, during which the properties and qualities of objects can be identified and named.