Lecture "Child's readiness for school." Social and psychological readiness of children for school as a significant component of a child’s general psychological readiness for schooling
The personal and socio-psychological readiness of a child for school lies in the formation of his readiness to accept the new social position of a schoolchild - the position of a schoolchild. The position of a schoolchild obliges him to take a different position in society, compared to a preschooler, with new rules for him. This personal readiness is expressed in a certain attitude of the child towards school, towards the teacher and educational activities, towards peers, family and friends, towards himself.
Attitude to school. Follow the rules of the school regime, come to classes on time, complete academic assignments at school and at home.
Attitude towards the teacher and educational activities. Correctly perceive lesson situations, correctly perceive the true meaning of the teacher’s actions, his professional role.
In a lesson situation, direct emotional contacts are excluded, when you cannot talk about extraneous topics (questions). You need to ask questions about the matter, after raising your hand. Children who are ready for school in this regard behave adequately in the classroom.
The child must be able to communicate with both the teacher and peers.
Attitude to peers. Such personality qualities must be developed that would help to communicate and interact with peers, to yield in some circumstances and not to yield in others. Every child should be able to be a member of the children's community and act together with other children.
Relationship with family and friends. Having personal space in the family, the child should experience the respectful attitude of his family towards his new role as a student. Relatives should treat the future schoolchild and his studies as an important meaningful activity, much more significant than the play of a preschooler. For a child, learning becomes his main activity.
Attitude towards oneself to your abilities, to your activities, to their results. Have adequate self-esteem. High self-esteem can cause the wrong reaction to the teacher's comments. As a result, it may turn out that “the school is bad,” “the teacher is evil,” etc.
A child must be able to correctly evaluate himself and his behavior.
The normally developed personality traits of a child listed above will ensure his rapid adaptation to the new social conditions of the school.
Even if a child has the necessary stock of knowledge, skills, abilities, level of intellectual and volitional development, it will be difficult for him to study if he does not have the necessary readiness for the social position of the student.
A positive attitude towards school includes both intellectual and emotional-volitional components, the desire to take a new social position - to become a schoolchild, not only to understand, but also to accept the importance of schooling, the respect of the teacher, and schoolmates.
A conscious attitude towards school is associated with the expansion and deepening of ideas about educational activities. It is important to know the child’s level of positive attitude towards school in order to determine the path to further developing interest in it.
Being a schoolchild is a step up to adulthood, already recognized by the child, and studying at school is perceived by the child as a responsible matter.
If a child does not have the desire to learn and does not have effective motivation, then his intellectual readiness will not be realized at school. Such a child will not achieve significant success in school; it is necessary to take care of the formation of the child’s socio-psychological readiness.
A high level of intellectual development does not always coincide with a child’s personal readiness for school.
Such students behave “childishly” at school and study unevenly. With direct interest, success will be achieved, but if it is necessary to complete an educational task out of a sense of duty and responsibility, then such a student does it carelessly, hastily, and it is difficult for him to achieve the desired result.
Social, or personal, readiness for learning at school represents the child’s readiness for new forms of communication, a new attitude towards the world around him and himself, determined by the situation of schooling.
In order to understand the mechanisms of formation of social readiness for learning at school, it is necessary to consider the senior preschool age through the prism of the crisis of seven years.
In Russian psychology, for the first time the question of the existence of critical and stable periods was raised by P.P. Blonsky in the 20s. Later, the works of famous domestic psychologists were devoted to the study of developmental crises: L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, L.I. Bozovic et al.
As a result of research and observations of the development of children, it was found that age-related changes in the psyche can occur abruptly, critically, or gradually, lytically. In general, mental development is a natural alternation of stable and critical periods.
During stable periods, the development of a child has a relatively slow, progressive, evolutionary character. These periods cover a fairly long period of time of several years. Changes in the psyche occur smoothly, due to the accumulation of minor achievements, and are often invisible outwardly. Only when comparing a child at the beginning and at the end of a stable age are the changes that occurred in his psyche during this period clearly observed. Using L. S. Vygotsky’s age periodization, taking into account modern ideas about age boundaries, the following stable periods in child development are identified:
- infancy (2 months - 1 year);
- early childhood (1-3 years); -preschool age (3-7 years);
- adolescence (11-15 years);
- junior school age (7-11 years);
- senior school age (15-17 years).
Critical (transitional) periods, in their external manifestations and significance for mental development as a whole, differ significantly from stable ages. Crises take a relatively short time: a few months, a year, rarely two years. At this time, sharp, fundamental changes occur in the child’s psyche. Development during periods of crisis is stormy, rapid, “revolutionary” in nature. At the same time, in a very short period of time, the child changes completely. Critical periods, as noted by L.S. Vygotsky, are “turning points” in child development.
In psychology, crises mean transition periods from one stage of child development to another. Crises occur at the junction of two ages and are the completion of the previous stage of development and the beginning of the next.
Crises have a clearly defined three-part structure and consist of three interconnected phases: pre-critical, critical, post-critical. Typically, the critical age is determined by marking the culmination points or peaks of the crisis. Thus, if stable periods are usually designated by a certain time period (for example, preschool age - 3-7 years), then crises are defined by their peaks (for example, a three-year crisis, a seven-year crisis, etc.). It is believed that the crisis period is normally limited to approximately one year: the last six months of the previous stable period plus the first half of the subsequent stable period. In child psychology it is customary to distinguish:
- neonatal crisis;
- crisis of one year;
- crisis 3 years;
- crisis 7 years;
- teenage crisis (12-14 years);
- crisis of youth (17-18 years old).
From the point of view of external manifestations, critical periods have a number of features.
Firstly, it should be noted the uncertainty and blurred boundaries separating crises from adjacent ages. It is difficult to determine the beginning and end of the crisis.
Secondly, during these periods there is a sharp, abrupt change in the entire psyche of the child. According to his parents and educators, he is becoming completely different.
Thirdly, development during critical periods is often negative, “destructive” in nature. According to a number of authors, during these periods the child not only gains, but loses what he previously acquired: interest in favorite toys and activities fades; established forms of relationships with others are violated, the child refuses to comply with the norms and rules of behavior previously learned, etc.
Fourthly, during periods of crisis, every child becomes “relatively difficult to educate” compared to himself during adjacent stable periods. It is known that crises occur differently in different children: for some - smoothed out, almost imperceptibly, for others - acute and painful. Nevertheless, certain difficulties of upbringing during critical periods arise for every child.
The “relative inability to educate” and the negative nature of development are most clearly manifested in the symptoms of crisis. It is very important to distinguish them from the negative aspects of stable periods (childhood lies, envy, sneaking, etc.), since the reasons for their occurrence and, consequently, the tactics of adult behavior in both cases differ significantly. It is customary to identify seven symptoms, the so-called “seven stars of crisis.”
Negativism. Negativism refers to such manifestations in a child’s behavior as unwillingness to do something just because an adult suggested it. Children's negativism should be distinguished from ordinary disobedience, since in the latter case the child refuses to fulfill the demands of an adult because he does not want to do something or wants to do something else at that time. The motive for disobedience is reluctance to carry out what is proposed by an adult. The motive of negativism is a negative attitude towards the demands of an adult, regardless of their content.
Manifestations of children's negativism are well known to parents. One of the typical examples. The mother invites her son to go to bed: “It’s already late, it’s dark outside, all the children are already asleep.” The son is tired and wants to sleep, but stubbornly repeats: “No, I want to go for a walk.” “Okay,” says mom, “get dressed and go for a walk.” “No, I’ll sleep!” - the son answers. In this and similar situations, an adult can achieve the desired result by changing his demand to the opposite. Persuasion, explanations and even punishment in this case turn out to be useless.
Stubbornness is the second symptom of a crisis. A child insists on something not because he really wants it, but because he demanded it. Stubbornness should be distinguished from persistence, when a child strives to do something or get some thing because he is interested in it. The motive for stubbornness, in contrast to perseverance, is the need for self-affirmation: the child acts this way because “he said so.” However, the action itself or the object may not be attractive to him.
Obstinacy is the third symptom, most clearly manifested during the crisis of three years. Unlike negativism, obstinacy is not directed against an adult, but against the norms of behavior established for a child, against the usual way of life. The child responds with dissatisfaction (“Come on!”) to everything that is offered to him and what is done to him.
The fourth symptom is self-will, manifested in the child’s desire for independence, in the desire to do everything himself.
These are the main symptoms of crisis periods. Despite their different focus (on an adult, on oneself, on norms and rules of behavior), these behavioral manifestations have the same basis - the child’s need for social recognition, the desire for independence. Along with the main ones, there are three additional symptoms of the crisis.
This is a protest-rebellion, when all the child’s behavior takes the form of protest. It’s as if he is in a state of war with those around him; children’s quarrels with parents constantly occur over any, sometimes completely insignificant, issue. One gets the impression that the child deliberately provokes conflicts in the family. Devaluation can manifest itself in relation to adults (the child says “bad” words to them, is rude) and in relation to previously loved things (tears books, breaks toys). “Bad” words appear in the child’s vocabulary, which he pronounces with pleasure, despite the prohibitions of adults.
In a family with an only child, another symptom may be observed - despotism, when the child seeks to exercise power over others, to subordinate the entire way of family life to his desires. If there are several children in the family, this symptom manifests itself in the form of jealousy towards other children. Jealousy and despotism have the same psychological basis - children's egocentrism, the desire to occupy the main, central place in the life of the family.
Negative symptoms are described most fully and in detail in relation to the crisis of three years. Practical work with children shows that the listed symptoms are, to one degree or another, characteristic of all critical ages, but at the same time they have different internal mechanisms. Thus, self-will at the age of three is based on awareness of oneself as a subject of activity, when the child understands that it is he who is the cause of certain changes that have appeared as a result of his actions. At the same time, the ability to analyze one’s capabilities and foresee the results of one’s actions at this age is still very poorly developed, so a three-year-old child often demands the impossible. Persuasion and persuasion are useless here, since the baby cannot yet understand all the conditions of the situation and cannot reason logically. The tactics of an adult’s behavior during this period is to switch the child’s attention to another activity or an attractive object, to distract him. This is possible, since attention at the age of three is still very unstable.
In older preschool age, the desire for independence - self-will - is based on an awareness (though still limited) of one’s capabilities and is based on the child’s fairly extensive individual experience. With the help of an adult, a senior preschooler can analyze his actions and their results and draw logical conclusions. When working with children aged 6-7 years, one should not prohibit, but convince. It is necessary to give the child the opportunity to act independently, having previously discussed with him the methods of action, teaching him what he does not yet know how to do, but really wants to do.
The feeling of jealousy at the age of three is still unconscious. The child does not allow other children to approach his mother, he says: “My mother!” In older preschool age, jealousy arises on the basis of awareness of changes in the attitude of adults towards themselves and their place in the family upon the birth of another child. External manifestations of jealousy in older preschool age may be less noticeable than at three years. The child becomes whiny, capricious, depressed, unsure of himself, he develops fears, and increases anxiety.
Famous psychologist L.I. Bozovic notes that the negative behavior of children during critical periods indicates their frustration. It is known that frustration occurs in response to the restriction of some significant needs for a person. Consequently, at the junction of two ages, children who experience the crisis most acutely and painfully are those whose actual needs are not met or even actively suppressed.
Already from the first days of life, a child has some primary needs. Dissatisfaction with any of them causes negative experiences, restlessness, anxiety, and their satisfaction causes joy, an increase in overall vitality, and increased cognitive and motor activity. During the development process, significant changes occur in the sphere of needs, which are most clearly manifested towards the end of each age period. If adults do not take these changes into account, and the system of their demands limits or suppresses the child’s needs, he develops a state of frustration, which, in turn, leads to certain negative manifestations in behavior. These contradictions are most aggravated during periods of transition, when sharp, abrupt changes in the entire psyche occur. Therefore, the reasons for negative behavior during periods of crisis must be sought in the social situation of the child’s development, in his relationships with adults, and above all in the family.
During transitional periods of childhood development, a child becomes relatively difficult to educate because the system of pedagogical requirements applied to him does not correspond to the new level of his development and his new needs. In other words, changes in the pedagogical system do not keep pace with the rapid changes in the child’s personality. The greater the gap, the more acute the crisis.
Crises, in their negative understanding, are not obligatory concomitants of mental development. It is not crises as such that are inevitable, but turning points, qualitative shifts in development. There may be no crises at all if the child’s mental development does not develop spontaneously, but is a reasonably controlled process - controlled by upbringing.
The psychological meaning of the critical (transitional) ages and their significance for the mental development of the child lies in the fact that during these periods the most significant, global changes in the entire psyche of the child occur: the attitude towards oneself and others changes, new needs and interests arise, cognitive processes and activities are restructured the child acquires new content. Not only individual mental functions and processes change, but the functional system of the child’s consciousness as a whole is also rebuilt. The appearance of crisis symptoms in a child’s behavior indicates that he has moved to a higher age level.
Consequently, crises should be considered as a natural phenomenon of a child’s mental development. The negative symptoms of transitional periods are the flip side of important changes in a child’s personality, which form the basis for further development. Crises pass, but these changes (age-related neoplasms) remain.
The seven-year crisis was described in the literature earlier than others and was always associated with the beginning of schooling. Senior preschool age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolchild. It has long been noted that during the transition from preschool to school age, the child changes dramatically and becomes more difficult in educational terms. These changes are deeper and more complex than in the crisis of three years.
The negative symptoms of crisis, characteristic of all transitional periods, are fully manifested at this age (negativism, stubbornness, obstinacy, etc.). Along with this, age-specific features appear: deliberateness, absurdity, artificiality of behavior; clowning, fidgeting, clowning. The child walks with a fidgety gait, speaks in a squeaky voice, makes faces, pretends to be a buffoon. Of course, children of any age (and sometimes adults too) tend to say stupid things, joke, mimic, imitate animals and people - this does not surprise others and seems funny. On the contrary, the behavior of a child during the crisis of seven years has a deliberate, clownish character, causing not a smile, but condemnation.
According to L.S. Vygotsky, such behavioral features of seven-year-olds indicate a “loss of childish spontaneity.” Older preschoolers cease to be naive and spontaneous, as before, and become less understandable to others. The reason for such changes is the differentiation (separation) in the child’s consciousness of his internal and external life.
Until the age of seven, the child acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of these desires in behavior (i.e. internal and external) represent an inseparable whole. The behavior of a child at these ages can be roughly described by the scheme: “wanted - done.” Naivety and spontaneity indicate that the child is the same on the outside as he is on the inside; his behavior is understandable and easily “read” by others.
The loss of spontaneity and naivety in the behavior of an older preschooler means the inclusion in his actions of a certain intellectual moment, which, as it were, wedges itself between the child’s experience and action. His behavior becomes conscious and can be described by another scheme: “wanted - realized - did.” Awareness is included in all areas of the life of an older preschooler: he begins to become aware of the attitude of those around him and his attitude towards them and towards himself, his individual experience, the results of his own activities, etc.
It should be noted that the possibilities of awareness in a seven-year-old child are still very limited. This is only the beginning of the formation of the ability to analyze one’s experiences and relationships; in this, an older preschooler differs from an adult. The presence of an elementary awareness of their external and internal life distinguishes children of the seventh year from younger children, and the crisis of seven years from the crisis of three years.
One of the most important achievements of senior preschool age is the awareness of one’s social “I”, the formation of an internal social position. In the early periods of development, children are not yet aware of their place in life. Therefore, they lack a conscious desire to change. If the new needs that arise in children of these ages do not find fulfillment within the framework of the lifestyle they lead, this causes unconscious protest and resistance (crises of one and three years).
At senior preschool age, the child first becomes aware of the discrepancy between the position he occupies among other people and what his real capabilities and desires are. A clearly expressed desire appears to take a new, more “adult” position in life and to perform new activities that are important not only for himself, but also for other people. The child seems to “fall out” of his usual life and the pedagogical system applied to him, and loses interest in preschool activities. In the conditions of universal schooling, this is primarily manifested in the desire of children for the social status of a schoolchild and for learning as a new socially significant activity (“At school - big ones, but in kindergarten - only little ones”), as well as in the desire to carry out certain assignments adults, take on some of their responsibilities, become a helper in the family.
The appearance of such aspiration is prepared by the entire course of the child’s mental development and occurs at the level when it becomes possible for him to recognize himself not only as a subject of action (which was also characteristic of previous developmental crises), but also as a subject in the system of human relations. If the transition to a new social position and new activity does not occur in a timely manner, then the child develops a feeling of dissatisfaction, which is expressed in the negative symptoms of the seven-year crisis.
Psychologists have identified a connection between the seven-year crisis and the success of children’s adaptation to school. It turned out that preschoolers whose behavior showed symptoms of a crisis before entering school experience fewer difficulties in the first grade than those children whose crisis did not manifest itself in any way for seven years before school.
Based on a survey of parents and teachers in one of the preparatory groups of the kindergarten, it was found that the majority of children show negative symptoms of the seven-year crisis. The parents of these children noted that “the child has suddenly gone bad”, “he has always been obedient, but now it’s as if they have changed him”, “he is capricious, raises his voice, is insolent”, “makes faces”, “all demands must be repeated twenty times”, etc. Observations of these children have shown that they are very active, easily start and quit a task or game they have started, constantly try to occupy themselves with something useful, and require the attention of adults. They often ask about school and prefer academic activities to games. Of the games, they are more attracted to board games and sports with elements of competition, especially if they are organized and performed together with adults. These children prefer communication with adults and older children to playing with younger ones. The teacher characterized them as “very active, in need of control, restless, disobedient, why not.”
Other children, according to parents, are obedient, conflict-free, and there are no noticeable changes in their behavior. They practically do not express dissatisfaction, do not object to adults, play a lot, preferring games to reading, studying, helping parents and educators. These are typical preschoolers, quiet, obedient, showing initiative only in play.
A repeated examination of children after entering school showed that among preschoolers who showed signs of crisis in the preparatory group of kindergarten, negative symptoms, as a rule, disappear when they start school. The parents of these children note that the difficulties in upbringing are a “passed stage” for them, and when the child entered school, the child changed for the better, “everything fell into place.” On the contrary, many children who were outwardly prosperous in the preschool period experienced a crisis period when they entered first grade. Their parents noted that upon entering school, the child developed negative behavior: “he constantly imitates, makes faces, snaps,” “is impertinent,” “is rude,” etc. Teachers note that these children are inactive in class, “not interested in studying,” “play under their desks, carry toys to school.”
In recent years, there has been a shift in the boundaries of the crisis of seven years to six years of age. In some children, negative symptoms appear as early as 5.5 years old, so now they talk about a crisis of 6-7 years. There are several reasons that determine the earlier onset of the crisis.
Firstly, changes in the socio-economic and cultural conditions of society in recent years have led to a change in the normative generalized image of a child of six years old, and, consequently, the system of requirements for children of this age has changed. If just recently a six-year-old was treated as a preschooler, now he is looked at as a future schoolchild. A six-year-old child is required to be able to organize his activities and follow rules and regulations that are more acceptable at school than in a preschool institution. He is actively taught knowledge and skills of a school nature; the classes themselves in kindergarten often take the form of a lesson. By the time they enter school, most first-grade students already know how to read, count, and have extensive knowledge in various areas of life.
Secondly, numerous experimental studies show that the cognitive capabilities of modern six-year-old children exceed the corresponding indicators of their peers in the 60s and 70s. The acceleration of the rate of mental development is one of the factors in shifting the boundaries of the seven-year crisis to an earlier date.
Thirdly, senior preschool age is characterized by significant changes in the functioning of the physiological systems of the body. It is no coincidence that it is called the age of change of baby teeth, the age of “extension in length.” In recent years, there has been an earlier maturation of the basic physiological systems of the child’s body. This also affects the early manifestation of symptoms of the seven-year crisis.
As a result of changes in the objective position of six-year-old children in the system of social relations and the acceleration of the pace of psychophysical development, the lower limit of the crisis has shifted to an earlier age. Consequently, the need for a new social position and new types of activities now begins to form in children much earlier. At the same time, the possibility of realizing this need and the timing of entering school remained the same: most children begin schooling at the age of seven. The transitional age, therefore, turned out to be extended from 5.5 to 7.5-8 years, the course of the crisis in modern conditions is becoming more acute. (This is noted by both educators and teachers working with children aged 6-8 years.)
Until recently, psychologists classified the crisis of seven years as a “small” crisis, in which negative manifestations are less pronounced than in the “big” crises of 3 years and 11-12 years. Modern features of the course of the seven-year crisis allow us to say that from the category of “small” it is moving into the category of “large”, acute crises. Up to 75% of children in the seventh year of life exhibit acute symptoms of crisis.
Individual differences in mental development and the course of the crisis among modern older preschoolers are more pronounced than among seven-year-old children in the 60s and 70s. This is due to a number of factors, primarily differences in the organization of educational work in preschool institutions; expansion of the system of additional education; changes in parents' attitudes towards the education and upbringing of preschool children; significant differences in the material and living conditions of children in the family.
What conclusions can be drawn by considering the senior preschool age as a crisis or transitional period of development?
First. Developmental crises are inevitable and occur at some time in all children, only for some the crisis proceeds almost unnoticeably, smoothly, while for others it is violent and very painful.
Second. Regardless of the nature of the crisis, the appearance of its symptoms indicates that the child has become older and is ready for more serious activities and more “adult” relationships with others.
Third. The main thing in a developmental crisis is not its negative nature (as already mentioned, difficulties in upbringing can be almost unnoticeable), but changes in children's self-awareness - the formation of an internal social position.
Fourth. The manifestation of a crisis at the age of 6-7 indicates the child’s social readiness for school.
Speaking about the connection between the seven-year crisis and the child’s readiness for school, it is necessary to distinguish the symptoms of a developmental crisis from manifestations of neurosis and individual characteristics of temperament and character, which we discussed in the previous section.
It has long been noted that developmental crises manifest themselves most clearly in the family. This happens because educational institutions work according to certain programs that take into account age-related changes in the child’s psyche. The family is more conservative in this regard; parents, especially mothers and grandmothers, tend to take care of their “kids”, regardless of their age. There are often differences of opinion between educators and parents in assessing the behavior of 6-7-year-old children: mothers complain about the child’s stubbornness and self-will, while the educator characterizes him as independent and responsible, who can be entrusted with serious matters.
Therefore, when identifying symptoms of a crisis, it is necessary to take into account, first of all, the opinion of the parents. For these purposes, a questionnaire for parents is used.
While focusing on their child's intellectual preparation for school, parents sometimes overlook emotional and social readiness, which include academic skills that are critical to future school success. Social readiness implies the need to communicate with peers and the ability to subordinate one’s behavior to the laws of children’s groups, the ability to accept the role of a student, the ability to listen and follow the teacher’s instructions, as well as the skills of communicative initiative and self-presentation. This may include such personal qualities as the ability to overcome difficulties and treat mistakes as a certain result of one’s work, the ability to assimilate information in a group learning situation and change social roles in the class team.
The personal and psychological readiness of a child for school lies in the formation of his readiness to accept the new social position of a schoolchild - the position of a schoolchild. The position of a schoolchild obliges him to take a different position in society, compared to a preschooler, with new rules for him. This personal readiness is expressed in a certain attitude of the child towards school, towards the teacher and educational activities, towards peers, family and friends, towards himself.
Attitude to school. Follow the rules of the school regime, come to classes on time, complete academic assignments at school and at home.
Attitude towards the teacher and educational activities. Correctly perceive lesson situations, correctly perceive the true meaning of the teacher’s actions, his professional role.
In a lesson situation, direct emotional contacts are excluded, when you cannot talk about extraneous topics (questions). You need to ask questions about the matter, after raising your hand. Children who are ready for school in this regard behave adequately in the classroom.
Exercise. Motivational readiness, desire to go to school, interest in school, desire to learn new things are clarified by questions like:
1. Do you want to go to school?
2. What is interesting at school?
3. What would you do if you didn't go to school?
The answers to these questions will help you understand what the child knows about school, what interests him in it, and whether he has a desire to learn new things.
Exercise. Conduct the “Motivational Readiness” test, which diagnoses the student’s internal position (according to T.D. Martsinkovskaya).
Stimulus material. A set of questions asking the child to choose one of the behavior options.
1. If there were two schools - one with lessons in the Russian language, mathematics, reading, singing, drawing and physical education, and the other with only singing, drawing and physical education lessons, which one would you like to study in?
2. If there were two schools - one with lessons and recess, and the other with only recess and no lessons, which one would you like to study in?
3. If there were two schools, one would give A’s and B’s for good answers, and the other would give
sweets and toys, which one would you like to study in?
4. If there were two schools - in one you can only stand up with the teacher’s permission and raise your hand if you want to ask something, and in the other you can do whatever you want in class, which one would you like to study in?
5. If there were two schools - one would give homework and the other would not, then which one would you like to study in?
6. If a teacher in your class fell ill and the principal offered to replace her with another teacher or mother, who would you choose?
7. If my mother said: “You’re still small, it’s hard for you to get up and do your homework. Stay in kindergarten and go to school next year,” would you agree with such a proposal?
8. If mom said: “I agreed with the teacher that she would come to our house and study with
you. Now you won’t have to go to school in the morning,” would you agree with such a proposal?
9. If a neighbor boy asked you: “What do you like most about school?”, what would you answer him?
Instructions. The child is told: “Listen to me carefully. I will now ask you questions, and you must answer which answer you like best.”
Carrying out the test. Questions are read aloud to the child, and there is no time limit for answering. Each answer is recorded, as well as all additional comments from the child.
Analysis of results. For each correct answer, 1 point is given, for each incorrect answer - 0 points. The internal position is considered formed if the child scores 5 points or more.
If, as a result of the analysis of the results, weak, inaccurate ideas of the child about school are revealed, then it is necessary to carry out work to form the child’s motivational readiness for school.
Exercise. Conduct the “Ladder” test to study self-esteem (According to T.D. Martsinkovskaya).
Stimulus material. Drawing of a staircase consisting of seven steps. In the drawing you need to place the figure of a child. For convenience, you can cut out a figurine of a boy or girl from paper, which is placed on the ladder.
Instructions. The child is asked: “Look at this ladder. You see, there is a boy (or girl) standing here. On the step higher (they show) they put good children; the higher, the better the children, and on the very top step are the best guys. Which step are you on? Will you put yourself on? And what level will your mother put you on?
Carrying out the test. The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to check whether the child understood your explanation correctly. If necessary, it should be repeated. After this, questions are asked and the answers are recorded.
Analysis of results. First of all, they pay attention to what level the child has placed himself. It is considered normal for children of this age to place themselves on the level of “very good” and even “the best children.” In any case, these should be the upper steps, since a position on any of the lower steps (and even more so on the lowest) does not indicate an adequate assessment, but a negative attitude towards oneself, lack of confidence in one’s own abilities. This is a very serious violation of the personality structure, which can lead to depression, neuroses, and asociality in children. As a rule, this is associated with a cold attitude towards children, rejection or harsh, authoritarian upbringing, when the child himself is devalued, who comes to the conclusion that he is loved only when he behaves well.
When preparing your child for school, pay special attention to development of independence associated with cognitive activity. This should be expressed in the ability to set oneself various educational tasks and solve them without external promptings (“I want to do this...”), to show initiative (“I want to do this differently”) and creativity (“I want to do this in my own way").
In cognitive independence, initiative, foresight and creativity are important.
To form such independence, special efforts of adults are required.
The child must:
1. Work independently, without the presence of an adult.
2. When working, focus on getting results, and not just to avoid trouble.
3. Show active cognitive interest in new types of activities, striving for personal achievements.
Exercise. Pay attention to whether the child can concentrate on any activity - drawing, sculpting, crafting, etc.
Design classes are the most effective for improving the system of voluntary self-regulation. You can start constructing according to a model: for example, a child must reproduce a really built house from parts. The child learns to correctly select the necessary parts of the blocks, correlate them by size, shape and color.
Invite your child to carefully examine and study the house that he should assemble himself according to the model.
Carry out observation according to plan:
1. The nature and sequence of construction of the house.
2. Is a specific assembly sequence followed?
3. Does the given goal (proposed sample) hold?
4. Is the building consistent in size, color, and shape of the construction blocks?
5. How often does he compare his actions and their results with the standard?
At the end of the construction, ask your child questions about how consciously he completed the task. Analyze with him the achieved design results. In the future, you can gradually complicate the design task: instead of a sample, a drawing, a plan, an idea, etc.
The exercise that is closest to educational activity in developing arbitrariness is graphic dictation.
The child is given a sample of a geometric pattern made on a sheet of checkered paper. He must reproduce the proposed sample and independently continue exactly the same drawing. This kind of work can be complicated by offering, under the dictation of an adult, to make similar patterns on a sheet of paper (to the right by 1 cell, up by 2 cells, to the left by 2 cells, etc.).
Exercise. The child must have voluntary (controlled) behavior. He must be able to subordinate his behavior to will, and not to feelings. It is not easy for him to follow both someone else's and his own will. Play games to develop arbitrariness (controllability) of behavior.
a) Game "Yes and No, don't say"
It is necessary to prepare simple questions in order to use them to activate the child’s attention.
What is your name? How old are you? etc.
Occasionally ask questions that require affirmation or denial.
- "Are you a girl?" etc.
If the child wins, he will be able to control his attention at school. For variety, include prohibitions on other words: “black”, “white”, etc.
b) Regime and order
Make a strip of whatman paper with a groove into which insert a piece of colored paper that can be moved with your finger.
Attach the strip to a visible place on the wall. Explain to the child: done the job - move the circle to the next mark. If you reach the end - get a prize, a surprise, something pleasant.
In this way, you can teach your child to have order: putting away scattered toys, getting dressed for a walk, etc. A rule, a sequence of actions, thanks to external guidelines, turns from external into internal (mental), into a rule for oneself.
In a visual form, you can indicate getting ready for school, preparing lessons, and replaying any life situation. Thus, the private ability to be organized at the moment will contribute to the development of arbitrariness (controllability of behavior).
c) Report
Let the child imagine that he is a scout and is “writing” an encrypted report to headquarters. The text of the report is dictated by the parent - the “liaison”. The child must encrypt objects with symbols - icons that will remind him of the object. This is how the symbolic (sign) function of consciousness develops.
METHODOLOGY 1. (determination of learning motives)
It is worth conducting this test with a preschooler in order to understand whether the child is ready for school and what can be expected from him after September 1st. Also, if problems arise with first-graders, using this technique you can understand the origins of these problems.
The following motives are typical for 6-year-old children:
1. educational and cognitive, rising to the cognitive need (I want to know everything!)
2. social, based on the social need for learning (everyone is learning and I want it! This is necessary for the future)
3. “positional”, the desire to take a new position in relations with others (I’m an adult, I’m already a schoolboy!)
4. “external” motives in relation to the study itself (my mother told me that it was time to study, my father wants me to study)
5. play motive, inadequate, transferred to the school sphere (perhaps the child was sent to school too early, it’s worth it and could have waited a little longer)
6. motive for getting a high grade (learning not for the sake of knowledge, but for the sake of assessment)
Sit down with your child so that you are not distracted. Read the instructions to him. After reading each paragraph, show your child a drawing that matches the content.
Instructions
Now I'll read you a story
Boys or Girls (talk about children of the same gender as your child) were talking about school.
1. External motive.
The first boy said: “I go to school because my mother forces me to.” If it weren’t for my mother, I wouldn’t go to school,” show or post Figure 1.
2. Educational motive.
The second boy said: “I go to school because I like to study, do my homework, even if there was no school, I would still study,” show or post Figure 2.
3. Game motive.
The third boy said: “I go to school because it’s fun and there are a lot of kids who are fun to play with.”, show or post picture 3.
4. Positional motive.
The fourth boy said “I go to school because I want to be big, when I’m at school I feel like an adult, but before I was small,” show or post picture 4.
5. Social motive.
The fifth boy said: I go to school because I need to study. Without learning you can’t do anything, but once you learn, you can become whoever you want,” show or post Figure 5.
6. The motive for getting a high grade.
The sixth boy said: “I go to school because I get A’s there,” show or post picture 6.
After reading the story, ask your child the following questions:
Which guy do you think is right? Why?
Which one would you like to play with? Why?
Which one would you like to study with? Why?
The child consistently makes three choices. If the content of the answer does not come clearly enough to the child, he is reminded of the content of the story corresponding to the picture.
After your child has chosen and answered the questions, try to analyze the answers and understand his motives for learning. This will help you get to know your child better, help him with something, or understand whether a psychologist’s consultation is needed regarding current or future schooling. Don’t be alarmed, a psychologist is not a doctor, he is a person who helps people, children and their parents to correctly build their relationships and attitude towards any problematic area of life.
For example, a child, when answering questions, chooses the same card with a boy or a girl. For example, a child chooses card 5 (social motive) when answering all questions. That is, he believes that a child who studies in order to know a lot in order to later become someone in life and earn a lot is right. He would like to play and study with him. Most likely, it is the social motive that drives a child’s learning.
If a child chooses, for example, the right child with an external motive (1), would like to play with a child with a play motive, and study with a child with a motivation for a high grade, then most likely your child is not ready to go to school. He perceives school as a place where his parents take him, but he has no interest in studying. He would like to play, and not go to a place that is not interesting to him. And if he still has or will have to go to school, at the request of his mother or father, then he wants to be noticed there and given good grades. In this case, it is worth paying more attention to the child, maybe doing something together, studying something (English, breeds of dogs, cats, the surrounding nature, etc.). Show that studying is not a parent’s whim, but a very interesting, necessary, educational process. To prevent your child from always expecting an excellent grade in the future, praise him only in cases where he really deserves praise. Let the child understand that a good grade can only be obtained for good knowledge.
Khapacheva Sara Muratovna, Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Pedagogical Technologies of the Adyghe State University, Maykop [email protected]
Dzeveruk Valeria Sergeevna, second-year student of the Faculty of Pedagogy and Psychology of the Adyghe State University, Maykop [email protected]
Social and psychological readiness of children for school as a significant component of a child’s general psychological readiness for schooling
Abstract. The article discusses the issue of children's readiness for schooling. The authors reveal in particular detail the socio-psychological readiness of children for schooling during the transition from preschool educational institutions to primary school. The socio-psychological readiness of children for schooling significantly increases the effectiveness of children's adaptation to schooling. Key words: psychological and pedagogical readiness, social readiness, adaptation to schooling, motivation, individual characteristics of the student, school readiness. Section: (02) comprehensive study of a person; psychology; social problems of medicine and human ecology.
Links to sources 1. Belova E.S. The influence of intrafamily relationships on the development of giftedness in preschool age // Psychologist in kindergarten. – 2008. – No. 1. – pp. 27–32.2. Vygotsky L. S. Collected works: v6 vol. – M., 1984. – 321 p.
3. Vyunova N.I., Gaidar K.M. Problems of psychological readiness of 6–7 year old children for schooling // Psychologist in kindergarten. –2005.–№2. -WITH. 13–19.4. Dobrina O. A. A child’s readiness for school as a condition for his successful adaptation. –URL:http://psycafe.chat.ru/dobrina.htm (07/25/2009). 5. School readiness (2009). Ministry of Education and Science. –URL:http://www.hm.ee/index.php?249216(08.08.2009). 6. Dobrina O.A. Decree. Op.7. Readiness for school (2009).
Sarah Khapacheva,Candidate of Pedagogical Sciences, Associate Professor at the chairt of Pedagogy and Pedagogical Techniques, Adyghe State University, Maikop
[email protected] Jewery,
Student, Pedagogy and PsychologyDepartment, Adyghe State University, [email protected] and psychological readiness of children for schooleducationas a significant component of common psychologicalreadiness for schoolAbstract.The paperdiscusses the readiness of children for schooleducation. The authors detail social and psychological readiness of children for school in the period from preschool educationtoprimary schooleducation. Social andpsychological readiness of children for school significantly increases the effectiveness of the adaptation of children to schooleducation.Keywords:psychopedagogical readiness, social readiness, adaptation to school learning, motivation, individual characteristic of a pupil, school readiness.References1.Belova,E. S. (2008) “Vlijanie vnutrisemejnyh otnoshenij na razvitie odarennosti v doshkol"nom vozraste”, Psycholog v detskom sadu, No. 1, pp. 27–32 (inRussian). 2. Vygotskij, L. S. (1984) Sobranie sochinenij: v 6 t .,Moscow,321 p.(in Russian).3.V"junova,N. I.&Gajdar,K. M. (2005) “Problemy psihologicheskoj gotovnosti detej 6–7 let k shkol" nomu obucheniju", Psycholog v detskom sadu, No. 2, pp. 13–19 (in Russian). 4. Dobrina, O. A. Gotovnost" rebenka k shkole kak uslovie ego uspeshnoj adaptacii. Available at: http:,psycafe.chat.ru/dobrina.htm (07/25/2009)(in Russian). 5.Gotovnost" k shkole (2009). Ministerstvo obrazovanija i nauki. Available at: http:,www.hm.ee/index.php?249216 (08.08.2009)(in Russian). 6.Dobrina,O. A. Op. cit .7.Gotovnost" k shkole (2009).
Gorev P. M., candidate of pedagogical sciences, editor-in-chief of the magazine “Concept”
Submitting your good work to the knowledge base is easy. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
INTRODUCTION
1.1 Children’s readiness for school
1.4 Developing self-awareness, self-esteem and communication
1.4.2 Family as a favorable environment for the development of a child’s self-awareness and self-esteem
2.1 Goal, objectives
3.2 Analysis of the results of interviews with teachers of the orphanage
CONCLUSION
LIST OF REFERENCES USED
APPLICATION
INTRODUCTION
While focusing on their child's intellectual preparation for school, parents sometimes overlook emotional and social readiness, which include academic skills that are critical to future school success. Social readiness implies the need to communicate with peers and the ability to subordinate one’s behavior to the laws of children’s groups, the ability to accept the role of a student, the ability to listen and follow the teacher’s instructions, as well as the skills of communicative initiative and self-presentation.
Social, or personal, readiness for learning at school represents the child’s readiness for new forms of communication, a new attitude towards the world around him and himself, determined by the situation of schooling.
Often, parents of preschoolers, when telling their children about school, try to create an emotionally unambiguous image. That is, they talk about school only in a positive or only negative way. Parents believe that by doing so they are instilling in their child an interested attitude towards learning activities, which will contribute to school success. In reality, a student who is committed to joyful, exciting activities, having experienced even minor negative emotions (resentment, jealousy, envy, annoyance), may lose interest in learning for a long time.
Neither an unambiguously positive nor an unambiguously negative image of a school brings benefit to a future student. Parents should focus their efforts on familiarizing their child with school requirements in more detail, and most importantly, with himself, his strengths and weaknesses.
Most children enter kindergarten from home, and sometimes from an orphanage. Parents or guardians usually have more limited knowledge, skills and opportunities for child development than preschool workers. People belonging to the same age group have many common features, but at the same time many individual characteristics - some of them make people more interesting and original, while others prefer to remain silent about them. The same applies to preschoolers - there are no ideal adults and no ideal people. Children with special needs are increasingly coming to regular kindergartens and regular groups. Modern kindergarten teachers need knowledge in the field of special needs, a willingness to cooperate with specialists, parents and teachers of orphanages, and the ability to create a child’s growth environment based on the needs of each individual child.
The purpose of the course work was to identify the social readiness of children with special needs to study at school using the example of the Liikuri kindergarten and orphanage.
The course work consists of three chapters. The first chapter provides an overview of the social readiness of preschoolers for school, important factors in the family and in the orphanage that influence the development of children, as well as children with special needs living in the orphanage.
The second chapter clarifies the objectives and methodology of the research, and the third chapter analyzes the obtained research data.
The course work uses the following words and terms: children with special needs, motivation, communication, self-esteem, self-awareness, school readiness.
1. SOCIAL READINESS OF A CHILD FOR SCHOOL
According to the Law on Preschool Institutions of the Republic of Estonia, the task of local governments is to create conditions for all children living in their administrative territory to receive primary education, as well as to support parents in the development of preschool children. 5-6 year old children should have the opportunity to attend kindergarten or participate in the work of a preparatory group, which creates the prerequisites for a smooth, unhindered transition to school life. Based on the developmental needs of preschool children, it is important that acceptable forms of collaboration between parents, social and educational advisers, speech pathologists/speech therapists, psychologists, family doctors/pediatricians, kindergarten teachers and teachers appear in the city/rural area. It is equally important to promptly identify families and children who need, taking into account the developmental characteristics of their children, additional attention and specific assistance (Kulderknup 1998, 1).
Knowledge of the individual characteristics of students helps the teacher to correctly implement the principles of the developmental education system: fast pace of material, high level of difficulty, the leading role of theoretical knowledge, the development of all children. Without knowing the child, the teacher will not be able to determine the approach that will ensure the optimal development of each student and the formation of his knowledge, skills and abilities. In addition, determining a child’s readiness for school makes it possible to prevent some difficulties in learning and significantly smooth out the process of adaptation to school (Child’s readiness for school as a condition for his successful adaptation 2009).
Social readiness includes the child’s need to communicate with peers and the ability to communicate, as well as the ability to play the role of a student and follow the rules established in the team. Social readiness consists of the skills and ability to connect with classmates and teachers (School Readiness 2009).
The most important indicators of social readiness are:
· the child’s desire to learn, gain new knowledge, motivation to start academic work;
· ability to understand and carry out orders and tasks given to the child by adults;
· collaboration skills;
· trying to complete the work started;
· ability to adapt and adjust;
· the ability to solve one’s simplest problems and take care of oneself;
· elements of volitional behavior - set a goal, create an action plan, implement it, overcoming obstacles, evaluate the result of your action (Neare 1999 b, 7).
These qualities will ensure the child’s painless adaptation to the new social environment and contribute to the creation of favorable conditions for his further education at school. The child must be prepared for the social position of a schoolchild, without which it will be difficult for him, even if he is intellectually developed. Parents should pay special attention to social skills, which are so necessary at school. They can teach the child how to interact with peers, create an environment at home so that the child feels confident and wants to go to school (School Readiness 2009).
1.1 Children’s readiness for school
School readiness means the physical, social, motivational and mental readiness of a child to move from basic play activities to higher-level directed activities. To achieve school readiness, an appropriate favorable environment and the child’s own active activity are necessary (Neare 1999a, 5).
Indicators of such readiness are changes in the physical, social and mental development of the child. The basis of new behavior is the readiness to perform more serious responsibilities following the example of parents and the abandonment of something in favor of something else. The main sign of change will be the attitude towards work. A prerequisite for mental readiness for school is the child’s ability to perform a variety of tasks under the guidance of an adult. The child should also show mental activity, including cognitive interest in solving problems. The emergence of volitional behavior is a manifestation of social development. The child sets goals for himself and is ready to make certain efforts to achieve them. School readiness can be distinguished between psycho-physical, spiritual and social aspects (Martinson 1998, 10).
By the time a child enters school, he has already passed one of the significant stages in his life and/or, relying on family and kindergarten, received the basis for the next stage in the formation of his personality. Readiness for school is formed by both innate inclinations and abilities, as well as the environment surrounding the child, in which he lives and develops, as well as the people who communicate with him and guide his development. Therefore, children going to school may have very different physical and mental abilities, character traits, as well as knowledge and skills (Kulderknup 1998, 1).
Of the preschool children, the majority attend kindergarten, and approximately 30-40% are so-called home children. A year before the start of 1st grade is a good time to find out how the child has developed. Regardless of whether the child attends kindergarten or stays at home and goes to the preparatory group, it is advisable to conduct a school readiness survey twice: in September-October and April-May (ibd.).
1.2 Social aspect of a child’s readiness for school
Motivation is a system of arguments, arguments in favor of something, motivation. A set of motives that determine a particular action (Motivation 2001-2009).
An important indicator of the social aspect of school readiness is motivation to learn, which is manifested in the child’s desire to learn, acquire new knowledge, emotional predisposition to the demands of adults, and interest in understanding the surrounding reality. Significant changes and shifts must occur in his sphere of motivation. By the end of the preschool period, subordination is formed: one motive becomes the leading (main) one. When working together and under the influence of peers, the leading motive is determined - a positive assessment of peers and sympathy for them. It also stimulates the competitive moment, the desire to show your resourcefulness, intelligence and ability to find an original solution. This is one of the reasons why it is desirable that, even before school, all children gain experience in collective communication, at least basic knowledge about the ability to learn, about differences in motivations, about comparing themselves with others and independently using knowledge to satisfy their capabilities and needs. Building self-esteem is also important. Academic success often depends on the child’s ability to correctly see and evaluate himself, and set feasible goals and objectives (Martinson 1998, 10).
The transition from one stage of development to another is characterized by a change in the social situation in the development of the child. The system of connections with the outside world and social reality is changing. These changes are reflected in the restructuring of mental processes, updating and changing connections and priorities. Perception is now the leading mental process only at the level of comprehension; much more primary processes come to the forefront - analysis - synthesis, comparison, thinking. The child is included in a system of other social relations at school, where he will be presented with new demands and expectations (Neare 1999 a, 6).
Communication abilities play a leading role in the social development of a preschool child. They allow you to distinguish between certain communication situations, understand the state of other people in various situations and, based on this, adequately build your behavior. Finding himself in any situation of communication with adults or peers (in kindergarten, on the street, in transport, etc.), a child with developed communication abilities will be able to understand what the external signs of this situation are and what rules need to be followed in it. If a conflict or other tense situation arises, such a child will find positive ways to transform it. As a result, the problem of individual characteristics of communication partners, conflicts and other negative manifestations is largely eliminated (Diagnostics of a child’s readiness for school 2007, 12).
1.3 Social readiness for school of children with special needs
Children with special needs are children who, based on their abilities, health status, linguistic and cultural background and personal characteristics, have such developmental needs, to support which it is necessary to introduce changes or adaptations into the child’s growth environment (facilities and premises for play or study, educational -educational methods, etc.) or into the group’s activity plan. Thus, the special needs of a child can only be determined after a thorough study of the child's development and taking into account his specific growing environment (Hydkind 2008, 42).
Classification of children with special needs
There is a medical, psychological and pedagogical classification of children with special needs. The main categories of impaired and deviating development include:
· giftedness children;
· mental retardation in children (MDD);
· emotional disorders;
· developmental disorders (musculoskeletal disorders), speech disorders, analyzer disorders (visual and hearing impairments), intellectual impairments (mentally retarded children), severe multiple disorders (Special Preschool Pedagogy 2002, 9-11).
When determining the readiness of children for school, it becomes obvious that some children need classes in preparatory groups to achieve this, and only a small part of children have specific needs. With regard to the latter, timely assistance, guidance of the child’s development by specialists and family support are important (Neare 1999b, 49).
In the administrative territory, work with children and families is the responsibility of the educational adviser and/or social adviser. The educational adviser, receiving data on preschoolers with specific developmental needs from the social adviser, learns how to examine them in depth and what the need for social development is, and then uses a mechanism to support children with special needs.
Special pedagogical assistance for children with special needs is:
· speech therapy assistance (both general speech development and correction of speech deficiencies);
· specific special pedagogical assistance (signless and typhlopedagogy);
· adaptation, ability to behave;
· special methodology for developing skills and preferences to read, write and count;
· coping skills or everyday training;
· training in smaller groups/classes;
· earlier intervention (ibd., 50).
Specific needs may also include:
· increased need for medical care (in many places in the world there are school-hospitals for children with severe physical or mental illnesses);
· the need for an assistant - a teacher and technical equipment, as well as premises;
· the need to draw up an individual or special training program;
· receiving the service of an individual or special training program;
· receiving services individually or in groups at least twice a week, if correction of processes that develop speech and psyche is enough for the child to become ready for school (Neare 1999b, 50; Hyidkind, Kuusik 2009, 32).
When identifying children's readiness for school, it is possible to discover that children will find themselves with special needs and the following points appear. It is necessary to teach parents how to develop their preschool child (outlook, observation, motor skills) and it is necessary to organize training for parents. If you need to open a special group in a kindergarten, then you need to train teachers and find a specialist teacher (speech therapist) for the group who can provide support to both children and their parents. It is necessary to organize education for children with special needs on an administrative territory or within several administrative units. In this case, the school will be able to prepare in advance for the feasible education of children with different readiness for school (Neare 1999 b, 50; Neare 1999 a, 46).
1.4 Development of self-awareness, self-esteem and communication in preschoolers
Self-awareness is a person’s awareness, assessment of his knowledge, moral character and interests, ideals and motives of behavior, a holistic assessment of himself as an actor, as a feeling and thinking being (Self-consciousness 2001-2009).
In the seventh year of a child's life, independence and an increased sense of responsibility are characteristic. It is important for a child to do everything well; he can be self-critical and sometimes feels the desire to achieve perfection. In a new situation, he feels insecure, cautious and can withdraw into himself, but the child is still independent in his actions. He talks about his plans and intentions, is able to be more responsible for his actions, and wants to cope with everything. The child is acutely aware of his failures and the assessments of others, and wants to be good (Männamaa, Marats 2009, 48-49).
From time to time you need to praise your child, this will help him learn to value himself. The child must get used to the fact that praise can come with a significant delay. It is necessary to encourage the child to evaluate his own activities (ibd.).
Self-esteem is an individual’s assessment of himself, his capabilities, qualities and place among other people. Referring to the core of personality, self-esteem is the most important regulator of its behavior. A person’s relationships with others, his criticality, self-demandingness, and attitude toward successes and failures depend on self-esteem. Self-esteem is related to the level of a person’s aspirations, that is, the degree of difficulty in achieving the goals that he sets for himself. The discrepancy between a person’s aspirations and his real capabilities leads to incorrect self-esteem, as a result of which the individual’s behavior becomes inadequate (emotional breakdowns, increased anxiety, etc. occur). Self-esteem also receives objective expression in how a person evaluates the capabilities and results of other people’s activities (Self-esteem 2001-2009).
It is very important to form in a child adequate self-esteem, the ability to see his mistakes and correctly evaluate his actions, as this is the basis of self-control and self-esteem in educational activities. Self-esteem also plays an important role in organizing effective management of human behavior. The characteristics of many feelings, the individual’s relationship to self-education, and the level of aspirations depend on the characteristics of self-esteem. Forming an objective assessment of one’s own capabilities is an important link in the education of the younger generation (Vologdina 2003).
Communication - a concept that describes the interaction between people (subject-subject relationship) and characterizes the basic human need to be included in society and culture ( Communication 2001-2009).
By the age of six or seven, friendliness towards peers and the ability to help each other significantly increases. Of course, the competitive nature remains in children’s communication. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations, but also some psychological aspects of his existence - his desires, preferences, moods. Preschoolers no longer only talk about themselves, but also ask their peers questions: what he wants to do, what he likes, where he has been, what he has seen, etc. Their communication becomes non-situational. The development of non-situational behavior in children’s communication occurs in two directions. On the one hand, the number in carry it Tuational contacts: children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of others. On the other hand, the image of a peer itself becomes more stable, independent of the specific circumstances of interaction. By the end of preschool age, stable selective attachments arise between children, and the first shoots of friendship appear. Preschoolers “gather” in small groups (two or three people) and show a clear preference for their friends. The child begins to highlight and feel the inner essence of the other, which, although not represented in the situational manifestations of the peer (in his specific actions, statements, toys), but becomes more and more significant for the child ( Communication of a preschooler with peers 2009).
To develop communication skills, you need to teach the child to cope with different situations and use role-playing games (Männamaa, Marats 2009, 49).
1.4.1 The influence of the environment on the social development of the child
In addition to the environment, a child's development is undoubtedly influenced by innate characteristics. The growth environment at an early age gives rise to further human development. The environment can both develop and inhibit various aspects of children's development. The home environment of the child’s growth is of utmost importance, but the environment of the child care facility also plays an important role (Anton 2008, 21).
The influence of the environment on a person can be threefold: overloading, underloading and optimal. In an overloaded environment, the child cannot cope with information processing (information that is important for the child goes past the child). In an underloaded environment, the situation is the opposite: here the child faces a lack of information. An environment that is too simple for a child is more likely to be tedious (boring) than stimulating and developing. An intermediate option between these is the optimal environment (Kolga 1998, 6).
The role of the environment as a factor influencing the development of a child is very important. Four systems of mutual influences affecting the development and role of man in society have been identified. These are microsystem, mesosystem, exosystem and macrosystem (Anton 2008, 21).
Human development is a process during which a child first gets to know his loved ones and his home, then the kindergarten environment, and only then society in a broader sense. The microsystem is the child’s immediate environment. The microsystem of a young child is connected with the home (family) and kindergarten; these systems increase with age. A mesosystem is a network between different parts (ibd., 22).
The home environment significantly influences a child's relationships and how he copes in kindergarten. The exosystem is the living environment of adults acting together with the child, in which the child does not directly participate, but which, nevertheless, significantly influences his development. The macrosystem is the cultural and social environment of a society with its social institutions, and this system influences all other systems (Anton 2008, 22).
According to L. Vygotsky, the environment directly affects the development of the child. It is undoubtedly influenced by everything that happens in society: laws, the status and skills of parents, time and the socio-economic situation in society. Children, like adults, are embedded in a social context. Thus, a child's behavior and development can be understood by knowing his environment and social context. The environment affects children of different ages in different ways, since the child’s consciousness and ability to interpret situations are constantly changing as a result of new experiences gained from the environment. In the development of each child, Vygotsky distinguishes between the natural development of the child (growth and maturation) and cultural development (the assimilation of cultural meanings and tools). Culture in Vygotsky’s understanding consists of physical frameworks (for example, toys), attitudes and value orientations (TV, books, and these days, probably the Internet). Thus, the cultural context influences thinking and learning of various skills, what and when the child begins to learn. The central idea of the theory is the concept of the zone of proximal development. The zone is formed between the levels of actual development and potential development. There are two levels involved:
· what the child is able to do independently when solving a problem;
· what the child does with the help of an adult (ibd.).
1.4.2 Family as a favorable environment for the development of a child’s self-awareness and self-esteem
The process of human socialization occurs throughout life. During preschool childhood, the role of a “social guide” is played by an adult. He passes on to the child the social and moral experience accumulated by previous generations. First, it is a certain amount of knowledge about the social and moral values of human society. On their basis, the child develops ideas about the social world, moral qualities and norms that a person must have in order to live in a society of people (Diagnostics... 2007, 12).
Mental abilities and social skills of a person are closely interrelated. Innate biological prerequisites are realized as a result of the interaction of the individual and his environment. The social development of the child must ensure the acquisition of social skills and competencies necessary for social coexistence. Therefore, the formation of social knowledge and skills, as well as value systems, is one of the most important educational tasks. The family is the most important factor in the development of a child and the primary environment that has the greatest influence on the child. The influence of peers and other environments appears later (Neare 2008).
The child learns to distinguish his own experiences and reactions from the experiences and reactions of other people, learns to understand that different people may have different experiences, have different feelings and thoughts. With the development of a child's self-awareness and self, he also learns to value the opinions and assessments of other people and take them into account. He develops an idea of sexual differences, sexual identity and typical behavior for different sexes (Diagnostics... 2007, 12).
1.4.3 Communication as an important factor in motivating preschoolers
The child’s real integration into society begins with communication with peers. (Männamaa, Marats 2009, 7).
A child aged 6-7 years needs social recognition, it is very important for him what other people think about him, he worries about himself. The child’s self-esteem increases, he wants to demonstrate his skills. The child's sense of security supports the presence of stability in everyday life. For example, go to bed at a certain time, gather at the table with the whole family. Self-awareness and development of self-image. Development of general skills in preschool children (Kolga 1998; Mustaeva 2001).
Socialization is an important condition for the harmonious development of a child. From the moment of birth, the baby is a social being, requiring the participation of another person to satisfy his needs. A child’s mastery of culture and universal human experience is impossible without interaction and communication with other people. Through communication, the development of consciousness and higher mental functions occurs. A child’s ability to communicate positively allows him to live comfortably in the company of people; Thanks to communication, he not only gets to know another person (an adult or a peer), but also himself (Diagnostics... 2007, 12).
The child enjoys playing both in a group and alone. Likes to be with others and do things with peers. In games and activities, the child prefers children of the same sex; he protects the younger ones, helps others, and, if necessary, seeks help himself. The seven-year-old has already formed friendships. He is pleased to belong to a group, sometimes he even tries to “buy” friends, for example, he offers a friend his new computer game and asks: “Now will you be friends with me?” At this age, the question of leadership in the group arises (Männamaa, Marats 2009, 48).
Equally important is the communication and interaction of children with each other. In a society of peers, the child feels “among equals.” Thanks to this, he develops independent judgment, the ability to argue, defend his opinion, ask questions, and initiate the acquisition of new knowledge. The appropriate level of development of a child’s communication with peers, established in preschool age, allows him to act adequately at school (Männamaa, Marats 2009, 48).
Communication abilities allow a child to distinguish communication situations and, on this basis, determine their own goals and the goals of communication partners, understand the states and actions of other people, choose adequate methods of behavior in a specific situation and be able to transform it in order to optimize communication with others (Diagnostics...2007 , 13-14).
1.5 Education program for the formation of social readiness for school
Basic education in Estonia is offered by preschool institutions both for children with normal (age-appropriate) development and for children with special needs (Häidkind, Kuusik 2009, 31).
The basis for organizing study and education in each preschool institution is the curriculum of the preschool institution, which is based on the framework curriculum for preschool education. Based on the framework curriculum, the child care institution draws up its program and activities, taking into account the type and uniqueness of the kindergarten. The curriculum defines the goals of educational work, the organization of educational work in groups, daily routines, and work with children with special needs. An important and responsible role in creating a growth environment belongs to the kindergarten staff (RTL 1999,152, 2149).
In a preschool, early intervention and associated teamwork can be organized in different ways. Each kindergarten can agree on its principles within the framework of the institution's curriculum/operation plan. More broadly, the development of the curriculum of a particular child care institution is seen as a team effort - teachers, the board of trustees, management, etc. are involved in the development of the program (Neare 2008).
To identify children with special needs and plan the group's curriculum/action plan, group workers should organize a special meeting at the beginning of each school year, after meeting the children (Hydkind 2008, 45).
An individual development plan (IDP) is drawn up at the discretion of the group team for those children whose level of development in some areas differs significantly from the expected age level, and due to whose special needs it is necessary to make the most changes in the group environment (Neare 2008).
The IPR is always compiled as a team effort, in which all kindergarten employees working with children with special needs, as well as their cooperation partners (social worker, family doctor, etc.) participate. The main prerequisites for the implementation of IPR are the readiness and training of teachers, and the presence of a network of specialists in the kindergarten or in the immediate environment (Hydkind 2008, 45).
1.5.1 Formation of social readiness in kindergarten
In preschool age, the place and content of learning is everything that surrounds the child, that is, the environment in which he lives and develops. The environment in which a child grows up determines what his value orientations, attitude towards nature and relationships with people around him will be (Laasik, Liivik, Tyakht, Varava 2009, 7).
Learning and educational activities are considered as a whole thanks to themes that cover both the life of the child and his environment. When planning and organizing educational activities, listening, speaking, reading, writing and various motor, musical and artistic activities are integrated. Observation, comparison and modeling are considered important integrated activities. Comparison occurs through systematization. Grouping, enumeration and measurement. Modeling in three forms (theoretical, playful, artistic) integrates all of the above types of activities. This approach has been familiar to teachers since the 1990s (Kulderknup 2009, 5).
The goals of educational activities in the direction “I and the Environment” in kindergarten are for the child to:
1) understood and cognized the world around us holistically;
2) formed an idea of one’s self, one’s role and the role of other people in the living environment;
3) valued the cultural traditions of both the Estonian and his own people;
4) valued his own health and the health of other people, tried to lead a healthy and safe lifestyle;
5) valued a thinking style based on a caring and respectful attitude towards the environment;
6) noticed natural phenomena and changes in nature (Laasik, Liivik, Tyakht, Varava 2009, 7-8).
The goals of educational activities of the direction “I and the environment” in the social environment are to:
1) the child had an idea of himself and his role and the role of other people in the living environment;
2) the child valued the cultural traditions of the Estonian people.
As a result of completing the curriculum, the child:
1) knows how to introduce himself, describe himself and his qualities;
2) describes his home, family and family traditions;
3) names and describes various professions;
4) understands that all people are different and that their needs are different;
5) knows and names the state symbols of Estonia and the traditions of the Estonian people (ibd., 17-18).
Play is the main activity of a child. In games, the child achieves a certain social competence. He enters into various relationships with
children to play. In joint games, children learn to take into account the desires and interests of their comrades, set common goals and act together. In the process of getting to know the environment, you can use all kinds of games, conversations, discussions, reading stories, fairy tales (language and games are interconnected), as well as looking at pictures, watching slides and videos (deepen and enrich your understanding of the world around you). Getting to know nature allows you to widely integrate different activities and topics, so most learning activities can be linked to nature and natural resources (Laasik, Liivik, Täht, Varava 2009, 26-27).
1.5.2 Education program for socialization in an orphanage
Unfortunately, in almost all types of institutions where orphans and children deprived of parental care are brought up, the environment is, as a rule, an orphanage or shelter. Analysis of the problem of orphanhood led to the understanding that the conditions in which these children live inhibit their mental development and distort the development of their personality (Mustaeva 2001, 244).
One of the problems of an orphanage is the lack of free space in which the child could take a break from other children. Each person needs a special state of loneliness, isolation, when internal work occurs and self-awareness is formed (ibd., 245).
Entering school is a turning point in the life of any child. It is associated with significant changes throughout his life. For children growing up outside the family, this usually also means a change in child care institution: from a preschool orphanage they end up in school-type child care institutions (Prikhozhan, Tolstykh 2005, 108-109).
From a psychological point of view, a child’s entry into school marks, first of all, a change in his social development situation. The social situation of development in primary school age differs significantly from that in early and preschool childhood. Firstly, the child’s social world expands significantly. He becomes not only a member of the family, but also enters society, masters his first social role - the role of a schoolchild. Essentially, for the first time he becomes a “social person”, whose achievements, successes and failures are assessed not just by loving parents, but also in the person of the teacher by society in accordance with socially developed standards and requirements for a child of a given age (Prikhozhan, Tolstykh 2005, 108-109 ).
In the activities of an orphanage, the principles of practical psychology and pedagogy, which take into account the individual characteristics of children, become particularly relevant. First of all, it is advisable to involve pupils in activities that are interesting to them and at the same time ensure the development of their personality, i.e. the main task of the orphanage is the socialization of pupils. For this purpose, family modeling activities should be expanded: children should take care of younger ones and be able to show respect for elders (Mustaeva 2001, 247).
From the above, we can conclude that the socialization of children in an orphanage will be more effective if, in the further development of the child, they strive to increase caring, goodwill in relationships with children and with each other, avoid conflicts, and if they arise, try to extinguish them through negotiations and mutual compliance. When such conditions are created, orphanage preschool children, including children with special needs, develop better social readiness for learning at school.
training school social readiness
2. RESEARCH PURPOSE AND METHODOLOGY
2.1 Purpose, objectives and research methodology
The purpose of the course work is to identify the social readiness of children with special needs to study at school using the example of the Liikuri kindergarten in Tallinn and the orphanage.
To achieve this goal, the following tasks are put forward:
1) give a theoretical overview of social readiness for school in normal children, as well as in children with special needs;
2) to identify opinions about social readiness among pupils for school from preschool teachers;
3) distinguish the features of social readiness in children with special needs.
Research problem: how socially prepared are children with special needs for school?
2.2 Methodology, sampling and organization of the study
The methodology of course work is abstracting and interviews. The theoretical part of the coursework is compiled using the abstracting method. Interviewing was chosen to write the research part of the work.
The research sample is drawn from teachers of the Liikuri kindergarten in Tallinn and teachers from the orphanage. The name of the orphanage is left anonymous and is known to the author and director of the work.
The interview is conducted on the basis of a memo (Appendix 1) and (Appendix 2) with a list of mandatory questions that do not exclude discussion with the respondent of other problems related to the topic of research. The questions were compiled by the author. The sequence of questions can be changed depending on the conversation. Responses are recorded using research diary entries. The average duration of one interview is on average 20-30 minutes.
The interview sample was formed by 3 kindergarten teachers and 3 orphanage teachers who work with children with special needs, which makes up 8% of Russian-speaking and mostly Estonian-speaking groups of the orphanage, and 3 teachers working in Russian-speaking groups of the Liikuri kindergarten in Tallinn.
To conduct the interview, the author of the work obtained consent from the teachers of these preschool institutions. The interview took place individually with each teacher in August 2009. The author of the work tried to create a trusting and relaxed climate in which respondents would reveal themselves most fully. To analyze the interviews, teachers were coded as follows: Liikuri kindergarten teachers - P1, P2, P3 and orphanage teachers - B1, B2, B3.
3. ANALYSIS OF RESEARCH RESULTS
Below we analyze the results of interviews with teachers of the Liikuri kindergarten in Tallinn, 3 teachers in total, and then the results of interviews with teachers of the orphanage.
3.1 Analysis of the results of interviews with kindergarten teachers
To begin with, the author of the study was interested in the number of children in the groups of the Liikuri kindergarten in Tallinn. It turned out that in two groups there were 26 children each, which is the maximum number of children for this educational institution, and in the third there were 23 children.
When asked if the children have a desire to study at school, the group’s teachers answered:
Most children have a desire to learn, but by spring, children get tired of studying in the preparatory class 3 times a week (P1).
Currently, parents pay a lot of attention to the intellectual development of children, which very often leads to strong psychological tension, and this often causes children to fear learning at school and, in turn, reduces the immediate desire to explore the world.
Two respondents agreed and answered this question affirmatively that children go to school with pleasure.
These answers show that in the kindergarten the teaching staff makes every effort and their skills to instill in children the desire to study at school. Form a correct idea of school and learning. In a preschool, through play, children learn all kinds of social roles and relationships, developing their intelligence, they learn to manage their emotions and behavior, which has a positive effect on the child’s desire to go to school.
The above-presented opinions of teachers also confirm what was given in the theoretical part of the work (Kulderknup 1998, 1) that readiness for school depends on the environment around the child, in which he lives and develops, as well as on the people who communicate with him and guide his development. One teacher also noted that children’s readiness for school largely depends on the individual characteristics of the students and parental interest in their learning. This statement is also very correct.
Children are physically and socially ready to start school. Motivation may decrease due to stress on a preschooler (P2).
Teachers expressed their thoughts on methods of physical and social readiness:
In our garden, in each group we conduct physical fitness tests, the following work methods are used: jumping, running, in the pool the trainer checks according to a specific program, the general indicator of physical fitness for us is the following indicators: how active one is, correct posture, coordination of eye movements and hands, how to dress, fasten buttons, etc. (P3).
If we compare what the teacher gave with the theoretical part (Neare 1999 b, 7), then it is pleasant to note that teachers in their daily work consider activity and coordination of movements important.
Social readiness in our group is at a high level; all children know how to get along and communicate well with each other, as well as with teachers. Children are well developed intellectually, have a good memory, and read a lot. In motivation we use the following methods of work: working with parents (we give advice, recommendations on what approach is needed for each specific child), as well as manuals and conduct classes in a playful way (P3).
In our group, children have a well-developed curiosity, a desire to learn something new, a fairly high level of sensory development, memory, speech, thinking, and imagination. Special tests to diagnose a child’s readiness for school help assess the development of a future first-grader. Such tests check the development of memory, voluntary attention, logical thinking, general awareness of the world around us, etc. Using these tests, we determine how well our children have developed their physical, social, motivational and intellectual readiness for school. I believe that in our group the work is carried out at the proper level and the children have developed a desire to study at school (P1).
From what the teachers said above, we can conclude that the social readiness of children is at a high level, children are well developed intellectually, and to develop motivation in children, teachers use various methods of work, involving parents in this process. Physical, social, motivational and intellectual readiness for school is regularly carried out, which allows you to get to know the child better and instill in children a desire to learn.
When asked about children’s ability to play the role of a student, respondents answered the following:
Children cope well with the role of a student and communicate easily with other children and teachers. Children are happy to talk about their experiences, recite texts they have heard, and also based on pictures. Great need for communication, high ability to learn (P1).
96% of children are able to successfully build relationships with adults and peers. 4% of children who were raised outside the children's group before school have poor socialization. Such children simply do not know how to communicate with their own kind. Therefore, at first they do not understand their peers and are sometimes even afraid (P2).
The most important goal for us is to concentrate children’s attention for a certain amount of time, to be able to listen and understand tasks, to follow the teacher’s instructions, as well as the skills of communicative initiative and self-presentation, which our children successfully achieve. The ability to overcome difficulties and treat mistakes as a definite result of one’s work, the ability to assimilate information in a group learning situation and change social roles in a team (group, class) (P3).
These answers show that, in general, children raised in a group of children know how to fulfill the role of a student and are socially ready for school, since teachers promote and teach this. Education of children outside kindergarten depends on parents and their interest and activity in the future fate of their child. Thus, it can be seen that the obtained opinions of Liikuri kindergarten teachers coincide with the data of the authors (School Readiness 2009), who believe that in preschool institutions preschoolers learn to communicate and apply the role of a student.
Kindergarten teachers were asked to tell how the development of self-awareness, self-esteem and communication skills in preschoolers is carried out. The teachers agreed that for the child to develop better, he needs to create a favorable development environment and said the following:
Socialization and self-esteem are supported by a friendly communication environment in the kindergarten group. We use the following methods: we give the opportunity to independently try to evaluate the work of preschoolers, a test (ladder), draw oneself, the ability to negotiate with each other (P1).
Through creative games, training games, everyday activities (P2).
Our group has its own leaders, just as every group has them. They are always active, they succeed in everything, they like to demonstrate their abilities. Excessive self-confidence and unwillingness to take others into account do not benefit them. Therefore, our task is to recognize such children, understand them and help them. And if a child experiences excessive strictness at home or in kindergarten, if the child is constantly scolded, given little praise, and comments are made (often in public), then he develops a feeling of insecurity, a fear of doing something wrong. We help such children increase their self-esteem. A child of this age is more easily given correct peer assessments than self-esteem. Our authority is needed here. So that the child understands his mistake or at least accepts the remark. With the help of a teacher, a child at this age can objectively analyze the situation of his behavior, which is what we do, forming self-awareness in the children in our group (P3).
From the teachers' answers we can conclude that the most important thing is to create a favorable development environment through games and communication with peers and adults who surround them.
The author of the study was interested in how important, in the opinion of teachers, is a favorable environment in an institution for the development of a child’s self-awareness and self-esteem. All respondents agreed that, in general, the kindergarten has a favorable environment, but one of the teachers added that the large number of children in the group makes it difficult to see the child’s difficulties, as well as to devote enough time to solving and eliminating them.
We ourselves create a favorable environment for the development of a child’s self-awareness and self-esteem. Praise, in my opinion, can benefit a child, increase his self-confidence, and form adequate self-esteem, if we adults praise the child sincerely, express approval not only in words, but also by non-verbal means: intonation, facial expressions, gestures, touch. We praise for specific actions, without comparing the child with other people. But it is impossible to do without critical comments. Criticism helps my students form realistic ideas about their strengths and weaknesses, and ultimately contributes to the creation of adequate self-esteem. But in no case do I allow the child to reduce his already low self-esteem in order to prevent his insecurity and anxiety from increasing (P3).
From the above answers it is clear that kindergarten teachers make every effort to develop children. They themselves create a favorable environment for preschoolers, despite the large number of children in groups.
The kindergarten teachers were asked to tell whether the readiness of children in groups is checked and how this happens; the respondents’ answers were the same and complemented each other:
Children's readiness for school is always checked. In the kindergarten, special age levels for mastering program content by preschoolers (P1) have been developed.
Readiness for school is checked in the form of testing. We also collect information both in the process of everyday activities and by analyzing the child’s crafts and work, watching games (P2).
Children's readiness for school is determined using tests and questionnaires. The “School Readiness Card” is filled out and a conclusion is made about the child’s readiness for school. In addition, final classes are held in advance, where children’s knowledge in various types of activities is revealed. We assess the level of development of children based on the preschool education program. The work they do – drawings, workbooks, etc. – “says” quite a lot about the child’s level of development. All work, questionnaires, tests are collected in a development folder, which gives an idea of the dynamics of development and reflects the history of the child’s individual development (P3).
Similar documents
The concept of "psychological readiness for schooling." The main stages of a child’s physiological adaptation to school. The role of the family in the child’s social preparedness for school. A list of leading educationally important qualities of a child’s readiness for school.
course work, added 01/29/2011
The problem of the concept of a child’s psychological readiness to study at school in the works of specialists. Criteria for children's psychological readiness to study at school. Experimental study of determining the level of readiness of preschoolers to learn at school.
course work, added 07/10/2011
The problem of a child’s school adaptation and its connection with issues of the child’s psychological readiness for school. The motivational component of school readiness for children with visual and hearing impairments and patients with schizophrenia, the development of their communication skills.
abstract, added 03/25/2010
The concept of psychological readiness for school. Studying the properties of attention and their development in children of senior preschool age and first graders. The relationship between the development of attention and the child’s readiness to learn. Program for developing attention.
thesis, added 04/05/2012
Psychological readiness of children for schooling. Psychological characteristics of children entering school. Physiological and psychological development of characteristics of children 6-7 years old. Forming the child’s readiness to accept a new social position.
course work, added 03/08/2015
The concept of a child’s motivational readiness for school. Adaptation to school: concept, stages, features. The influence of motivational readiness for learning at school on the success of adaptation. Intellectual and personal readiness of the child for school.
abstract, added 12/16/2010
The concept of a child's emotional and social maturity. Psychological and diagnostic methods to determine the readiness of children to study at school. Study of the required level of mental development of a child to master the school curriculum.
practice report, added 03/30/2015
Psychological characteristics of preschool age. The concept of a child’s psychological readiness for school and its main components. Prevention of school adaptation. The direct role of the family in the formation of a child’s psychological readiness for school.
course work, added 07/10/2015
The problem of a child's readiness for school. Signs and components of a child’s readiness for school. The essence of intellectual readiness for schooling. Features of the formation of personal readiness for school education, the development of memory of a preschooler.
course work, added 07/30/2012
Psychological readiness of the child for school. The image of the “I” of a preschool child. Three levels of socio-psychological adaptation of a preschooler to school. The role of family and school in organizing an adaptive environment for a preschool child.