Readiness for school assumes. How to check your child’s readiness for school: Tests

The degree to which a child is prepared for going to first grade can be viewed from several angles at once. For objective assessment It is necessary to take into account different spheres of activity: physical, social and psychological. For the assessing people, among whom, in addition to parents, there are also psychologists and teachers, the most diverse capabilities and abilities of the child, as well as his wellness. So, adults pay attention to performance, the ability to interact with people around them, the ability to adhere to established rules, thorough preparation in terms of knowledge, as well as the state of the mental system.

Psychological readiness for school

What is psychological readiness for school? How to understand that a preschooler has achieved it? A child’s psychological readiness for school is determined by the following parameters:

1. Personal preparedness – the ability for self-discipline and self-organization, independence, desire to learn; is divided into social preparedness - the ability to establish relationships with peers and adults, the ability to communicate, and motivational - the presence of motivation to study.
2. Emotional preparedness: a positive attitude towards one’s personality and towards other people, the ability to adequately perceive emotional characteristics each person.
3. Volitional preparedness: the ability to show character and work hard, the ability to comply with the school regime.
4. Intellectual preparedness: the child must have a well-developed intellect, as well as the basic functions of the psyche.
5. Speech preparedness.

Social readiness

Socio-psychological or communicative readiness for learning includes the presence of abilities and skills that will allow him to build and establish relationships within the school environment. The success of his interaction during collective work will depend on how prepared the child is in this regard. For an older preschooler, it becomes extremely important to understand the relationships between people and understand the norms of their regulation. We see that a child’s social readiness for school has great value for a future first-grader.

Psychological readiness for school is closely related to communicative readiness. It is important from the point of view of cooperation with adults and children within the framework of school activities. To do this, it is important to check how well the child has developed two main forms of communication:

1. Communication with adults that is non-situational and personal in nature. The child must develop the ability to listen and perceive the information presented, and understand the importance of the teacher-student distance.
2. Communication with peers. School activities are essentially collective, so it is extremely important to prepare the child for a tactful attitude, to teach the ability to interact together, and to be able to become part of public life. All these basics are laid by including a preschool child in joint work with other children, which will ultimately create readiness for school.

You can make a psychological and pedagogical determination of whether an older preschooler is ready socially by checking:

• ease of including a child in a company of children engaged in some kind of game;
• the ability to listen to other people's opinions and not interrupt;
• does he know how to wait his turn if necessary;
• does he have the skill to talk with several people at the same time, does he know how to actively participate in the conversation.

Motivational readiness

Studying at school will be successful if adults take care of developing motivation for cognitive activity in the future student. Motivational readiness for school is present if the child:

• has a desire to go to classes;
• has a desire to learn new and interesting things;
• has a desire to acquire new knowledge.

The presence of corresponding desires and aspirations provides information about whether children are motivationally ready for school or not.

A positive response to all assessment parameters allows us to conclude that the child is ready to start school. The volitional and motivational components of preparation for the educational process play a very important role great importance when deciding on the appropriateness of starting educational activities.

Emotional-volitional readiness

This type of preparedness is considered achieved when an older preschooler is able to set goals, adhere to the planned plan, and look for solutions to eliminate obstacles in achieving them. Psychological processes pass into the stage of randomness.

All emotions and experiences are of a conscious intellectual nature. The child knows how to navigate and understand his feelings, and has the ability to voice them. All emotions become controlled and predictable. A student can predict not only his own emotions from actions, but also the emotions and reactions of other people. Emotional stability is at a high level. Readiness for school in in this case on the face.

Intelligent Readiness

The ability to read and write is not everything (more details in the article:). Having these skills does not guarantee ease of mastering the school curriculum. A child’s intellectual readiness for school is what a preschooler must have in order to cope with all tasks.

You can understand whether a child has it based on several criteria: thinking, attention and memory:

Thinking. Even before going to first grade, a child must have certain knowledge about the world around him, including information about nature and its phenomena, about people and their relationships. The child must:

• Have important information about yourself (name, surname, place of residence).

• Have a concept and be able to distinguish geometric shapes (square, circle, triangle, square).
• Distinguish all colors.
• Understand the meaning of words: “more”, “narrow”, “right - left”, “next”, “below” and others.
• Have the ability to compare objects, finding similarities and differences in them, make generalizations, analysis, and be able to identify signs of things and phenomena.

Memory. Intellectual readiness for school will be incomplete if memory development is not considered. Learning will be much easier if the student has a good memory. To check this component of preparedness, you should read a short text to him, and after a couple of weeks ask him to retell it. Another option would be to show 10 pictures and ask him to list the ones that he was able to remember.

Attention. Effective training will be when the child’s attention is well developed, which means he will be able to listen to the teacher without being distracted. You can test this ability in the following way: list several words in pairs, and then ask them to name the longest word in each pair. Repeated questions from the baby will mean that the child’s attention was scattered and during the lesson he was distracted by something else.

Speech readiness

A number of specialists pay great attention to speech readiness for learning. Psychologist from Ukraine Yu.Z. Gilbukh says that speech preparedness makes itself felt at those moments when voluntary control of the processes of cognition or behavior is necessary. A child’s speech readiness for school implies the fact that speech is essential for communication, and also as a prerequisite for writing. Specialist N.I. Gutkina is convinced that the development and formation of correct speech in children should be especially taken care of in the middle and older years. preschool age, because mastering written language is a huge leap in a child’s intellectual development.

Speech readiness for school includes a number of points:

• ability to apply various ways word formation (use of diminutive forms, restructuring a word into the desired form, understanding the difference between words in sound and meaning, the ability to transform adjectives into nouns);
• possession grammatical basics language (the ability to construct detailed phrases, the ability to rebuild and correct an erroneous sentence, the ability to compose a story using pictures and supporting words, the ability to make a retelling while preserving the content and meaning, the ability to compose descriptive story);

• wide vocabulary;
• development of phonemic processes: the ability to hear and distinguish the sounds of a language;
• development of speech from the point of view of the sound shell: the ability to correctly and clearly pronounce all sounds;
• the ability to analyze and synthesize sounds within speech, the ability to find a vowel sound in separate word or name the last consonant sound in a word, the ability to analyze a triad, for example, “iau”, the ability to analyze back syllable vowel-consonant, for example, “ur”.

Physical readiness for school

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Children in a healthy state more easily go through the process of adaptation to the changed living conditions that always accompany first-graders. The child’s physical readiness for school will be expressed precisely in physical development.

What does physiological fitness mean? These are the norms of general physical development: weight, height, chest volume, proportionality of body parts, skin condition, muscle tone. All data must meet the normative criteria for boys and girls in age category 6-7 years. Detailed values can be found in thematic tables. The following physiological components are also important: vision, hearing and motor skills, especially fine ones. The nervous system is also checked: how excitable or balanced the child is. A final description of the general state of health is compiled.

Specialists conduct such an examination based on existing standard indicators. Such an assessment is necessary to make a conclusion about whether the child is able to withstand increased loads, including intellectual work and physical activity.

Functional readiness

This type, also called psychomotor readiness, implies the level of development of certain brain structures and psychoneurological functions in order to get an idea of ​​the maturity of the body at the beginning of training. Functional readiness includes the following components: a developed eye, the ability to navigate in space, the ability to imitate, and the ability to coordinate complex hand movements. Among the features psychomotor development should be called an increase in performance, endurance and functional maturity. We list the main ones:

1. age-related maturity allows one to skillfully balance between the processes of inhibition and excitation, which contributes to long-term concentration on a particular activity, as well as the formation of behavior and cognitive processes at a voluntary level;
2. development of fine motor skills and improvement of hand-eye coordination, which contributes to faster mastery of writing techniques;
3. the functional asymmetry of the brain becomes more perfect in its action, which helps to activate the process of speech formation, which is a means of logical and verbal thinking and cognition.

A child’s readiness for a new stage in his life can be determined by the following indicators:

• good hearing;
• excellent vision;
• the ability to sit quietly for a short period of time;
• development of motor skills related to coordination of movements (ball games, jumping, going down and going up steps);
• appearance (healthy, cheerful, rested).

Testing a preschooler

The child’s readiness for schooling is necessarily checked. All future first-graders undergo special testing, which is not intended to divide students into strong and weak. Parents will not be refused admission if their child fails the interview. Such pedagogical principles are specified in the legislation of the Russian Federation.

Such tests are needed for pedagogical purposes in order to have an idea of ​​what the student’s strengths and weaknesses are, his level of development in intellectual, psychological, personal and social terms. You can check your intellectual preparedness for high school using the following tasks:

• count from 1 to 10;
• solve a simple arithmetic problem;

• decline nouns;
• compose short story according to the picture;
• use matches to lay out some shapes (see also:);
• arrange the pictures in order;
• read the text;
• make a classification of geometric shapes;
• draw an object.

Psychological aspects

Is the child psychologically ready? Psychological assessment The child's readiness for school will be an indicator of overall development and ability to start new activities. The level of preparedness will be judged by the completion of tasks to assess the level of development of fine motor skills, the ability to work carefully without switching to extraneous things, and the ability to imitate a model. The degree of readiness of the child for school will be determined by testing, for which the following tasks can be used:

• draw a person;
• reproduce letters or a group of dots according to the model.

This block may also include a series of questions to determine how well the child can actually navigate. Social skills will be tested by drawing a picture from mirror image, solving situational problems, painting figures according to given parameters, not forgetting to clarify that his drawing will then be continued by other children.

The level of personal preparedness is revealed through dialogue. Questions may concern life at school, possible situations and problems, as well as ways to solve them, desired desk neighbors, future friends. The teacher can also ask the child to tell a little about himself, listing his inherent qualities, or give the child a list to choose from.

Readiness for studying in secondary school is tested on various components. Thanks to such detailed diagnostics, the teacher receives the maximum possible information about the degree of development of each student, which ultimately simplifies the educational process. It is necessary that the child undergoes such tests.

What to do if the child is not ready?

Today, teachers very often receive complaints from mothers and fathers that their child is not ready for school. In their opinion, the child’s shortcomings do not allow him to go to first grade. Children are characterized by poor perseverance, absent-mindedness and inattention. This situation now happens to almost all children aged 6-7 years.

There's no need to panic. At the age of 6-7 it is absolutely not necessary to send your child to school. You can wait a little and give it back at 8, then most of the problems that worried moms and dads before will go away. The readiness of older preschoolers to study at school can be assessed either independently or with the help of psychologists and teachers.

Anna Afanasyeva
Child's readiness for school

The problem of diagnosis is closely related to the tasks of the educational work of preschool educational institutions. The psychologist is required to be able to determine the level of mental development child, diagnose its deviations in a timely manner and, on this basis, outline ways of corrective work. Studying the level of mental development of children is the basis for organizing all subsequent educational and educational work, as well as assessing the effectiveness of the content of the educational process in a kindergarten. A child is considered ready for school who can master without much difficulty school curriculum being in a group of peers. Psychological is a whole complex of skills and psychological characteristics child.

The main purpose of determining psychological school readiness is prevention school maladjustment . Task preparing children for school covers all areas of life child. On the edge preschool and junior school As children age, new forms of communication with others - adults and peers - appear, and their attitude towards themselves changes radically. The main feature of these new forms of communication is arbitrariness. Another feature is that momentary and immediate desires, as well as situational relationships child, obey the logic and rules of the entire situation as a whole. It is these forms of communication that are associated with the components of leading activity in junior school age, they are the ones who provide to kid a painless transition to a new period of development and create conditions for the formation of full-fledged educational activities.

primary goal psychological work with kids preschool age - identifying the level school readiness and carrying out correctional and developmental activities to develop child's necessary skills, skills for successful mastery of educational material.

Child's readiness for school equally dependent on physiological, social and mental development child. Is not different types school readiness, and different aspects of its manifestation in various forms ah activity. Depending on what is the subject of attention of teachers, psychologists, parents at a given moment and in a given situation - well-being and state of health, its performance; ability to interact with the teacher and classmates and obey school rules; success in mastering program knowledge and necessary for further training level of development of mental functions - they talk about physiological, social or psychological child's readiness for school. In reality, this is a holistic formation that reflects individual level development baby to the beginning schooling . All three components school readiness are closely interrelated, shortcomings in the formation of any of its sides, one way or another, affect the success schooling.

Development of core functional systems body child and the state of his health form the foundation school readiness. Under readiness for school achievement can be understood child such a level of development that will ensure his success schooling, adaptation to new conditions and responsibilities. This raises two problems related to the start training: functional problem children's readiness for school and the problem of adaptation to new conditions. School maturity is a level of morphofunctional development of an organism child(development of physical and mental systems of the body, in which child can cope with all requirements training.

Child's readiness enter into a new relationship with society at the end preschool age finds its expression in school readiness. The following components of psychological readiness: intellectual, personal (or motivational, and emotional-volitional readiness for school.

Personal child's readiness for school. Preparing a child for school includes the formation of readiness to accept new"social position"- provisions schoolboy, having a range of important responsibilities and rights, occupying a different position compared to preschoolers, special position in society. Readiness of this type, personal readiness, expressed in relation child to school, to educational activities, to teachers, to oneself. As a rule, children express a desire to go to school. As a rule, children are attracted to the following moments: “They’ll buy me a nice uniform”, “I will have a brand new backpack and pencil case”, "IN Borya studies at school, He is my friend.".

External accessories school life , the desire for a change of scenery really seems tempting to the elder preschooler. But it turns out that these are not the most important motives. It is important that the school attracted the child and yours main activity- teaching ( “I want to study to be like dad”, "I love to write", "I'll learn to read", “I have a little brother, I’ll read to him too”, "IN I will solve school problems» ). And this desire is natural; it is associated with new moments in the development of the elder preschooler. It is no longer enough for him to just participate in the life of adults through play. But to be schoolboy- a completely different matter. This is already realized baby step up, to adulthood, and studying in school is perceived by them as a responsible matter. Doesn't go unnoticed by a 6 year old child and adults' respect for learning as a serious activity.

Of course, communication child with teachers and peers in kindergarten, the position of teachers in matters of forming relationships plays an important role in this. But no less important is the attention parents pay to this problem, what the family microenvironment is, what place occupies child among brothers and sisters, has the soul had time child work in family settings, isolate or welcome parents contacts of their child with peers in the yard, how his behavior and relationships are assessed

By the end preschool age, the basic structural elements of volitional action are formed - child is able to set a goal, make a decision, outline a plan of action, execute, realize it, show a certain effort in the process of overcoming an obstacle, evaluate the result of his volitional action. True, the identified goals are not always sufficiently stable and conscious; goal retention is largely determined by the difficulty of the task and the duration of its completion.

All researchers of the development of will in children note that in preschool age, the goal is more successfully achieved in a gaming situation.

Sexennial child turns out to be able to subordinate the motives of his behavior - this is very important. It is important in terms of the development of his personality, it is important for creating the prerequisites for the development of will. Therefore, it is so necessary at this age to develop the ability to act on moral motives, to refuse, guided by these motives, from what directly attracts.

Intelligent child's readiness for school. Mental development in psychological research is characterized from different sides, and different criteria are identified. Research conducted by domestic psychologists (A.V. Zaporozhets, L.A. Venger, V.V. Davydov, D.B. Elkonin, N.N. Poddyakov) allowed us to establish that the basis of children’s mental development preschool age lies in their assimilation various types cognitive orienting actions, and the main role allocated to perceptual and mental operations.

Intelligent school readiness is associated with the development of mental processes - the ability to generalize, compare objects, classify them, highlight essential features, and draw conclusions. U child there must be a certain breadth of ideas, including figurative and spatial ones, appropriate speech development, and cognitive activity.

Many people believe that it is the intellectual readiness is the main component of psychological school readiness, and its basis is education children's writing, reading and counting skills. This belief is the cause of many mistakes in preparing children for school.

Really intelligent readiness does not imply the presence of child some specific developed knowledge or skills (for example, reading, although, of course, certain skills the child must be. Indicators of intellectual development. An important aspect of intellectual development is the development of spatial concepts and imaginative thinking. This indicator underlies children’s mastery of letterforms, addition and subtraction rules, as well as many other aspects of the educational content of classes in the first grade.

Another indicator of intellectual development child- ability to navigate the system of signs. This indicator will reveal how many signs can be taken into account simultaneously child when performing a particular task. The ability to focus on a number of related signs at the same time is only developing at the beginning schooling, however, it is fundamentally important for mastering educational content.

Speech development is closely related to intellectual development child. Six-seven year old child must not only be able to formulate complex statements, but also have a good understanding of the meaning of various grammatical structures in which explanations are formulated in the lesson, instructions for work are given, and have a rich vocabulary.

In conclusion, I would like to emphasize that when determining « readiness» To schooling it is necessary to take into account the systematic nature of the manifestation of individual qualities in activities, as well as the unevenness and heterochronicity of development individual qualities personalities

In the process of systematic education at school, increased demands are placed on the body of children of primary school age. It is known that seven-year-old (and especially six-year-old) children have a number of morphological, physiological and psychological characteristics, which determine their high sensitivity and less resistance to adverse external influences, a lower level of performance and increased fatigue. In order for a child to successfully study and fulfill his school responsibilities, he must reach a certain level of physical and mental development (“school maturity”) by the time he enters school.

Special studies have shown that children with certain diseases or functional deviations in health, with a delay in biological age or insufficient development of certain psychophysiological functions that are most closely related to educational activities (the level of development of the psyche, speech and motor skills - coordination of movements) are “unprepared” for school. fingers). The insufficient level of children's readiness for school according to psychophysiological indicators is often combined with deviations in their health. On the other hand, excessive stress associated with fulfilling school requirements can lead to overwork and deterioration in children’s health due to functional disorders, exacerbation of existing or the emergence of new chronic diseases. All this dictates the need to determine the readiness of children to study at school.

Assessment of readiness for learning is carried out comprehensively and involves a thorough medical examination (in September-October of the year preceding entry into school) with a psychophysiological study to determine the functional readiness of children. All children should be examined by a pediatrician, neurologist, ophthalmologist, otolaryngologist, surgeon (orthopedist) and, if indicated, other specialists. The results of the medical examination are entered into form No. 026/у.

A medical examination allows us to identify a risk group of children who are not ready to go to school for health reasons. It includes children with delayed biological development, functional abnormalities (neurotic reactions, logoneurosis, hypertrophy of the palatine tonsils), who are often ill (more than 4 times a year), who are ill for a long time (25 days or more), and with chronic diseases. They are prescribed health-improving and therapeutic measures and are examined again (in February-March). A conclusion on the degree of readiness of a child for school is given based on a combination of data by a medical-pedagogical commission at a children's clinic, which includes a pediatrician, a school doctor, a teacher, and a speech therapist.

Children who turned 6 years old before September 1 of the current year can be admitted to the first grade, with the consent of the parents and in the presence of a conclusion from the medical-pedagogical commission on the child’s readiness for education (SanPiN 2/4/2/782-99).

There are the following medical criteria when examining a child:

level of biological development;

health status before entering school;

acute morbidity in the previous year.

There are two psychophysiological criteria when examining a child:

results of the Kern-Irasek test;

quality of sound pronunciation.

A psychophysiological examination of children is carried out in order to identify their lag in the development of school-necessary functions: motor skills, analytical and synthetic functions of the cerebral cortex (Kern-Irasek test) and speech (quality of sound pronunciation).

Children are considered not ready for education if they have health conditions indicated in the list of medical indications for delaying entry to school for children of six years of age, who are lagging behind in biological development, who perform the Kern-Irasek test with a score of 9 points or more, and also who have defects in sound pronunciation.

There are the following Medical indications for postponing school entry for six-year-old children:

1) diseases suffered during the last year:

infectious hepatitis;

pyelonephritis;

non-rheumatic myocarditis;

epidemic meningitis, meningoencephalitis;

tuberculosis;

active rheumatism;

blood diseases;

acute respiratory viral diseases 4 times or more;

2) chronic diseases in the stage of sub- and decompensation:

vegetative-vascular dystonia: hypotonic (blood pressure - 80 mm Hg) or hypertonic ( arterial pressure- 115 mm Hg. Art.) type;

rheumatic or congenital heart disease;

chronic bronchitis, bronchial asthma, chronic pneumonia (with exacerbation or absence of stable remission within a year);

peptic ulcer of the stomach and duodenum, chronic gastritis, chronic gastroduodenitis (in the acute stage, with frequent relapses and incomplete remission);

anemia (with a hemoglobin content in the blood of 10.7-8.0 g%);

hypertrophy of the palatine tonsils III degree;

adenoid vegetations of the III degree, chronic adenoiditis;

chronic tonsillitis (toxic-allergic form);

endocrinopathy (goiter, diabetes, etc.);

neuroses (neurasthenia, hysteria, logoneurosis, etc.);

impaired mental function;

cerebral palsy;

skull injury suffered in the current year;

epilepsy, epileptiform syndrome;

eczema, neurodermatitis (with the spread of skin changes);

myopia with a tendency to progress (more than 2.0 diopters).

Guidelines for performing the Kern test-Iraseka. The Kern-Irasek test - an indicative test of “school maturity” - can be carried out individually or simultaneously in a group of 10-15 children. Each child is given a blank sheet of unlined paper. In the upper right corner, the researcher indicates the first name, last name, age of the child and the date of the study. A sheet of thick paper is placed under the worksheet. The pencil is placed so that it is equally comfortable for the child to take it with both the right and left hand.

Rice. 5.7. Kern-Irasek test results:

A- first task; b- second task; V- third task (scores are indicated in numbers)

The test consists of three tasks:

drawing of a person;

copying a short phrase of three words (“he ate soup”);

drawing a group of points.

The front side of the sheet is allocated for completing the first task. The following instructions are given for the first task: here (everyone is shown where) draw some man (uncle) as best you can. Further explanation, assistance or warning regarding errors and deficiencies in the drawings is prohibited. To any counter question from a child, you need to answer: “Draw as you know how.” It is allowed to encourage the child if he cannot start working, as follows: “You see how well you started, draw further.” When asked whether it is possible to draw “aunt”, it is necessary to explain that everyone draws “uncle”. If the child begins to draw a female figure, you can allow him to draw it, and then ask him to draw a male figure next to it. After the child completes the drawing, the worksheet is turned over. The reverse side is divided approximately in half by a horizontal line (this can be done in advance).

To complete the second task, you need to prepare cards measuring 7-8 cm by 13-14 cm, on which the handwritten phrase “He ate soup” is written. The vertical size of lowercase letters is 1 cm, capital letters are 1.5 cm. The card with the phrase is placed in front of the child just above the worksheet. The second task is formulated as follows: “Look, something is written here. You can't write yet, so try to redraw it. Take a good look at how it is written, and at the top of the sheet (show where) write the same.” If one of the children does not calculate the length of the line and the third word does not fit on the line, then you should prompt the child to write it higher or lower.

Cards of the size indicated above should also be prepared for the third task. After the child completes the second task, the first card is taken away from him and a second one is placed in its place, on which 10 dots are depicted, arranged in such a way that the acute angle of the pentagon formed by the dots is directed downward. The distance between the points vertically and horizontally is 1 cm, the diameter of the points is 2 mm.

The following instructions are given for the third task: “Dots are drawn here. Try to draw the same ones yourself (yourself) at the bottom of the sheet (show where).”

Each task is graded from 1 point (best grade) to 5 points (worst grade). Approximate criteria for assessing each task using a five-point system are shown in Fig. 5.7.

On the first task:

1 point - the drawn figure (man) must have a head, torso, and limbs. The head is connected to the body by the neck. It should be no larger than the torso. There should be hair on the head (possibly a cap or hat), ears, and on the face - eyes, nose, mouth. The upper limbs end in a hand with five fingers. There are signs of men's clothing;

2 points - all requirements are met, as with 1 point.

Three parts may be missing: neck, hair, one finger. But no part of the face should be missing;

3 points - the figure in the drawing must have a head, torso, and limbs. Arms and legs are drawn with two lines. The neck, ears, hair, clothes, fingers, and feet are missing;

4 points - a primitive drawing of a head with limbs. Each limb (only one pair is enough) is depicted with one line;

5 points - there is no clear image of the torso and limbs. Scribble.

For the second task, we are guided by the following criteria:

1 point - the phrase copied by the child can be read. The letters are no more than twice the size of the sample.

They form three words. The line deviates from a straight line by no more than 30°;

3 points - letters must be divided into at least two groups. You can read at least four letters;

4 points - at least two letters are similar to the sample. The entire group of letters still has the appearance of writing;

5 points - doodles.

2 points - a slight decrease in symmetry is possible: one point may extend beyond the boundaries of a column or row. It is acceptable to depict circles instead of dots;

3 points - a group of points is similar to the sample. The symmetry of the entire figure may be disrupted.

The semblance of a pentagon is preserved, with its apex turned up or down.

3 points - letters must be divided into at least two groups. You can read at least four letters;

There may be fewer or more points (at least 7, but not more than 20);

4 points - the dots are arranged in a cluster, their group can resemble any geometric figure. The size and number of points is unimportant.

Other images (such as lines) are not acceptable;

The sum of points for completing three tasks represents the overall result of the research.

Study of the quality of sound pronunciation

(presence or absence of sound pronunciation defects). The child is asked to use pictures to sequentially list out loud objects whose names contain the letters “P”, “L”, “S”, “3”, “C”, “F”, “H”, “Sch” at the beginning, middle and the end of a word, for example:

“crayfish, bucket, axe”;

“shovel, squirrel, chair”;

“hare, goat, cart”;

“heron, egg, cucumber”;

“beetle, skis, knife”;

“bump, cat, mouse”;

“tea, butterfly, key”;

"brush, lizard, cloak."

The presence of defects in the pronunciation of at least one of the sounds under study indicates failure to complete the task.

Federal Agency for Education of the Russian Federation

Stavropol State University

Psychology faculty Department of Clinical Psychology Course work

course "Psychodiagnostics"

Subject: "

Comparative analysis

level of readiness for schooling of children 6 and 7 years old.”

Completed by a student

Faculty of Psychology

3rd year group “A”

speciality

"Clinical psychology"

Zhebrikova Anna Andreevna

Scientific director

Candidate of Psychological Sciences, Associate Professor

1. Suvorov

1. Alla Valentinovna
2. Stavropol, 2009

Introduction………………………………………………………………………………..3

Psychological readiness for schooling………………6

Studying the problem of readiness for schooling in domestic and foreign psychology……………………………………………………….6

Psychological and pedagogical characteristics of a child aged 6 and 7 years old and adaptation to schooling of children aged 6 and 7 years old and analysis of the causes of maladaptation………………………………………………………………………………………… ….15

II Composition of subjects and research methods.

2.1 Composition of subjects………………………………………………………31

2.2. Research methods…………………………………………………………..31

III Analysis of the research results and their discussion……………….39

Conclusion………………………………………………………………………………..49

The problem of a child's readiness for school has always been relevant. Currently, the relevance of the problem is determined by many factors. Modern research show that 30–40% of children enter the first grade of a public school unprepared for learning, that is, they have insufficiently developed the following components of readiness:

Social,

Psychological,

Emotionally – strong-willed.

The successful solution of problems in the development of a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. In modern psychology, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.

A. Anastasi interprets the concept of school maturity as the mastery of skills, knowledge, abilities, motivation and others necessary for an optimal level of learning school curriculum behavioral characteristics.

I. Shvantsara defines school maturity as the achievement of such a stage in development when the child becomes able to take part in school education. I. Shvantsara identifies mental, social and emotional components as components of school readiness.

L.I. Bozhovich points out that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation of one’s cognitive activity and the social position of the student.

Today, it is generally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.

Issues of psychological readiness for learning at school are considered by teachers, psychologists, and defectologists: L.I. Bozhovich, L.A. Wenger, A.L. Wenger, L.S. Vygotsky, A.V. Zaporozhets, A. Kern, A.R. Luria, V.S. Mukhin, S.Ya. Rubinstein, E.O. Smirnova and many others. The authors provide not only an analysis necessary knowledge, skills and abilities of the child during the transition from kindergarten to school, but also considers issues of a differentiated approach in preparing children for school, methods for determining readiness, and also, importantly, ways to correct negative results and, in this regard, recommendations for working with children and by their parents. Therefore, the primary task facing both domestic and foreign scientists is the following:

When and under what condition of the child this process will not lead to disturbances in his development or negatively affect his health.

Scientists believe that a differentiated approach as a socio-educational environment is based on the level of speech readiness of younger schoolchildren. A differentiated approach will be carried out more effectively if speech development first grade students.

Thus, the main target Our work is to identify the level of readiness of a preschooler to study at school and carry out correctional and developmental activities to develop in the child the necessary skills and abilities for successful mastery of educational material.

In connection with this goal, we put forward hypothesis : the level of readiness of children for schooling at 6 and 7 years old is different.

In our work we set the following tasks :

1. Study and analysis of psychological literature on the topic.

2. Selection of psychodiagnostic methods for studying the level of readiness of children for schooling at the ages of 6 and 7 years.

3. Conducting an experimental psychological study to study the level of readiness of children for schooling.

4. Processing and interpretation of the results obtained.

5. Formulation of findings and conclusions.

6. Design of work.

Object The research was carried out by children of the preparatory group of the preschool educational institution "Romashka" kindergarten in the village of Staromaryevka.

Item research - the level of psychological readiness of preschoolers 6 and 7 for school education.

Research methods:

1. analysis of literary sources.
2. empirical methods: Kern-Jirasek school maturity test;
3. data processing methods:

Quantitative: drawing up tables, diagrams, histograms, fashion.

Qualitative: analysis, synthesis and synthesis, classification.

In general, the work consists of 57 sheets of working text, an introduction, 3 chapters, findings, a conclusion, a list of references from 29 sources, there are also 9 histograms, 3 diagrams and applications.

I Psychological readiness for schooling

1.1. Studying the problem of readiness for schooling in domestic and foreign psychology.

Psychological readiness for learning at school is considered at

at the current stage of development of psychology as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.

In the psychological dictionary, the concept of “readiness for schooling” is considered as a set of morpho-physiological characteristics of a child of senior preschool age, ensuring a successful transition to systematic, organized schooling.

V.S. Mukhina argues that readiness for schooling is the desire and awareness of the need to learn, arising as a result of the social maturation of the child, the appearance of internal contradictions in him, which set the motivation for educational activities.

D.B. Elkonin believes that a child’s readiness for schooling presupposes the “incorporation” of a social rule, that is, a system of social relations between a child and an adult.

The concept of “readiness for school” is most fully given in the definition of L.A. Wenger, by which he understood a certain set of knowledge and skills, in which all other elements must be present, although the level of their development may be different. The components of this set, first of all, are motivation, personal readiness, which includes the “internal position of the student,” volitional and intellectual readiness.

L.I. Bozhovich called the new attitude of the child to the environment that arises upon entering school “the internal position of the student,” considering this new formation a criterion of readiness for school.

In her research, T.A. Nezhnova points out that a new social position and the activity corresponding to it develop insofar as they are accepted by the subject, that is, they become the subject of his own needs and aspirations, the content of his “inner position.”

A.N. Leontyev considers the direct driving force of a child’s development to be his real activity with changes in his “internal position.”

In recent years, increasing attention to the problem of school readiness has been paid abroad. When solving this issue, as J. Jirasek notes, theoretical constructs are combined, on the one hand, and practical experience, on the other. The peculiarity of the research is that the intellectual capabilities of children are at the center of this problem. This is reflected in tests showing the child’s development in the areas of thinking, memory, perception and other mental processes.

According to S. Strebel, A. Kern, J. Jirasek, a child entering school must have certain characteristics of a schoolchild: be mature in mental, emotional and social terms.

Under emotional maturity they understand the child's emotional stability and almost complete lack of impulsive reactions.

They associate social maturity with the child’s need to communicate with children, with the ability to obey the interests and accepted conventions of children’s groups, as well as with the ability to take on the social role of a schoolchild in the social situation of schooling.

F.L.Ilg, L.B.Ames conducted a study to identify the parameters of readiness for schooling. As a result, arose special system tasks, which made it possible to examine children from 5 to 10 years old. The tests developed in the study are of practical importance and have predictive ability. Except test tasks The authors suggest that if a child is unprepared for school, take him away from there and, through numerous training sessions, bring him to the required level of readiness. However, this point of view is not the only one. Thus, D.P. Ozubel proposes, if the child is unprepared, to change the curriculum at school and thereby gradually equalize the development of all children.

It should be noted that, despite the diversity of positions, all of the listed authors have a lot in common. Many of them, when studying readiness for schooling, use the concept of “school maturity”, based on the false concept that the emergence of this maturity is determined mainly by the individual characteristics of the process of spontaneous maturation of the child’s innate inclinations and which are essentially independent of the social conditions of life and upbringing. In the spirit of this concept, the main focus is on the development of tests that serve to diagnose the level of school maturity of children. Only a small number of foreign authors - Vronfenvrenner, Vruner - criticize the provisions of the concept of “school maturity” and emphasize the role of social factors, as well as the characteristics of social and family education in its occurrence.

Making a comparative analysis of foreign and domestic studies, we can conclude that the main attention of foreign psychologists is aimed at creating tests and is much less focused on the theory of the issue.

In the works domestic psychologists contains an in-depth theoretical study of the problem of school readiness.

An important aspect in the study of school maturity is the study of the problem of psychological readiness for learning at school. (L.A. Wenger, S.D. Tsukerman, R.I. Aizman, G.N. Zharova, L.K. Aizman, A.I. Savinkov, S.D. Zabramnaya).

The components of a child’s psychological readiness for school are:

Motivational (personal),

Intelligent,

Emotionally – strong-willed.

Motivational readiness is the child’s desire to learn. In the studies of A.K. Markova, T.A. Matis, A.B. Orlov shows that the emergence of a child’s conscious attitude towards school is determined by the way information about it is presented. It is important that information about the school communicated to children is not only understood, but also felt by them. Emotional experience is provided by children's involvement in activities that activate both thinking and feeling.

In terms of motivation, two groups of teaching motives were identified:

1. Broad social motives for learning or motives related to the child’s needs for communication with other people, for their evaluation and approval, with the student’s desire to take a certain place in the system of social relations available to him.

2. Motives related directly to educational activities, or the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge.

Personal readiness for school is expressed in the child’s attitude towards school, teachers and educational activities, and also includes the formation in children of such qualities that would help them communicate with teachers and classmates.

Personal readiness also presupposes a certain level of development emotional sphere child. The child masters social norms expressions of feelings, the role of emotions in the child’s activities changes, emotional anticipation is formed, feelings become more conscious, generalized, reasonable, voluntary, non-situational, higher feelings are formed - moral, intellectual, aesthetic. Thus, by the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities are possible.

Many authors who consider the personal component of psychological readiness for school pay special attention to the problem of the development of voluntariness in a child. There is a point of view that poor development of voluntariness is the main reason for poor performance in first grade. But to what extent should voluntariness be developed before learning begins?
school - a question that has been very poorly studied in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, weak
arbitrariness interferes with the start of schooling.

ON THE. Semago gives age-specific development standards for the first two levels of voluntary development. So, when diagnosing voluntary motor activity, one should focus on the following standards:

By 5.5-6 years, it is possible to perform reciprocal movements of the hands (with isolated errors);

By the age of 6.5-7 years, the child performs voluntary facial movements according to the verbal instructions of an adult (with isolated errors);

By the age of 7-7.5 years, a child can perform various motor programs with both different arms (legs) and facial muscles.

Diagnosis of voluntariness of higher mental functions provides for certain age standards:

By the age of 5.5-6 years, the child retains the instructions, sometimes helping himself with sentences, independently discovers mistakes, can correct them, basically retains the activity program, but at the same time may need the organizing help of an adult. It is possible to distribute attention according to no more than two criteria simultaneously:

By the age of 6.5 - 7 years, the child can retain instructions while carrying out difficult tasks sometimes it needs to be repeated. By this age, the child is able to maintain a program for performing verbal and non-verbal tasks. Due to fatigue, a little organizing help from an adult may be required. Copes freely with tasks that require the distribution of attention according to two criteria;

By the age of 7-7.5 years, the child fully retains instructions and tasks, is able to independently build a program of implementation, and independently corrects obvious mistakes. Distribution of attention according to three criteria simultaneously is available.

Intellectual readiness presupposes that a child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. Intellectual readiness also presupposes the development of a child’s initial skills in the field of educational activities, in particular, the ability to identify learning task and turn it into an independent goal of activity.

V.V. Davydov believes that a child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. At the same time, it is important to have a positive attitude towards learning, the ability to self-regulate behavior and the manifestation of volitional efforts to complete assigned tasks.

In domestic psychology, when studying intelligent component In psychological readiness for school, the emphasis is not on the amount of knowledge the child has acquired, but on the level of development of intellectual processes. That is, the child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, and draw conclusions.

Discussing the problem of readiness for school, D.B. Elkonin put the formation of the necessary prerequisites for educational activity in the first place.

Analyzing these prerequisites, he and his collaborators identified the following parameters:

The ability of children to consciously subordinate their actions to rules that generally determine the method of action,

Ability to navigate a given system of requirements,

The ability to listen carefully to the speaker and accurately carry out tasks proposed orally,

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

These parameters for the development of voluntariness are part of psychological readiness for school; learning in the first grade is based on them.

D.B. Elkonin believed that voluntary behavior is born in play in a group of children, which allows the child to rise to a higher level.

Research by E.E. Kravtsova showed that in order to develop voluntariness in a child at work, a number of conditions must be met:

It is necessary to combine individual and collective forms of activity,

Take into account the age characteristics of the child,

Use games with rules.

Research by N.G. Salmina has shown that first-grade schoolchildren with a low level of voluntariness are characterized by a low level of gaming activity, and, therefore, are characterized by learning difficulties.

In addition to the indicated components of psychological readiness for school, researchers highlight the level of speech development.

R.S. Nemov argues that children’s verbal readiness for teaching and learning is primarily manifested in their ability to use it for voluntary control of behavior and cognitive processes. No less important is the development of speech as a means of communication and a prerequisite for mastering writing.

Particular care should be taken about this function of speech during middle and senior preschool childhood, since the development of written speech significantly determines the progress of the child’s intellectual development.

By the age of 6–7 years, a more complex independent form of speech appears and develops – expanded monologue statement. By this time, the child’s vocabulary consists of approximately 14 thousand words. He already knows word measurement, the formation of tenses, and the rules for composing sentences.

Speech in children of preschool and primary school age develops in parallel with the improvement of thinking, especially verbal-logical thinking, therefore, when psychodiagnostics of the development of thinking is carried out, it partially affects speech, and vice versa: when a child’s speech is studied, the resulting indicators cannot but reflect the level of development thinking.

Completely separate linguistic and psychological types speech analysis is not possible, nor is it possible to conduct separate psychodiagnostics of thinking and speech. The fact is that human speech in its practical form contains both linguistic (linguistic) and human (personal psychological) principles.

In addition to the development of cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, a child must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready for learning and assimilation of knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development.

At preschool age, the process of mastering speech is basically completed:

• by the age of 7, language becomes a means of communication and thinking of the child, also a subject of conscious study, since in preparation for school, learning to read and write begins;
• The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation, the process is completed phonemic development;
• the grammatical structure of speech develops. Children acquire patterns of morphological order and syntactic order. Mastering the grammatical forms of language and acquiring a larger active vocabulary allows them to move on to concrete speech at the end of preschool age.

Thus, the high demands of life for the organization of education and training intensify the search for new, more effective psychological - pedagogical approaches aimed at bringing teaching methods into line with the psychological characteristics of the child. Therefore, the problem of children’s psychological readiness to study at school is of particular importance, since the success of children’s subsequent education at school depends on its solution.

1.2. Psychological and pedagogical characteristics of a child aged 6 and 7 years old, adaptation to schooling of children aged 6 and 7 years old and analysis of the causes of maladjustment

A child’s admission to school poses a number of challenges for psychologists and teachers when working with a future first-grader:

To identify the level of his readiness for schooling and the individual characteristics of his activities, communication, behavior, mental processes that will need to be taken into account during training;

If possible, compensate for possible gaps and increase school readiness, thereby preventing school maladjustment;

Plan a strategy and tactics for teaching a future first-grader, taking into account his individual capabilities.

Solving these problems requires a deep study of the psychological characteristics of modern first-graders, who come to school at 6 and 7 years old with different “baggage”, representing the totality psychological neoplasms previous age stage- preschool childhood.

Features of the age stage of 6.7 years are manifested in progressive changes in all areas, from the improvement of psychophysiological functions to the emergence of complex personal new formations.

The sensory development of an older preschooler is characterized by the improvement of his orientation in external properties ah and the relationships of objects and phenomena, in space and time. The thresholds of all types of sensitivity are significantly reduced. Visual perception becomes the leading one when familiarizing yourself with the environment, focus, planning, controllability, and awareness of perception increase, relationships between perception and speech and thinking are established, and, as a result, perception is intellectualized. A special role in the development of perception in older preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main types of properties and relationships. Fine developed child By the age of six, he can already correctly examine objects, correlate their qualities with standard shapes, colors, sizes, etc. Assimilation of a system of socially developed sensory standards, mastery of some rational ways examination of the external properties of objects and the resulting possibility of differentiated perception of the surrounding world indicate that the child has reached the necessary level of sensory development for entering school.

The assimilation of socially developed standards, or measures, changes the character children's thinking, in the development of thinking by the end of preschool age there is a transition from egocentrism (centration) to decentration. This leads the child to an objective, elementary scientific perception of reality, improving the ability to operate with ideas at an arbitrary level. Formation of new ways mental actions relies heavily on mastering certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of imaginative thinking.

The thinking of 6- and 7-year-old children is characterized by the following features, which can be used as diagnostic signs that a child has reached readiness for school, from the point of view of his intellectual development:

• the child solves mental problems by imagining their conditions, thinking becomes non-situational;
• mastering speech leads to the development of reasoning as a way of solving mental tasks, an understanding of the causality of phenomena arises;
• children’s questions are an indicator of the development of curiosity and indicate the problematic nature of the child’s thinking;
• a new relationship between mental and practical activity appears when practical actions arise on the basis of preliminary reasoning; systematic thinking increases;
• experimentation arises as a way to help understand hidden connections and relationships, apply existing knowledge, and try your hand;
• the prerequisites for such mental qualities as independence, flexibility, inquisitiveness are formed.

Thus, the basis of a child’s orientation in older preschool age is generalized ideas. But neither they nor the preservation of sensory standards, etc. are impossible without a certain level of memory development, which, according to L.S. Vygotsky, stands at the center of consciousness in preschool age.

Preschool age is characterized by intensive development of the ability to remember and reproduce. One of the main achievements of an older preschooler is the development of voluntary memorization. An important feature of this age is the fact that a child of 7 years old can be given a goal aimed at memorizing certain material. The presence of this possibility is due to the fact that the older preschooler begins to use various techniques specifically designed to increase the efficiency of memorization: repetition, semantic and associative linking of material. Thus, by the age of 6-7 years, the structure of memory undergoes significant changes associated with significant development arbitrary shapes memorization and recollection.

At the age of 6, a preschooler’s attention is still involuntary. State increased attention associated with orientation in the external environment, emotional attitude towards it. With age (by the age of 7), concentration, volume and stability of attention increase significantly, elements of voluntariness in the control of attention develop based on the development of the planning function of speech and cognitive processes; attention becomes indirect; elements of post-voluntary attention appear.

The ratio of voluntary and involuntary forms, similar to memory, is also noted in such a mental function as imagination. Imagination gradually acquires an arbitrary character: the child knows how to create a plan, plan it and implement it. Great Leap the game ensures its development, a necessary condition which is the presence of substitute activities and the presence of substitute objects. The child masters the techniques and means of creating images; imagination moves to the internal plane, there is no need for visual support for creating images.

Despite the importance of the cognitive development of a 6-7 year old child, his harmonious development is impossible without an emotional attitude towards the environment in accordance with the values, ideals and norms of society.

Preschool childhood (6 years old) is a period when emotions and feelings dominate all other aspects of a child’s life, giving them a specific coloring and expressiveness. Preschoolers are distinguished by the intensity and mobility of emotional reactions, spontaneity in expressing their feelings, quick change moods. However, by the end of preschool childhood, the child’s emotional sphere changes - feelings become more conscious, generalized, reasonable, arbitrary, non-situational; Higher feelings are formed - moral, intellectual, aesthetic, which in six-year-old children often become the motive for behavior.

For a seven-year-old child experiencing a seven-year crisis, but in the opinion of L.S. Vygotsky, in to a greater extent characterized by mannerism, fidgetiness, some tension, unmotivated clowning, which is associated with the loss of childish spontaneity, naivety and an increase in voluntariness, the complication of emotions, and the generalization of experience (“intellectualization of affect”).

Throughout preschool childhood, emotional processes that regulate children's activities also develop. The main new formations in the emotional sphere of a 6-7 year old child, which need to be paid special attention to, including when diagnosing psychological readiness for school, are given below:

1. A change in the content of affects, expressed primarily in the emergence of special forms of empathy, which is facilitated by developing emotional decentration.

2. A change in the place of emotions in the time structure of activity as its initial components become more complex and distant from the final results (emotions begin to anticipate the progress of the task at hand). Such “emotional anticipation” by A.V. Zaporozhets and Ya.Z. Neverovich is also associated with the emerging activity of emotional imagination.

Ya.L. Kolominsky and E.A. Panko, when considering the development of the emotional sphere of an older preschooler, pay attention to his close connection with the developing will of the child.

3. By the age of six, the basic elements of volitional action are formed: the child is able to set a goal, make a decision, outline a plan of action, carry it out, show a certain effort in overcoming an obstacle, and evaluate the result of his action. But all these components of volitional action are not yet sufficiently developed: the identified goals are not sufficiently stable and conscious, goal retention is largely determined by the difficulty of the task and the duration of its completion.

Considering voluntary behavior as one of the main psychological neoplasms of preschool age, D.B. Elkonin defines it as behavior mediated by a certain idea.

A number of researchers (G.G. Kravtsov, I.L. Semago) believe that the development of voluntariness in older preschool age occurs at three levels, which have periods of “overlap”:

• formation of motor volition;
• the level of voluntary regulation of higher mental functions themselves;
• voluntary regulation of one's own emotions. It is worth noting that, according to N.I. Gutkina, seven-year-old children have more high level development of voluntariness (work according to a model, sensorimotor coordination) compared with six-year-olds; accordingly, seven-year-old children are better prepared for school, but this indicator of readiness for school.

The development of the child’s will is closely related to the change in motives of behavior that occurs in preschool age, the formation of a subordination of motives that gives a general direction to the child’s behavior, which, in turn, is one of the main psychological neoplasms of preschool age. Acceptance of the most significant motive at the moment is the basis that allows the child to move towards the intended goal, ignoring situationally arising desires. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of actions by significant adults.

It should be noted that by the senior preschool age there is intensive development cognitive motivation: the child’s immediate impressionability decreases, at the same time, the older preschooler becomes more and more active in searching new information. II.I. Gutkina, comparing the motives of children 6 and 7 years old, notes that there are no significant differences in the degree of expression of the cognitive motive in six-year-olds and seven-year-olds, which indicates that according to this parameter of mental development, six-year-old and seven-year-old children can be considered as one age group.

The motivation to establish a positive attitude from others also undergoes a significant change.

The formation of the motivational sphere, subordination, the development of cognitive motivation, a certain attitude towards school are closely related to the development of the child’s self-awareness, his transition to new level, with a change in his attitude towards himself; the child becomes aware of his social “I”. The emergence of this new formation largely determines both the child’s behavior and activity, and the entire system of his relationship to reality, including school, adults, etc. As L.I. noted. Bozovic, exploring the problem of the “crisis of seven years”, awareness of one’s social “I” and the emergence on this basis of an internal position, i.e., a holistic attitude towards the environment and towards oneself, which expresses a new level of self-awareness and reflection, awakens corresponding needs and aspirations child, including the need to go beyond their usual childhood lifestyle, to take a new, more significant place in society.

An older preschooler who is ready for school also wants to study because he has a desire to take a certain position in people’s society, which opens access to. the world of adulthood, and because he has a cognitive need that he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called L.I. Bozovic’s internal position of the student, which, in her opinion, can act as one of the criteria personal readiness child for schooling.

At the same time, as II.I. noted in her study. Gutkin, the internal position of a schoolchild is more common and more pronounced in seven-year-old children than in six-year-old children, which indicates the impossibility of considering seven-year-olds and six-year-olds as a single age group according to this parameter of the development of the motivational sphere.

Considering the emergence of personal consciousness, one cannot fail to mention the development of self-esteem in a child of senior preschool age.

The basis of initial self-esteem is mastering the ability to compare oneself with other children. Six-year-old children are characterized mainly by undifferentiated inflated self-esteem. By the age of seven, it differentiates and decreases somewhat. The development of the ability to adequately evaluate oneself is largely due to the decentration that occurs during this period, the child’s ability to look at himself and the situation from different points of view.

Entering school marks a turning point in the social situation of a child’s development. Having become a schoolchild, a child receives new rights and responsibilities and for the first time begins to engage in socially significant activities, the level of implementation of which determines his place among others and his relationships with them.

According to Sh.A. Amonashvili, the main characteristic of the motivational sphere of a six-year-old child is the predominance of actual needs and impulsive activity. A six-year-old child constantly has a variety of needs that constantly replace each other. Their peculiarity is that they are experienced as an urgent, i.e. actual, desire. Impulsive activity is uncontrollable, it is not preceded by at least a fleeting consideration, weighing, deciding whether to do this or do this. Fatigue, increasing emotional excitability, increases the impulsive activity of children, and their meager social and moral experience does not allow them to be restrained and compliant, reasonable and strong-willed. Actual needs and impulsive activity are also inherent in seven-year-old children, but greater social experience helps them better regulate their behavior.

Consequently, educational activities will be formed differently in children 6 and 7 years old. The entry into the conditions of school education and adaptation to it will be different. Thus, the difficulty of a six-year-old child is the lack of the necessary level of arbitrariness, which complicates the process of adopting new rules; the predominance of positional motivation leads to the difficulty of forming the lowest level of actual development for learning at school - the internal position of the student.

Adaptation to schooling of children aged 6 and 7 years and analysis of the causes of maladjustment

Adaptation to school is a restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematically organized schooling. “A favorable combination of social external conditions leads to adaptation, an unfavorable combination leads to disadaptation.”

The main features of systematic schooling are the following. Firstly, upon entering school, a child begins to carry out socially significant and socially valued activities - educational activities. Secondly, a feature of systematic schooling is that it requires mandatory completion of a series of tasks for everyone the same rules, to which all student behavior during his stay at school is subject.

Entering school requires a certain level of development of thinking, voluntary regulation of behavior, and communication skills. Assessment of the level of school adaptation consists of the following blocks:

1. Intellectual development indicator - carries information about the level of development of higher mental functions, the ability to learn and self-regulation of the child’s intellectual activity.

2. Indicator emotional development- reflects the level of emotional and expressive development of the child, his personal growth.

3. An indicator of the development of communication skills (taking into account the psychological neoplasms of the 7-year crisis: self-esteem and level of aspirations).

4. The level of school maturity of the child in the preschool period.

Research results by G.M. Chutkina showed that based on the level of development of each of the listed indicators, three levels of socio-psychological adaptation to school can be distinguished. In the description of each level of adaptation, we will highlight the age-psychological characteristics of six- and seven-year-old students.

1. High level of adaptation.

The first-grader has a positive attitude towards school and perceives the requirements adequately; learns educational material easily; deeply and completely masters the program material; solves complex problems, is diligent, listens carefully to the teacher’s instructions and explanations, carries out assignments without external control; shows great interest in independent educational work (always prepares for all lessons), carries out public assignments willingly and conscientiously; occupies a favorable status position in the class.

As follows from the description, the levels of development of all indicators listed earlier are high. The characteristics of a child with a high level of adaptation to school correspond to the characteristics of a child who is ready for school and has experienced a crisis of 7 years, since in this case there are indications of formed volition, learning motivation, a positive attitude towards school, and developed communication skills. Based on the data of some researchers, a six-year-old first-grader cannot be classified as a high level due to the underdevelopment of such aspects of adaptation as readiness for school learning (in terms of arbitrariness of behavior, ability to generalize, educational motivation, etc.), immaturity of personal new formations of the 7-year-old crisis ( self-esteem and level of aspirations) without the necessary intervention of teachers and psychologists.

2. Average level of adaptationA first-grader has a positive attitude towards school, visiting it does not cause negative experiences, understands the educational material if the teacher presents it in detail and clearly, and assimilates the main content curricula, decides independently typical tasks, focused and attentive when performing tasks, instructions, instructions from an adult, but under his control; is concentrated only when he is busy with something interesting to him (preparing for lessons and doing homework almost always); carries out public assignments conscientiously, is friends with many classmates.

3. Low level of adaptation.

A first-grader has a negative or indifferent attitude towards school; complaints of ill health are common; depressed mood dominates; violations of discipline are observed; understands the material explained by the teacher in fragments; independent work difficult with the textbook; shows no interest when completing independent learning tasks; prepares for lessons irregularly; constant monitoring, systematic reminders and encouragement from the teacher and parents are required; maintains efficiency and attention during extended pauses for rest; understanding new things and solving problems according to the model requires significant educational assistance teachers and parents; carries out public assignments under control, without much desire, is passive; has no close friends, knows only some of his classmates by first and last names.

In fact, this is already an indicator of “school maladaptation” [ 13].

In this case, it is difficult to identify age-related characteristics, since we are dealing with disorders of the child’s somatic and mental health, which may be a determining factor in the low level of development of generalization processes, attention functions of other mental processes, and properties included in the selected adaptation indicators.

Thus, due to age characteristics, first-graders of six years of age can achieve only an average level of adaptation to school in the absence of special organization of the educational process and psychological support by the teacher.

The next aspect that should be paid attention to is the unfavorable result of the adaptation process, the reasons leading to the so-called maladjustment.

Maladjustment and maladaptive styles

According to the definition formulated by V.V. Kogan, “school maladaptation is a psychogenic disease or psychogenic formation of a child’s personality, which violates his objective and subjective status in school and family and affects the student’s educational and extracurricular activities”.

This concept is associated with deviations in school activities - learning difficulties, conflicts with classmates, etc. These deviations can occur in mentally healthy children or in children with various neuropsychic disorders, but do not apply to children who have learning disabilities caused by oligophrenia, organic disorders, physical defects.

School maladjustment is the formation of inadequate mechanisms for a child’s adaptation to school in the form of learning disorders, behavior, conflict relationships, psychogenic diseases and reactions, higher level anxiety, distortions in personal development.

Studying the behavior of six- and seven-year-old children and first-graders, T.V. Dorozhovets, discovered three maladaptive styles: accommodation, assimilation and immature.

The accommodative style reflects the child’s desire to completely subordinate his behavior to the requirements of the environment.

The assimilation style is characterized by the child’s desire to subordinate the social environment to his needs. In the case of an immature adjustment style associated with the psychological immaturity of a child of a given age, we're talking about about his inability to accept the new social situation of development.

An increased degree of expression of each of these adjustment styles leads to school maladjustment.

The behavior of these children at school is different. First-graders with an accommodative adjustment style that corresponds to the typical image of a “good student” readily obey all the rules and norms of school life, and thus, as a rule, turn out to be the most adapted to educational activities and the norms of school life.

Positive assessments from teachers, due to their high authority, contribute to the formation of a positive “I-concept” of children and increase their sociometric status.

Children with an assimilation type of adaptation, who ignore school rules that are new to them or follow them only in the presence of a teacher, usually turn out to be maladapted in terms of accepting educational activities and school requirements. Negative assessments of the teacher in the presence of classmates, typical in such cases, lead, as a rule, to an even greater decrease in their authority and status in the class, thereby complicating their social adaptation. However, it has been noted that children’s relatively weak orientation toward the teacher’s authority protects them from severely underestimating their self-esteem.

Children with an immature style are the most difficult to adapt when it is caused by insufficient development of will. Such children are unable to coordinate their behavior in accordance with the rules and norms of school life. The main reason for school maladaptation in the lower grades, according to G.M. Chutkina, is associated with the nature of family upbringing. If a child comes to school from a family where he did not feel the experience of “we,” he will go to a new one. social community- school - enters with difficulty.

In addition to the concept of “school maladjustment,” the literature contains the terms “school phobia,” “school neurosis,” and “didactogenic neurosis.” As a rule, school neuroses manifest themselves in causeless aggressiveness, fear of going to school, refusal to attend classes, etc. The condition is more often observed school anxiety which manifests itself in excitement, increased anxiety in educational situations, anticipation bad attitude towards oneself, negative assessments from teachers and peers.

In cases of didactogenic neuroses, it is primarily the educational system itself that is traumatic. In a modern school, as a rule, the activities of the teacher have very little contact with the activities of the student, while the joint activity of the teacher and the student is the most effective way of transferring experience and knowledge. The goals of the student and the teacher initially diverge: the teacher must teach, the student must learn, i.e. listen, perceive, remember, etc. The teacher remains in a position “above” the student, and, sometimes, without realizing it, suppresses the student’s initiative, his cognitive activity, which is so necessary for educational activities.

Didactogenic neurosis in the case of teaching six-year-olds can arise when the teacher does not pay attention to their age-psychological characteristics. According to many authors (D.B. Elkonin, Sh.A. Amonashvili, V.S. Mukhin, etc.), the style and nature of the pedagogical interaction between a teacher and a six-year-old child differs significantly from the classical approach to teaching seven-year-olds. In details this question will be discussed in the next paragraph of this chapter.

Another reason for maladaptive behavior may be excessive fatigue and overload. Just entering school is a turning point in a child’s life. The success of his education at school depends on the characteristics of his upbringing in the family and his level of preparedness for school.

A number of authors (E.V. Novikova, G.V. Burmenskaya, V.Y. Kagan, etc.) believe that the main cause of school maladaptation is not the mistakes themselves in educational activities or the child’s relationship with the teacher, but feelings about these mistakes and relationships.

For many children, starting school can be a difficult experience. Every child faces at least one of the following problems:

• regime difficulties (they consist of a relatively low level of arbitrariness in the regulation of behavior and organization);

• communication difficulties (most often observed in children who have little experience communicating with peers, manifested in the difficulty of getting used to the class group, to their place in this group);
• relationship problems with the teacher;
• problems associated with changes in family situation.

Thus, school adaptation- the process of restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic, organized school education. The success of such a restructuring, with psychological point vision depends on the level of development of intellectual functions, the emotional-volitional sphere, the development of communication skills, etc. The immaturity of any of these areas is one of the reasons that can lead to one or another form of maladjustment.

According to the existing classification of forms of maladaptation, violations of the adaptation process to school can manifest themselves in the form of:

• unformed elements of educational activity;
• lack of formation of learning motivation;
• inability to voluntarily regulate behavior, attention, and educational activities;
• inability to adapt to the pace of school life.

An analysis of literary sources showed that the following authors dealt with the problem of children’s readiness for schooling at the age of 6 and 7 years: V.S. Mukhina, D.B. Elkonin, L.I. Bozovic, J. Jirasek, N.A. Semago, E.E. Kravtsova, R.S. Nemov and others. But at the same time, there are no detailed results defining the criteria for children’s readiness for school, which once again confirms the relevance of our chosen topic.

II. Composition of subjects and research methods

2.1. Composition of subjects.

Children from the preparatory group of Municipal Educational Institution Secondary School No. 7s took part in the study. Staromaryevka, Grachevsky district, Stavropol Territory.

32 children aged from 6 (16 children) to 7 (16 children) years took part in the experiment. The study was conducted from March 15 to April 15.

Some children willingly participated in the experiment, were focused and attentive, and some found it difficult to carry out.

2.2. Research methods

2.2.1. Empirical psychodiagnostic methods.

To study the level of readiness of children for schooling, we used the Kern-Jirasek School Maturity Test.

Orientation Kern-Jirasek School Maturation Test (Istratova O.N. reference book for elementary school psychologist. – Rostov n/d: Phoenix, 2008. -442 p.: ill.)

The orientation test of school maturity by J. Jirasek, which is a modification of the test by A. Kern, consists of five tasks.

First task - drawing a male figure from memory, second – drawing a curved smooth line; third - drawing a house with a fence; fourth - drawing of written letters, fifth - drawing a group of points. The result of each task is assessed on a five-point system (1 - the highest score; 5 - the lowest score), and then the total result for the three tasks is calculated. The development of children who received a total of 3 to 6 points on three tasks is considered above average, from 7 to 11 - as average, from 12 to 15 - below normal. Children who received 12-15 points need to be examined in depth, since some of them may be mentally retarded. All three tasks of the graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements. These skills are necessary in school to master writing. In addition, the test allows you to determine in general terms intellectual development child (drawing of a male figure but in memory). The task “copying written letters” and “copying a group of dots” reveal the child’s ability to imitate a model - a skill necessary in school education. These tasks also make it possible to determine whether the child can work with concentration, without distractions, for some time on a task that is not very attractive to him.

J. Jirassk conducted a study to establish a connection between the success of the school maturity test and success in further education. It turns out that children who do well on a test tend to do well in school, but children who do poorly on a test may do well in school. Therefore, Jirasek emphasizes that the result of the test can be considered as a basis for a conclusion about school maturity and cannot be interpreted as school immaturity (for example, there are cases when capable children draw a sketch of a person, which significantly affects the total score they receive).

The Kern-Jirasek test can be used both in a group and individually.

Instructions for using the test

A child (group of children) is offered a test form.The first side of the form should contain information about the child and leave free space for drawing the figure of a man, on the back in the upper left part there is a sample of written letters, and in the lower left part there is a sample of a group of dots. Right part This side of the sheet is left free for the child to reproduce samples. A sheet of typewritten paper can serve as a form, oriented so that its lower part is longer than the side. The pencil is placed in front of the subject so that it is at the same distance from both hands (if the child turns out to be left-handed, the experimenter must make a corresponding entry in the protocol). The form is placed in front of the child with the clean side.

Instructions for task No. 1

“Here (show each child) draw a man. As much as you can." No further explanations, assistance or drawing attention to errors and shortcomings in the drawing is allowed. If the children do start asking how to draw, the experimenter should still limit himself to one phrase: “Draw as best you can.” If a child does not start drawing, then you should approach him and encourage him, for example, say: “Draw, you will succeed.” Sometimes guys ask the question, is it possible to draw a woman instead of a man, in this case you have to answer that everyone draws a man, and they also need to draw a man. If the child has already started drawing a woman, then you should be allowed to finish drawing her, and then ask him to draw a man next to him. It should be borne in mind that there are cases when a child categorically refuses to draw a man. Experience has shown that such a refusal may be associated with troubles in the child’s family, when the father is either not in the family at all, or he isbut some kind of threat emanates from him. After finishing drawing a human figure, children are told to turn the sheet of paper over to the other side.

Task No. 2.

“You will need to draw a curved line, as shown in the sample.”

Task No. 3. Instructions.

“Look carefully at this task; you need to draw the same house and fence. But be careful the fence is drawn differently.”

Task No. 4 explained as follows:

“Look, there’s something written here. You don’t know how to write yet, but try, maybe you can do the same. Take a good look at how it’s written, and here, next to it, in the free space, write the same.” It is suggested to copy the phrase:

"He was eating soup" written in written letters. If some child unsuccessfully guesses the length of the phrase and one word does not fit on the line, you should pay attention to the fact that you can write this word higher or lower. It should be borne in mind that there are children who already know how to read written text, and then, after reading the phrase proposed to them, they write it in block letters. In this case it is necessary to have a sample foreign words, also written in written letters.

Before task No. 5, the experimenter says:

“Look, there are dots drawn here. Try to draw it exactly the same here, next to it.”

In this case, it is necessary to show where the child should draw, since one should take into account the possible weakening of the concentration of attention in some children. While the children are performing tasks, it is necessary to monitor them, while doing short notes about their actions. First of all, pay attention to which hand is used to draw future schoolboy- right or left, whether he transfers the pencil from one hand to the other while drawing. They also note whether the child turns around too much, whether he drops the pencil and looks for it under the table, whether he began to draw, despite instructions, in a different place or even traces the outline of the sample, whether he wants to make sure that he draws beautifully, etc.

Evaluation of test results

Task No. 1 - drawing a male figure.

1 point is awarded if the following conditions are met: the drawn figure must have a head, torso, and limbs. The head and body are connected by the neck and should not be larger than the body. There is hair on the head (perhaps covered with a cap or hat) and ears, on the face there are eyes, a nose, a mouth, and the arms end in a five-fingered hand. The legs are bent at the bottom. The figure has male clothing and is drawn using the so-called synthetic method (contour), which consists in the fact that the entire figure (head, neck, torso, arms, legs) is drawn immediately as a single whole, and not composed of separate completed parts. With this method of drawing, the entire figure can be outlined with one outline without lifting the pencil from the paper. The figure shows that the arms and legs seem to “grow” from the body, and are not attached to it. Unlike the synthetic one, the more primitive analytical method of drawing involves depicting separately each of the component parts of the figure. So, for example, first the torso is drawn, and then the arms and legs are attached to it.

2 points. Fulfills all requirements for the unit, except for the synthetic drawing method. Three missing details (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn synthetically.

3 points. The figure must have a head, torso, and limbs. The arms and legs are drawn in two lines (volume). Absence of neck, hair, ears, clothing, fingers and feet is acceptable.

4 points. A primitive drawing with a head and torso. The limbs (one pair is enough) are drawn with only one line each.

5 points. There is no clear image of the torso (“cephalopod” or predominance of the “cephalopod”) or both pairs of limbs. Scribble.

Task No. 2 – copying a curved line.

1 point – the curve is drawn accurately.

2 points – the curve is drawn correctly, but there are small errors, an acute angle is made somewhere.

3 points – the curve is drawn correctly, but the corners are not smooth, but sharp.

4 points – the curve is drawn incorrectly, and only some elements from the sample are taken.

5 points – the curve is drawn incorrectly or there is no curve.

Task No. 3 – copying a house with a fence.

1 point. The house and fence are drawn accurately.

2 points. The house and fence are sketched with minor flaws.

3 points. The house and fence are not drawn exactly; their own elements have been added.

4 points. The drawing is not what is needed, with the presence of sample details.

5 points. The ladies with the fence are not drawn correctly. No image.

Task No. 4 - copying words written in written letters

1 point. The written sample was copied well and completely legibly.

The letters are no more than twice the size of the sample letters. The first letter is clearly the same height as a capital letter. The letters are clearly connected into three words. The copied phrase deviates from horizontal line no more than 30 degrees.

2 points. Still legibly copied sample. The size of letters and adherence to a horizontal line are not taken into account.

3 points. Explicit division of the inscription into at least two parts. You can understand at least four letters of the sample.

4 points. At least two letters match the pattern. The reproduced sample still produces the caption line.

5 points. Scribble.

Task No. 5 - drawing a group of points

1 point. Almost perfect copying of the sample. A slight deviation of one point from a row or column is allowed. Reducing the sample is acceptable, but increasing it should not be more than twice. The drawing should be parallel to the sample.

2 points. The number and location of points must correspond to the sample. You can ignore the deviation of no more than three points per half the width of the gap between the row and column.

3 points. The drawing generally corresponds to the sample, not exceeding its width and height by more than twice. Number

The points may not correspond to the sample, but there should be no more than 20 and no less than 7. Any rotation is allowed, even 180 degrees.

4 points. The outline of the drawing does not correspond to the sample, but still consists of dots. The dimensions of the sample and the number of points are not taken into account. Other shapes (for example, lines) are not allowed.

5 points. Scribble.

Overall assessment of test results

Children who receive from three to six points in the first three subtests are considered ready for schooling. The group of children who received seven to nine points represents average level development of readiness for schooling. Children who received 9-11 points require additional research to obtain more objective data. Special attention should be focused on a group of children (usually individual children) who scored 12-15 points, which is below normal development. Such children need a thorough individual examination of intelligence, development of personal and motivational qualities.

Thus, we can say that the Kern-Jirasek method provides preliminary guidance on the level of development of readiness for schooling.

2.2.2. Methods for processing and interpreting data from experimental psychological research.

Quantitative processing is manipulation of the measurement characteristics of the object under study and its manifestations in external form.

Qualitative processing is a method of preliminary penetration into the essence of an object by identifying its measurable properties on the basis of what data.

Quantitative processing is implemented using mechanisms mathematical statistics, and qualitative - operates with the techniques and methods of logic.

Mathematical processing has 2 phases: primary and secondary.

Primary processing methods are aimed at organizing information about the object and subject of research. At this stage, raw information is grouped for one reason or another, entered into tables, and presented graphically for clarity.

We used the following primary processing methods:

1. Compiling tables - all data is entered into a table, from which it is easy to determine who has what level of readiness for school.
2. Making charts and graphs – graphic image obtained results.
3. Calculate the mode value that occurs most frequently in a sample

Used qualitative methods research:

• Analysis is the division of a whole object into parts for the purpose of studying them independently.
• Synthesis - real or mental connection various parts, sides of an object into a single whole.
• Classification is the distribution of many objects into groups, classes, depending on their common characteristics.
• Generalization is the process of establishing general properties and characteristics of the object.

III. Results of an experimental psychological study of the level of readiness of 6 and 7 year old children for school.

1. Results of a study of six-year-old children's readiness for school.

When studying the level of readiness, we obtained the following results:

low result(12 points and above).

In our study to study the level of readiness of 6-year-old children for schooling, the following indicators were obtained (diagram 3.1.1.)

1. Results of a study of seven-year-old children's readiness for school.

In our study to study the level of readiness of 7-year-old children for schooling, the following indicators were obtained (diagram 3.1.2.)

3.3 . Comparative analysis of the readiness of 6- and 7-year-old children for school.

The obtained data can be presented in the form of a diagram “Ratio of the readiness level of children 6 and 7 years old) and histograms.

In general, an analysis of the readiness of 6- and 7-year-old children for school showed:

The mode for readiness for schooling of six-year-olds is 13, which corresponds to a low indicator, i.e. Most of the children we study have a low level of readiness for learning

The mode for school readiness for seven-year-olds is 6, which corresponds to a high indicator, i.e. Most of the children we studied have high rate readiness to learn.

In general, the level of readiness of 6- and 7-year-old children for schooling is average.

Conclusion

Having carried out an experiment - psychological research level of readiness of 6 and 7 year old children for schooling, the following conclusions can be drawn:

Level of readiness for schooling of six-year-olds.

Low level of readiness (12 or more points)

50% of the subjects in the group showedlow result(12 points and above).

25% of children showed very low results - one subject scored 15 points - Elinna had difficulty completing tasks 1, 3, 4 and 5: the figure of a man is drawn disproportionately, the body is in the form of an oval, the arms and legs are short in relation to the body. The child drew the curved line correctly. Drawing a house with a fence - the house is drawn with a slight tilt to the left, and the fence is very stretched and drawn incorrectly. Drawing a group of points - compliance with rows and columns is violated; instead of three rows and three columns, a large number of rows and columns. The phrases copied are scribbles; there is not a single element from the sample.

The second subject scored 17 points - the man’s figure is drawn disproportionately - a large head, a small torso, short legs and arms. The curved line is not drawn at all. House and fence – the house is drawn with minor flaws (a pipe is missing), the fence is drawn incorrectly. The dots are drawn correctly. The phrase is missing.

Children who scored 13 points. 12.5% ​​of children from this group completed all tasks, but all with shortcomings. The human figure is drawn incorrectly, the torso is missing, only the head is drawn. The curved line is not drawn correctly, the proportions are not respected. The house is also a lack of proportions - the house is very large in relation to the fence. Group of dots – absence of rows and columns. Phrase - doodles.

25% of children had difficulty completing 1, 3, 5 tasks. The figure of a man - the children did not respect the proportions, they lack arms and legs or they are very small and thin in relation to the very large body. House and fence – there is no fence in both works, in one of the works the house is drawn incorrectly, instead of one window the child drew 6 windows. Phrase - doodles.

For 25% of children who scored 12 points, difficulty was caused by completing tasks 2 and 5. One child simply continued the line of the pattern, and the other drew it with sharp corners. Phrase – both children have doodles.

12.5% ​​of children who scored 12 points failed only 1 task - the figure of a man is missing.

Average level of readiness (7-11 points).

43.75% of children showed an average level of readiness for school.

71.4% of children had difficulty with the 5th task. The children either drew scribbles, or part of the phrase was written correctly, and part of it was scribbled. All other tasks were completed with minor flaws.

14.3% of children failed to complete tasks 1, 2 and 3. The figure of the man is drawn disproportionately - he has a very long legs and short arms. The curve is not drawn accurately, the line is crooked and broken. The house is very high.

14.3% of children coped with all the tasks, but with minor shortcomings. Human figure – proportions are not met. A house with a fence – no fence.

High level of readiness (3 – 6 points).

6, 25% of children showed a high level, scoring 6 points - all tasks were completed.

Level of readiness for schooling of seven-year-olds.

Low level of readiness (12 or more points).

12.5% ​​of children from this group showed a low level of readiness.

They completed all the tasks incorrectly. The figure of a man - one child did not draw him at all, another only drew the head, everything else is missing. Curve - one child drew it incorrectly - the proportions are not met, there are sharp corners. A house with a fence - for one - all the details of the house are drawn separately, there is no single image, for the other - the house is larger than the roof. Both drew the fence incorrectly. Dots – there is no respect for rows and columns. The phrase is not written or scribbled.

Average level (11 – 7 points).

31.25% of children showed an average level of readiness for learning.

60% of the subjects had difficulty completing the 4th task. Some subjects did not comply with the number of rows and columns (there were two more rows and two more columns). Some have only two columns, and the number of rows is 2-3 more. Others have circles instead of dots; the number of rows in the middle column exceeds.

For 20% of children, the 5th task caused difficulty. Instead of a phrase, the previous task (dots) is drawn.

20% of children did not cope with the 1st task - all parts of the figure are drawn separately, there is no single image.

High level of readiness (3-6 points) – 56.25% of children.

55.5% of children showed a high level of readiness for school (5-7 points).

The children of this group coped with all the tasks well, but 33.3% of the children had deficiencies in the first task - the man in all children is disproportionate. For 11.1% of the children, the 2nd task caused difficulty - the curve is depicted with a large number of waves (based on the 2nd wave model).

Comparative analysis of the readiness of 6- and 7-year-old children for school.

32 children took part in the study, including:

• High level of readiness for school - 10 people (31.2%) - 9 seven-year-olds and 1 six-year-old. The six- and seven-year-olds coped with all the tasks, but there were shortcomings in some of the work.
• The average level of readiness for school is 12 people (37.5%) - 5 seven-year-olds and 7 six-year-olds. Six-year-olds failed to cope with tasks No. 5 and partially with tasks No. 1, 2 and 3. Seven-year-olds: partially failed with task No. 1, the second - No. 5 and the third - No. 4.
• Low level of readiness for school – 10 people (31.2%) – 2 seven-year-olds and 8 six-year-olds. Some six-year-olds did not cope with all the tasks (2 children); for some children, tasks No. 1, No. 2, No. 3, No. 5 caused difficulties. Two seven-year-old children could not cope with all the tasks.

Conclusion

The problem of our study was to study the level of readiness of 6 and 7 year old children for schooling.

Modern research shows that 30–40% of children enter the first grade of a public school unprepared for learning, that is, they have insufficiently developed the following components of readiness:

Social,

Psychological,

Emotionally – strong-willed.

The successful solution of problems in the development of a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account.

An analysis of the psychological literature on the research problem allows us to say that the primary task facing both domestic and foreign scientists is the following:

Find out at what age it is better to start training,

When and under what condition of the child this process will not lead to disturbances in his development or negatively affect his health. Scientists believe that a differentiated approach as a socio-educational environment is based on the level of speech readiness of younger schoolchildren. A differentiated approach will be carried out more effectively if the speech development of first-grade students is identified.

This study to study the level of readiness of 6- and 7-year-old children for school learning included a methodology aimed at researching the level of readiness of children for school learning.

The research was carried out on the basis of Municipal Educational Institution Secondary School No. 7 village. Staromaryevka, Grachevsky district, Stavropol Territory. The study involved students aged 6 (16 people) to 7 (16 people) years (preparatory group).

The Kern–Jirásek school maturity test was chosen as the main method;

The results of our study confirm the hypothesis that the level of readiness of 6 and 7 year old children is different.

The practical significance of the study is to develop recommendations for the work of a psychologist.

The results can be used by school psychologists, teachers and parents to determine the level of readiness of children for school.

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Annex 1.

Table 1. Level of readiness of 6 and 7 year old children for school education.

Appendix No. 3.

An example of completing the task.

Since in psychology there is not yet a common understanding of psychological readiness for learning at school, different authors: L.I. Bozhovich, I.V. Dubrovina, A.V. Zaporozhets, E.E. Kravtsova, N.G. Salmina, G. Witzlak, J .Shvantsara and others propose various structures.

School readiness includes a number of reciprocal components. Thus, the famous Czech psychologist J. Švancara identifies the mental, social and emotional components of psychological readiness.

The German psychologist G. Witzlak attributes to such components a certain level of mental development, the ability to concentrate, endurance, certain levels of desire for achievement, the development of interests, learning abilities, and social behavior.

Russian psychologists, when determining the structure of psychological readiness for schooling, proceed, first of all, from the fact that it is a multicomponent education. At the origins of this approach was L.I. Bozhovich, who identified several parameters of a child’s mental development that most significantly influence the success of education at school: a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere.

She pointed out that psychological readiness consists of a certain level of development of mental activity and cognitive interests, readiness for voluntary regulation of one’s cognitive activity and for the social position of the student.

This point of view was shared by A.V. Zaporozhets, who included in the psychological readiness for school the characteristics of the motivation of the child’s personality, the level of development of cognitive and analytical-synthetic activity, the degree of formation of mechanisms volitional regulation actions.

N.G. Salmina highlights arbitrariness as one of the prerequisites for educational activity. In addition, she draws attention to the level of formation of the sign function as characteristics that include communication features, the ability to act together to solve assigned problems, and the development of the emotional sphere.

Thus, psychological readiness is complex education, which assumes a fairly high level of development of the motivational, intellectual spheres and the sphere of arbitrariness.

There are other approaches to determining the structure of children’s psychological readiness for school. For example, E.E. Kravtsova focuses on the role of communication in the development of a child and identifies 3 areas: attitude towards an adult, towards peers and towards oneself.

Psychomotor (functional);

Intellectual;

Emotionally-volitional;

Motivational;

Personal;

Social and psychological readiness.

There is no doubt that any component of the structure, as well as the entire structure as a whole, are important both for the child’s successful activity and for his speedy adaptation to new conditions, painless entry into new system relationship. Psychomotor (functional) readiness is understood as the correspondence of the degree of maturation of certain brain structures and neuropsychic functions to the conditions and tasks of school education. The functional readiness of a child indicates the level of general development, his eye, spatial orientation, ability to imitate, as well as the degree of development of complexly coordinated movements of the hand. Psychomotor readiness includes those transformations that occur in children's body, which contribute to increasing his performance and endurance, greater functional maturity. Among them, first of all, it is necessary to name:

1. Age-related, throughout preschool childhood, the balance of the processes of excitation and inhibition allows the child to focus his attention on the object of his activity for a longer time, the ability to form arbitrary forms of behavior and cognitive processes;

2. Development of small hand muscles and hand-eye coordination - creates the basis for mastering the actions of writing;

3. Improving the mechanism of functional asymmetry of the brain activates the formation of speech as a means of cognition and verbal-logical thinking.

Intellectual readiness presupposes the child’s acquisition of a certain stock of specific knowledge, understanding of general connections, principles, patterns; development of visual-figurative, visual-schematic thinking, creative imagination, the presence of basic ideas about nature and social phenomena. A child entering school must be able to identify the essential in the phenomena of the surrounding reality, compare them, see similar and different, reason, find the causes of phenomena, and draw conclusions.

Intellectual readiness includes:

1. stock of knowledge about the world around us, not only its volume is important, but also its quality (correctness, clarity, generalization).

2. representations that reflect the essential patterns of phenomena related to different areas of reality.

3. a sufficient level of development of cognitive interests - interest in new things, in the process of cognition itself.

4. a certain level of development of cognitive activity, mental processes.

a) the formation of sensory standards.

b) quality of perception - the ability to systematically examine objects, phenomena, and highlight their various properties.

c) quality of thinking - the ability to compare, reason, draw conclusions.

G) a certain degree decentralization of thinking

e) a high level of development of visual-figurative and figurative-schematic thinking, which makes it possible to isolate the most essential properties and relationships between objects of reality. Serves as a basis for the formation of logical thinking and learning educational knowledge At school.

e) development of imagination.

5. the beginning of the formation of arbitrariness of mental processes.

6. speech development.

A special place is occupied by the preschooler’s mastery of certain special knowledge skills: literacy, counting, and solving arithmetic problems.

Emotionally volitional readiness. A sufficient level of development in a child of the emotional-volitional sphere is an important aspect of psychological readiness for school. This level turns out to be different for different children, but a typical feature that distinguishes older preschoolers is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately join the first grade general activities, accept the system of requirements imposed by the school and the teacher.

Emotional-volitional readiness includes:

1. arbitrariness of behavior is born in role-playing game, allows the child to rise to a higher level of development.

D.B. Elkonin identified manifestations of voluntary behavior as necessary prerequisites for educational activities, identifying the following parameters:

The ability of children to consciously subordinate their actions to a rule, a generally defined method of action.

Ability to navigate a given system of requirements.

The ability to listen carefully to the speaker and accurately complete tasks proposed orally.

The ability to independently complete the required task according to a visually perceived model.

2. formation of the basic elements of volitional action, setting a goal, making a decision, constructing an action plan, its implementation, showing a certain effort in the event of overcoming an obstacle, evaluating the results of one’s action.

3. the beginning of the development of discipline, organization, self-control and other strong-willed qualities.

3. new nature of children’s emotionality compared to more early age. Restraint and awareness in the manifestations of emotions, stability of emotional states increase. The child learns to control his mood, and sometimes mask it, and becomes more balanced. Processes of emotional decentration are unfolding, which are realized along two lines: expanding the range of objects of empathy and sympathy, mediating identification and participation with social principles and rules.

4. positive emotional attitude, positive attitude towards school, learning, and oneself.

Personal readiness is a core-forming component. It includes:

1. The formation of readiness to accept a new social position of a schoolchild, who has a range of important responsibilities and rights, is expressed in the desire to become a schoolchild, the appearance of which is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the play of a preschooler. The attitude of other children, the very opportunity to rise to a new age level in the eyes of the younger ones and become equal in position with the older ones, also influences.

As a result, the child develops an internal position as a student. L.I. Bozhovich notes that the child’s new position changes and becomes more meaningful over time. Initially, children are attracted by the external attributes of school life - briefcase, pencil cases, pens. There is a need for new experiences, new situation, desire to make new friends. And only then does the desire to study, learn something new, and get grades for your work appear.

2. motivational readiness - subordination of motives, the presence of general and moral motives in behavior.

Great place in formation motivational readiness L.I. Bozhovich paid attention to the development of cognitive needs in school education. Cognitive need means the attractiveness of the very content of the knowledge acquired at school, interest in the process of cognition. An essential point of motivational readiness for schooling is the arbitrariness of behavior and activity, that is, the emergence in a child of such a sphere of needs and motives in which he becomes able to subordinate his immediate impulsive desires to consciously set goals. The most important motivational new formations of preschool age are the following: conscious subordination of motives, the emergence of their hierarchy, as well as the emergence of new indirect motives in their structure. These new formations are the most important prerequisite for schooling. As an important new development of preschool age, D.B. Elkonin and L.I. Bozhovich point to the emergence of moral qualities and a sense of duty.

3. the beginning of the formation of self-awareness and self-esteem. The child is distinguished by a global experience of his own value, faith in the possibility of an even better life, that is, the opportunity to improve himself.

Productive learning activities presuppose it adequate attitude to your abilities, work results, behavior. If a student’s self-esteem is inflated and undifferentiated, one cannot talk about personal readiness for learning.

Social-psychological (communicative readiness) for school means the presence of qualities that help a first-grader build relationships with classmates and learn to work collectively. The ability to communicate with peers will help him get involved in joint work in class. As the older preschooler grows up, he begins to be more and more attracted to the world of people, rather than the world of things. He's trying to make sense human relations, the norms that regulate them. Following socially acceptable norms of behavior becomes significant for the child, especially if it is reinforced by positive encouragement from adults. This becomes the content of the child’s communication with them.

Therefore, communicative readiness is very important with adults during school. This component of psychological readiness presupposes the formation of two forms of communication characteristic of the age in question:

1. non-situational and personal communication with an adult, which forms in the child the ability to listen carefully and understand him, perceive him in the role of a teacher and take the position of a student in relation to him. An adult becomes an indisputable authority, a role model. His demands are met, they are not offended by his comments, on the contrary, they try to correct the mistake.

2. communication with children, specific relationships with them. Educational activity is essentially collective. Students must learn business communication with each other, the ability to successfully interact while performing joint learning activities necessary for communication with classmates, help to enter the class team, find your place in it, get involved in common activities - general motives of behavior, the rules of behavior learned by the child in relation to other people, the ability to establish and maintain relationships with peers - is formed in the joint activities of preschoolers .

All the considered components of psychological readiness for learning reach a certain level of formation in the older preschooler and continue to develop when the child begins systematic educational activities at school.