So the time has come when your children need to prepare for their first trip to school. Most parents are wondering how to properly prepare their child for school, whether it is worth doing additional work with him before studying, or is it better for school teachers to do this.

And these are only the most common among the huge number of questions that arise in moms and dads of future students. Some of them will be answered in this article.

Is it worth doing with a child before school?

Dear parents, if you are worried about whether it is necessary to give the child some intellectual preparation before school classes, then the unequivocal answer is yes, such classes are necessary.

Remember the old days, when even in not very wealthy families they tried to hire special tutors who taught children languages, the basics of linguistics, arithmetic, and other sciences before entering the gymnasium.

If we compare the initial knowledge of the average high school student of the 19th century and the preschooler of the 21st century, then the comparison, unfortunately, will not be in favor of the modern approach. Now children are much less prepared for school.

Of course, these days, many parents cannot afford to hire special tutors for their children. However, this is not necessary, because now the Internet can come to your aid, where you can always find many interesting methods for working with preschoolers.

At the same time, modern parents absolutely do not need to be like the tutors of the past, it is quite enough to engage with the child for 15-20 minutes a day, starting from, and it is more convenient to wrap these activities in an attractive "wrapper" of a fun game.

For example, you can invite your child to count cubes, cars in the yard, or birds in a tree. The letters of the child also need to be introduced, starting from 4-5 years old, so your child will already be able to read, count and even write, which will advantageously distinguish him from his peers in the first grade of the school.

The main thing that moms and dads need to know when working with a child:

• All lessons are best done in a playful way, you can even look for special learning applications on the Internet for this;
• You need to do no more than half an hour, otherwise your baby will simply get tired;
• There is no need to turn lessons into a boring obligation like “every day from one to two”, you can conduct classes not every day, and it is better to choose the time in accordance with what hours your child learns the material better;
• It is necessary to alternate classes with outdoor games, reading - with, and music - with arithmetic;
• Practice repeating lessons already learned;
• It is better to choose material for teaching according to the school curriculum, however, if you have extensive knowledge, you can bring something of your own.

Mathematics lessons are better to start with the account, and then move on to geometric shapes and so on. Learning to read and write should begin with printed letters. And creativity lessons can be started with ordinary coloring pages, moving on to modeling with plasticine, appliqués or painting with paints.

How to teach a child to adapt independently to the school environment?

Despite the fact that your child is very bright and can even read and count, nevertheless, he may have problems at school. One of the most common is the inability to communicate properly with peers.

Dear moms and dads, if you want your child not to stay alone in the class, but immediately make friends there, you need to prepare the baby for the fact that you will not be around at school and he will have to solve many problems himself. In particular, he will have to help classmates or ask them for help, act correctly and express his thoughts, not offend other children, but also not allow someone to offend him.

In order for a child to be ready for school in a communicative and emotional sense, it is not enough just to teach him in words, it is much easier for him to go through all this in practice before school. Therefore, it is so important to organize a visit for the baby or any developmental circles - sports, music, dance, etc.

There, your child will not only be with other children, but also learn important communication skills that will be very useful to him in school. Also, your child will learn there the right behavior with adults - educators and teachers.

The child will learn well that in front of the teacher one should not be impudent, naughty, capricious and behave inappropriately. And you should not be at enmity with peers, but it is better to establish friendly and friendly relations. Thus, your offspring will already be fully prepared for school life. Also, attending a kindergarten will teach the child to some independence.

Video how to prepare a child for school

Psychological preparation of the child for school

So that the child does not associate the school with something bad or terrible, you need to create a positive opinion about it in him. How to do it?

In fact, everything is very simple. It is necessary to often tell him funny incidents from your school past, to explain that there are many pleasant moments in attending classes. Emphasize that he will grow up and have many new good friends.

To get your child emotionally ready for school life, you don't have to start prepping them hard in the summer right before school. So studying with him will always be associated with unnecessary stress and discomfort. It is better to start practicing with your own offspring in advance - starting from 4-5 years. By doing this, you will not only prepare him for school studies, but give him the knowledge necessary for later life.

Practical advice on how to psychologically prepare a child for school attendance:

• Play with him "to school", go through all the important points - a call to the board, an explanation of the lesson, a change, and so on;
• Read him stories and stories about school years;
• Teach your child to defend his case, to show character, if necessary.

And most importantly, set the correct daily routine for the preschooler so that he gets up on time, eats and goes about his business. By doing this, you will provide the child with invaluable help, because the school regime will not seem very tiring and difficult to him later.

Attention! The use of any medicines and dietary supplements, as well as the use of any medical methods, is possible only with the permission of a doctor.

The beginning of school education is a natural stage in the life path of children: every preschooler, reaching a certain age, goes to school. At the same time, it should be emphasized that the position of the student creates a special orientation of the child's personality. The teaching is realized and experienced by the junior schoolchild as his own labor duty, as his participation in the life of the people around him. Therefore, how the child will learn, success or failure in educational affairs, has a sharp affective coloring for him. This means that the problem of teaching at school is connected not only with the issues of education, the development of the child's intellectual abilities, but also the formation of his personality, issues of education.

In this regard, the problem of the readiness of the child for school education is relevant. For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L. S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of ideas, but in the level of development of cognitive processes.

The concept of readiness for schooling as a set of qualities that form the ability to learn was adhered to by A. V. Zaporozhets, A. N. Leontiev, V. S. Mukhina, A. A. Lyublinskaya. They include in the concept of readiness for learning the child's understanding of the meaning of educational tasks, their difference from practical ones, awareness of the ways of performing an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, achieve the solution of tasks.

The readiness of a child to study at school equally depends on the physiological, social and mental development of the child. These are not different types of readiness for school, but different aspects of its manifestation in various forms of activity. Depending on what is the subject of attention of teachers, psychologists and parents in this situation - the working capacity of the future first-grader, the ability to interact and obey the rules, the success of mastering program knowledge and the level of development of mental functions necessary for further education - they talk about physiological, social or psychological child's readiness for school. In reality, this is a holistic education that reflects the individual level of development of the child by the beginning of schooling.

Russian psychologists understand the psychological readiness for schooling as the necessary and sufficient level of a child's mental development for mastering the school curriculum in the conditions of learning in a group of peers. The necessary and sufficient level of actual development should be such that the training program falls into the “zone of proximal development” (L. S. Vygotsky) of the child. If the current level of the child’s mental development is such that his zone of proximal development is lower than that required for mastering the curriculum at school, then the child is considered psychologically unprepared for schooling, because as a result of the discrepancy between his zone of proximal development and the required one, he cannot master the program material and falls into the category of backward students.

The proposed course of classes is aimed at forming the psychological readiness of a preschool child for schooling.

The purpose of the course: the formation of the psychological readiness of the child to study at school.

Tasks: formation of educational motives; development of visual analysis; formation of prerequisites for logical thinking; development of the ability to accept a learning task; development of arbitrariness of activity regulation; formation of susceptibility to teaching assistance; development of verbal mechanical memory, development of fine motor skills, imagination, perception.

The program provides for the formation and development of educational and important personality traits of a preschooler aged 5.5 - 7 years, includes educational games, exercises, tasks.

This program has been successfully carried out by me for three years. Based on the results of psychological preparation for school, the children learned to accept the learning task, to perceive teaching assistance, to think figuratively and logically. Voluntary attention, visual and auditory memory, imagination are quite well developed in children; the motives of the teaching are formed.

The program involves classes for 40 minutes, in the middle of the lesson there are two warm-up breaks for 5 minutes. It is desirable that the group does not exceed 3 people.

In the process of attending classes, the children learn to accept and understand the learning task; develop graphic and mathematical skills, the ability for initial forms of generalization, classification and formation of elementary concepts, figurative thinking, verbal mechanical memory; develop the ability of arbitrary regulation of activity in accordance with specified norms.

PROGRAM
"I want to learn!"

preschoolers

No. p / p	Content	Number of hours
1.	Development of attention Arbitrary regulation of activity, voluntary attention.	12
2.	Memory Development Verbal-mechanical auditory memory, verbal-logical auditory memory, visual-figurative memory.	10
3.	Development of thinking Figurative and logical thinking, visual perception of spatially oriented structures, the level of generalization and classification.	15
4.	Development of perception Receptivity to learning assistance (learnability)	10
5.	Development of the imagination	7
6.	The development of fine motor skills of the hands Kinesthetic sensitivity of the small muscles of the hands	10
	Total:	64

THEME PLAN
"I want to learn!"
(psychological preparation of children for school)
preschoolers
4 hours a week, 64 hours in total.

№	Content	Number of hours
1.	"Acquaintance. Similarities and differences, memory and voluntary attention” 1. Development of attention, perception: “Compare pictures”, “Find objects”, “Find differences”, “Arbitrary attention”. 2. Development of memory: “Gnome”, “Auditory memory”, “Visual-figurative memory”. 3. Development of thinking, imagination: "Nonsense", "Similarities and differences".	4
2.	“Missing pieces, memory and counting” 1. Development of attention, perception: “Arrows”, “Figures”. 2. Development of memory: “Memory and counting”, “What is on the table”. 3. Development of thinking, imagination: “Squares”, “Missing Figures”. 4. Development of fine motor skills of the hands: "Mobility, strength and flexibility of the fingers."	4
3.	“An extra item, figures” 1. Development of attention, perception: “Draw the figures”, “Draw the picture”. 2. Memory development: “Shop”, “Visual and auditory memory”. 3. Development of thinking, imagination: “Squares”, “An extra object”. 4. Development of fine motor skills of the hands: "Mobility, strength and flexibility of the fingers."	4
4.	“Rugs, classification, remember phrases” 1. Development of attention, perception: “Rugs”, “Development of the scope of attention”. 2. Memory development: “Squirrel”, “Remember phrases”. 3. Development of thinking, imagination: “Extra figure”, “What is superfluous?”, “Classification”. 4. Development of fine motor skills of the hands: "Mobility, strength and flexibility of the fingers."	4
5.	“Find the figure, the memory, the fragments” 1. Development of attention, perception: “Flower balls”, “Help Baba Yaga”, “Find the figure”. 2. Memory development: “Memorize pictures”, “Mechanical memory and meaningful memorization”. 3. Development of thinking, imagination: “Draw a fragment”, “Fourth figure”, “Hedgehogs”. 4. Development of fine motor skills of the hands: "Mobility, strength and flexibility of the fingers."	4
6.	“Cascade of words, houses, classification” 1. Development of attention, perception: “Finish the figures”, “Catch”. 2. Memory development: “Word cascade”, “Memorizing numbers, letters, words”. 3. Development of thinking, imagination: “Houses”, “Connect the figures”, “Classification”. 4. Development of fine motor skills of the hands: "Mobility, strength and flexibility of the fingers."	4
7.	“Arrange icons, memory, comparison of objects” 1. Development of attention, perception: “Arrange the icons”, “Find a square”. 2. Memory development: “Visual memory”, “Ten words”. 3. Development of thinking, imagination: “Verbal-logical thinking”, “Comparison of objects”. 4. Development of fine motor skills of the hands: "Mobility, strength and flexibility of the fingers."	4
8.	“Spatial representation, regulation of activity, an extra word” 1. Development of attention, perception: “Geometric figures”, “Development of spatial representations”. 2. Development of memory: "Auditory memory", "Arbitrary regulation of activity". 3. Development of thinking, imagination: “Ending words”, “Find an extra word”.	4
9.	“Observation, graphic dictation” 1. Development of attention, perception: “Dot it”, “Observation”. 2. Memory development: “Graphic dictation”, “Quick answer”. 3. Development of thinking, imagination: “An extra picture”, “Flexibility of the mind”, “Define the concept”. 4. Development of fine motor skills of hands: “Massage of fingers and palms”.	4
10.	“Visual imagination what is missing” 1. Development of attention, perception: “Attention”, “Arrange the icons”. 2. Memory development: “Compose a fairy tale”, “Visual imagination”. 3. Development of thinking, imagination: “Say the opposite”, “It happens - it doesn’t happen”, “What is missing?”. 4. Development of fine motor skills of hands: “Massage of fingers and palms”.	4
11.	“Find numbers, pattern, consecutive pictures” 1. Development of attention, perception: “Compare pictures”, “Observer”, “Find the numbers”. 2. Development of memory: “Yes and no”, “Pattern”. 3. Development of thinking, imagination: “Dog”, “Successive pictures”, “Missed figures”.	4
12.	“Copying a sample, classification, regularity” 1. Development of attention, perception: “Fragments”, “Numbers”. 2. Memory development: “Pattern copying”, “Memory development”. 3. Development of thinking, imagination: “Consistent pictures”, “Rugs”, “Classification”, “Regularity”. 4. Development of fine motor skills of hands: “Exercises in pairs”.	4
13.	“Funny Pictures, Missing Figures” 1. Development of attention, perception: “Read the words”, “Be attentive”. 2. Memory development: “Story”, “Funny pictures”. 3. Development of thinking, imagination: “Continue the row”, “Missed figures”. 4. Development of fine motor skills of hands: “Exercises in pairs”.	4
14.	“Labyrinths, paired pictures, patterns” 1. Development of attention, perception: “Read and write down”, “Labyrinths”. 2. Memory development: “Remember and find the object”, “Paired pictures”. 3. Development of thinking, imagination: “Regularity”, “Squirrels”, “Mood”. 4. Development of fine motor skills of hands: “Exercises in pairs”.	4
15.	“Ladder, third extra” 1. Development of attention, perception: “Read the proverb”, “Ships”. 2. Memory development: “Visual and auditory memory”, “Ladder”. 3. Development of thinking, imagination: “Third extra”, “Semantic series”, “Colors”. 4. Development of fine motor skills of hands: “Exercises in pairs”.	4
16.	“Compare pictures, figurines” 1. Development of attention, perception: “Four elements”, “Fishermen”, “Compare pictures”. 2. Memory development: “Two pictures”, “Identical pictures”. 3. Development of thinking, imagination: “Figures”, “Mouse”, “Cookies”. 4. The development of fine motor skills of the hands: "Entertaining gymnastics."	4

Literature:

1. Arkhipova I. A. Preparing a child for school. - Yekaterinburg, 2004.
2. Gavrina S. E., Kutyavina N. L. and others. We develop thinking. - M., 2003.
3. Gavrina S. E., Kutyavina N. L. and others. We develop attention. - M., 2003.
4. Gutkina N. I. Psychological readiness for school. - St. Petersburg. , 2004.
5. Kravtsova EE Psychological problems of children's readiness for learning at school. - M., 1991.
6. Nizhegorodtseva N. V., Shadrikov V. D. Psychological and pedagogical readiness of the child for school. - M., 2002.
7. Savenkov AI Development of logical thinking. - Yaroslavl, 2004.
8. Tikhomirova L. F. Development of cognitive abilities of children. - Yekaterinburg, 2003.
9. Uzorova O. V., Nefedova E. A. Finger games. - M., 2003.
10. Uzorova O. V., Nefedova E. A. 350 exercises to prepare children for school. - M., 2003.
11. Sheverdina N.A., Sushinskas L.L. Testing future first-graders. – Rostov n/a. , 2004.
12. 150 tests, games, exercises to prepare children for school. - M., 2002.

Readiness for school is a very topical issue for many parents of six-year-old children. They often ask questions: “Should I let my child go to school? Is he ready for school? Will it be hard for him to keep up with the school load? Or let him stay another year in the kindergarten?

While internship at school, I encountered some difficulties. When enrolling the first classes, parents came with children who already knew how to count, write and even knew the multiplication tables, began to learn English, in other words, they were intellectually ready to study. But psychologically and emotionally, it was too early for these children to attend school, since they were not motivated to acquire knowledge, it was difficult for them to adapt to a new team, accept their social role as a schoolchild and meet all the requirements of a teacher. Generally speaking, such children are not yet psychologically ready for schooling. But it was very difficult to explain this to parents, because they claimed: “How? My child is not stupid! Now he reads on his own, solves examples, knows how to write! You are confusing something: my son (daughter) is fully prepared for school, the whole family prepared him (her) for admission. In this article I will try to explain what it is - the readiness of the child for school and what are its components.

Under the psychological readiness for schooling is meant the necessary and sufficient level of mental development of the child for mastering the school curriculum while studying in a team.

School psychologists believe that the preparation of a child for school should consist in the formation of certain skills and abilities, as well as the fulfillment of the requirements that the school puts before the child, represented by teachers. The child should be able to act according to the model, listen and follow the instructions, evaluate their work. Psychologists call the ability to follow the rules and listen to the requirements of an adult an important element of psychological readiness for schooling.

In the structure of the psychological readiness of children for school, it is customary to distinguish the following components:

1. Personal readiness.

This readiness is expressed in relation to the child's school, learning activities, teachers and himself. Here the importance of motivating the child should be emphasized. Ready for schooling are children who are attracted to school not by external attributes (a beautiful portfolio, new felt-tip pens, pencils, notebooks, textbooks), but by the opportunity to gain new knowledge (learn something, learn something). A future first-grader needs to be able to freely control his behavior, cognitive activity. In other words, the child must have a developed educational motivation.

2. Volitional readiness to study at school.

By the end of preschool age, the child has already formed the foundations of volitional actions - the internal efforts necessary to perform certain activities. The child is able to set a goal, develop a plan of action, make a decision, make efforts to overcome difficulties, evaluate the result of their actions. At the same time, children still focus on the presence of game motivation (learning in the form of a game), especially on the assessments of other children (team play).

The volitional readiness of the child is evidenced by: high level writing, the correct use of school supplies, maintaining order on the table, desk or briefcase. Volitional readiness also implies the ability to restrain one's impulsive actions, focus on the task, and listen to the teacher's speech.

Personal readiness for learning includes positive emotional attitude of the child to school and emotional maturity of a preschooler(restraint, reduction in the number of impulsive actions, unbalanced behavior).

If we combine emotional, volitional, motivational readiness for school, then we get - internal position of the student. A child with an unformed position of a schoolchild shows childlike immediacy, answers at the lesson simultaneously with others, does not raise his hand, often interrupts, shares his experiences and feelings with the teacher. This immaturity often leads to gaps in knowledge, low learning productivity.

3. Intellectual readiness

The next component of the child's psychological readiness for school . The level of intellectual development of a preschooler- this is the amount of knowledge, the volume of "mental tools", and its vocabulary. Also, the child must have high learning ability- the ability to single out a learning task, and turn it into an independent goal of cognitive activity. A preschooler should be inquisitive and observant, the task of parents is to encourage these qualities.

In general, the intellectual readiness of a child to go to school implies the presence of such qualities as: differential perception (the difference between the figure and the background), concentration of attention, analytical thinking (awareness of the connection between phenomena, the ability to reproduce a pattern). As well as a rational approach to reality (weakening of fantasy), logical memorization, interest in knowledge, mastery of colloquial speech by ear, the ability to understand and use symbols, the development of fine motor skills and hand-eye coordination.

Important when entering school child's speaking level. Children must correctly pronounce all letters and sounds, master the timbre, pitch and power of the voice. It is good if a preschooler, in addition to knowing his native language, shows interest in foreign languages, he has a balanced vocabulary from different spheres of life. The child must competently conduct a dialogue, use simple and complex sentences, adhere to etiquette in communication, enjoy reading, be able to freely retell what he has read, recite small rhymes, have an idea about letters, sounds, words and sentences.

The intellectual unpreparedness of the child directly leads to failure in learning, he does not understand the teacher and cannot fulfill his requirements, as a result of poor grades, lagging behind in the school curriculum. This may lead to a child's reluctance to go to school or dislike of certain subjects.

4. Social and psychological readiness of the child

She also plays a huge role in preparing for school. It involves the formation and acceptance of a new social role - the student, which is expressed in a serious attitude towards school, learning activities and the teacher.

Older preschoolers are attracted to the external aspect of school life (new uniforms, briefcase, pens, etc.), but most children still want to learn. If a child is not ready to accept the social position of a student, then even with the necessary knowledge and skills, high intellectual development, it will be difficult for him to adapt to school.

Positive attitudes towards school are often associated with the information adults provide to children. It is very important to explain and prepare the child for what awaits him at school and preferably in a language that is accessible to him, to involve and openly answer the questions of interest to the child. This will help not only the formation of a positive attitude and interest in the upcoming studies, but also the right attitude towards the teacher and other students, the ability to quickly and easily establish relationships. In other words, this will help the child adapt, make friends with the new team, teach them to act together with other children, to yield and, if necessary, defend themselves.

And so we see that preparing for school is a very laborious process, which is a test for both parents and young students. It is necessary to take into account many aspects, psychological, motivational, emotional and intellectual readiness of the child to study at school. The combination of these components contributes to the successful educational activity of the child, his rapid adaptation to new conditions and painless entry into a new system of relationships.

Love and take care of yourself!

Psychological readiness for school is like Bigfoot. Everyone has heard of her. Everyone knows that this is some kind of important thing that psychologists check with some tricky tests. Every now and then they talk about it in cool schools and gymnasiums, but no one really knows what it is.

With arithmetic or reading, everything is much simpler - reading and writing is now customary right from the cradle. And if, by some absurd accident, a child has not learned this before the age of five or six, then a year before school, he will be easily taught these tricks at any school preparation course or in kindergarten.

But what about psychology? What is the mysterious psychological readiness for school, is it necessary to deal with it specially? Or maybe the child has had it for a long time, but we don’t know about it?

Psychologists have discovered four types of psychological readiness for school.

Personal and social readiness

Personal and social readiness lies in the fact that by the time the child enters school, he is ready for communication, interaction - both with adults and with peers.

In fact, modern first-graders do not always know how to do this. It is especially difficult for them to perform tasks that require joint efforts, close contact with each other. More often this symptom is expressed in "home" children who have never attended kindergarten - these children have minimal experience in resolving conflict situations and making joint decisions.

Does your child easily connect with other children and adults? Do you take on its functions too often? For example, when a psychologist asks a future first-grader what his name is, his mother readily answers: “We are called Sasha!”.

By the time he enters school, the baby should have a fairly diverse experience of communicating with strangers. Let him establish contacts with others in the clinic, on the playground, in the store, etc.

"Home" children are often afraid of large crowds of people. To tell the truth, not all adults are comfortable in the crowd. But do not forget that the baby will have to live in a team, and therefore try to sometimes get out to some public events, take the child to the station or to the airport - this is the experience of “surviving in the crowd”.

Emotional-volitional readiness

“But I won’t, because it’s not interesting (too easy, or, conversely, too difficult)!”. Why is it that a child who did brilliantly before school with a private teacher sometimes gets a deep disappointment from the school?

Of course, a lot here depends on the teacher and on the education system, which, alas, leaves much to be desired and is designed for the average student. But it's not only that.

After all, classes for preschoolers and real lessons are still different things. If the first ones are, first of all, a game (otherwise it simply won’t work, not a single normal preschooler, unless, of course, he is a super-wunderkind, would prefer a lesson to a game), then the second ones are precisely a learning system. And not always this training will be exciting and exciting. Therefore, a very important sign of readiness for school is to do not only what I want, but also what is necessary, not to be afraid of difficulties, to resolve them on my own.

Oddly enough, again, the game will help to develop these qualities. Only the game is special - according to the rules (from primitive "walkers" with a cube to chess, "Memory", dominoes, etc.). After all, it is these games that teach you to calmly wait for your turn, to lose with dignity, to build your strategy and at the same time take into account constantly changing circumstances, etc.

It is useful if the child gets used to changing activities in advance - for example, quiet work at the table will alternate with outdoor games (this is especially important for excitable, mobile children). This will make it easier for them to control their urge to get up and run in the middle of class, because they will know that there is a special “noisy time” for this.

Intellectual readiness

Analytical thinking (the ability to compare and generalize) begins to develop from infancy - even from that happy time when your baby rattled different rattles with interest, listening to their sound, and also tried to figure out why the ball rolls down the hill perfectly, and why the cube - refuses to do so.

If you did not suppress the research interest of the young naturalist, then by the time he entered school, he had managed to learn a lot from his own experience. Teach your son or daughter to look for answers to their endless “why” and “what will happen if ...”, to build cause-and-effect relationships - in a word, to be actively interested in the outside world.

Motivational readiness

By the time the child enters school, a positive attitude should be formed:

• for school;
• teacher
• to educational activities;
• to himself.

Often, older comrades manage to inspire the future student with the idea that only trouble awaits him at school - deuces, strict teachers, etc. Try to dispel this myth and set the kid up for success. At the same time, he must understand that the school path is littered not only with roses, and no one will praise him there just like that or even for every little thing.

If the child is accustomed to constant praise and approval at home, try to teach him to be more independent, praise not for every step, but for the finished result. When praising and scolding your treasure, do not get personal - evaluate the act, and not the child himself.

It turns out that psychological readiness for school is the whole preschool life. But even a few months before school, you can, if necessary, correct something and help the future first grader calmly and joyfully enter the new world.

Inessa Smyk

We bring to your attention an excerpt from the book " About the psychology of raising children" Glushakova O.A., Dubovets Zh.V., Medvedskaya S.F. - ALC "Educational company "Assistance" - 2009

Description: To preserve and strengthen the mental and psychological health of children, emotional well-being and spiritual comfort, to promote the emotional and personal development of preschoolers is possible only through the joint efforts of specialists from preschool institutions and the family.

"SOON TO SCHOOL or Psychological preparation of the child for schooling"

Enrollment of the child in school- this is, on the one hand, a joyful, long-awaited moment, and on the other, a tense, restless period for both parents and children. All parents want to see their children as excellent students who succeed in all their endeavors, so they already begin to teach children to read, write, count, forgetting that both reading and writing are based on the development of cognitive processes: memory, attention, thinking, imagination, perception. And if at least one of the above processes is not formed in the child, then schooling will create certain difficulties both for the child and for the adults around him. Consider how cognitive processes affect the success of a child's education in school.

Perception. The first thing your child will encounter in the classroom is the need to navigate in a new space for him. There is an open notebook in front of him. Will he be able, at the request of the teacher, to quickly retreat so many cells to the right, so many down, start from the red line? Do you think it will be easy for the child to continue the lesson if its beginning is already overshadowed. That is why already at the age of 5-6 years it is important to teach the child to navigate in space, to learn where the right, left, top, bottom of the sheet is. You can consolidate the knowledge gained by writing a graphic dictation together with the child.

Attention. If the attention processes are not formed, then it will be difficult for the child to concentrate his attention on the educational material, he will often be distracted and skip the educational material in the lesson. Attention can be formed and developed with the help of simple tasks. For example:

Have your child decorate a piece of paper with a frame. The frame should consist of certain shapes, for example: crosses, squares and circles, which must be arranged in a certain sequence without breaking it.

Let the child compare paired pictures and find differences in them, etc. Find ten differences, etc.

Memory. There are two types of memory: short-term (it is superficial and fragile) and long-term, which is reinforced by the search for the meaning of the memorized. You can train your child's memory by offering him the following exercises:

- "Look and remember." The child is invited to look at the picture for 10 seconds, and then draw what he remembers.

Learning with the child poems, tongue twisters, "Listen and describe." This exercise is used to train both visual memory (“we look”) and auditory (“hear”). You can say: “Now I will read the words, and you, having heard each layer, imagine how what I call looks like, its taste, smell, sounds that it can make, etc. For example: toothpaste on appearance is white and shiny, with a minty smell and taste.

Thinking. The process of thinking allows you to highlight the essential features of objects and phenomena, natural connections and complex relationships between them, their essence. Simple games, such as "The Fourth Extra", "Name it with one word" and others, will help teach the child the ability to analyze and synthesize, highlight the main and the secondary in practical life.

The development of fine motor skills of the hands- one of the important indicators of a child's readiness for schooling. Weak fine motor skills of the hand can lead to the fact that during the writing lessons the child will be tired and the handwriting will become worse from line to line. At the same time, he will inexorably lag behind his peers. Therefore, it is so important to pay attention to the development of fine motor skills of the hands.

You can create a positive attitude in learning if the following rules are taken into account:

Training requires systematic: 10-15 minutes every day will give a greater result than an hour or two on weekends.

It is necessary to take into account the principle “from simple to complex”, i.e. you cannot immediately teach a child everything that you know and can do. Each new element should be added gradually, when the previous knowledge and skills have already been mastered. Do not forget to evaluate successes, and in case of failures, approve actions with the words: “Next time you will definitely do better.”

The leading activity for a child at this age is a game, so try to conduct classes in a playful way (“What is gone?”, “What has changed?”, “City words”, etc.).

Children are emotionally responsive, so if the child does not want to play some kind of game or feels unwell, then it is better to postpone the lesson. Game communication should be interesting for both him and you, as in this case a positive atmosphere is created for the development and assimilation of knowledge and skills.

Your child reads, counts and writes. But psychologists for some reason say that it is too early to send him to school. What should a child be able to do to be considered ready for school? And can parents prepare it themselves? What methods do psychologists use to determine the level of intelligence of a child? And what are the ways to correct certain developmental delays?

Answers to these and many other questions related to the psychological preparation of the child for school, you will find in this book.

This book is for primary school teachers, school psychologists, social workers, for anyone who works with younger students. It presents simple methods for determining the level of a child's preparation for school and recommendations for the formation of multi-level classes. It tells in detail about the ways of correcting school fears and anxiety in children. The development of lessons on human studies and communication in elementary school is interesting.

A special chapter is devoted to children who are poorly prepared for school and who do not adapt well to new conditions. The book ends with a chapter addressed to teachers and parents. It tells how to identify your personal characteristics and level of professional training, how to engage in self-management, establish contact between teachers and parents and organize work with them.

In the manual "School failure: causes, psychocorrection, psychoprophylaxis: Study Guide." Lokalova N.P. considers a number of factors influencing the success of school education, describes the psychological, psychophysiological, psychological and pedagogical reasons for school failure in primary, secondary and senior grades. The features of the development of cognitive, motivational, emotional, voluntary-regulatory spheres in students with cognitive difficulties in learning are described. The reasons for the difficulties of younger schoolchildren in teaching the Russian language, reading and mathematics are given. Considerable attention in the book is given to the issue of psychoprophylaxis of school failure. A feature of this textbook is the inclusion of fragments from the psychological and pedagogical works of different authors after each topic in order to provide deeper and more detailed coverage of the relevant problem.

The manual is intended for students of psychological and pedagogical faculties, school psychologists, teachers of primary and secondary schools.

The textbook discusses the main theoretical concepts and problems of the psychological readiness of the child to study at school, presents various aspects of the mental health of schoolchildren. The role of psychological support of the family when the child enters school is shown. Particular attention is paid to the consideration of the components of psychological readiness. The textbook is intended for students of the Faculty of Psychology, practical psychologists.

The methodological guidelines for conducting a psychological examination of preschool children to determine readiness for school present methods for diagnosing the main components of a child's school maturity. Particular attention is paid to the methodology for drawing up a psychological conclusion based on the results of the survey, and some recommendations are given to improve the child's readiness for schooling.

Manual "Children's psychodiagnostics: Practical classes: Method. instructions" Comp. Yu.V. Filippov is intended for 4-5 year students of the Faculty of Psychology, specializing in "Pedagogical Psychology". The presented material is aimed at preparing students for practical exercises on the course "Children's psychodiagnostics" in the section "Methods of diagnosing school maturity".

The book "Psychological readiness for school" Gutkin N.I. - the result of a long-term study of the problem of the psychological readiness of children for schooling. The author has developed a holistic concept of the phenomenon under study, on the basis of which an original diagnostic and development program has been created. The book details the methodology for developing cognitive interest in children, as well as learning motivation and voluntary behavior in learning. It reveals in detail what a development group is and how to lead it correctly. The application contains games for the development of thinking, attention, memory, motor skills, etc., used in the development group.