“Is the child doing well at school? Is a strong school the best choice for a child? Presence of chronic diseases.

The discrepancy between the drawings and the theme indicates: a) the child’s motivational immaturity, his lack of school motivation and the predominance of other, most often playful, motives. (In this case, children draw cars, toys, military actions, patterns, etc.); b) children's negativism. This behavior is typical of children with an inflated level of aspirations and difficulties in adapting to school demands. (The child stubbornly refuses to draw on school theme and draws what he knows best and loves to draw); c) misunderstanding and misinterpretation of the task. Most often this is typical for children with delayed mental development(children do not draw anything or copy plots from other children that are not related to this topic). Such situations are scored 0 points. If the drawings correspond to a given topic, their plot is taken into account: a) educational situations indicate high school motivation, educational activity and the presence of cognitive motives in the student (30 points); b) non-educational situations with external school attributes are typical for children with positive attitude for school on external motivation (20 points); c) play situations at school are typical for children with a positive attitude towards school, but a predominance gaming motivation(10 points). Questionnaire. You can also assess the level of school motivation using a special questionnaire, the answers to 10 questions of which are scored from 0 to 3 points (negative answer - 0 points, neutral - 1, positive - 3 points). Survey questions 1. Do you like school or not very much? 2. When you wake up in the morning, are you always happy to go to school or do you want to stay at home? 3. If the teacher said that all students did not have to come to school tomorrow, would you go to school or stay at home? 4. Do you like it when some of your classes are cancelled? 5. Would you like no homework? 6. Would you like there to be only breaks at school? 7. Do you often tell your parents about school? 8. Would you like to have a less strict teacher? 9. Do you have many friends in your class? 10. Do you like your classmates? Rating scale. Students who score 25-30 points are characterized high level school adaptation, 20-24 points are typical for the average norm, 15-19 points indicate external motivation, 10-14 points indicate low school motivation and below 10 points indicate a negative attitude towards school, school maladjustment.

Questionnaire “Is your child doing well at school?”

Psychogeometric characteristics of personality S. Delinger ( adapted by A.A. Alekseev, L.A. Gromova)

Target: characterize the personal qualities and behavioral characteristics of the subject. Description of the method: the test stimulus material consists of five geometric shapes: square, rectangle, triangle, zigzag and circle. The subject is asked to feel his shape and choose the figure about which one can say: this is Me (or the one that first attracted attention). The remaining pieces are ranked in order of preference. Instructions: Look at the five shapes (square, triangle, rectangle, circle, zigzag) depicted on a piece of paper. Choose from them the one in relation to which you can say: this is ME! Try to feel your form. If you are experiencing great difficulty, choose from the figures the one that first attracted you. Write down its name under No. 1. Now rank the remaining four shapes in order of your preference and write down their names under the corresponding numbers. Interpretation: The first figure is the main figure or subjective form of the subject. It makes it possible to determine the main, dominant character traits and behavioral characteristics. The remaining four figures are unique modulators that can color the leading melody of the subject’s behavior. The last figure indicates the shape of a person, interaction with whom will present the greatest difficulties for the person being tested. 1. Squares- people are hardworking, diligent, resilient, value order, prone to analysis, partial to detail, rational and emotionally restrained. 2. Rectangles- people are inconsistent with unpredictable actions, their main mental state is a more or less conscious state of confusion, confusion in problems and uncertainty about themselves at a given point in time. 3. Triangles- people born to be leaders, they are energetic, unstoppable, ambitious, set clear goals and, as a rule, achieve them. 4. Zigzags- creative people with developed intuition, the dominant style of thinking is synthetic, they are focused on the future and are more interested in possibilities than reality. 5. Circles- people are friendly, sincerely interested in good interpersonal relationships, their highest value- people, their well-being. According to the author, personality is often described as a combination of two or even three forms, but it is important to find out which of them is dominant and which is subordinate.

Interpretationassessment of the level of development of cognitive activity: Most students in the class have a high level of cognitive activity. Many children do not know their parents’ middle name, what their parents do, and confuse breakfast, lunch and dinner. But there are children who almost completely answered all the questions. Also, one student has an average level of cognitive activity and one does not react to questions at all (an unteachable child, i.e. all children in the second quarter already know how to write and read, but this one cannot be taught).

Interpretation of the level of school motivation: After answering 10 questions, students mostly scored 15 points, which indicates extrinsic motivation.

Using the “What I like at school” method, some children draw toys, and some draw pictures of how they do things in physical education class. There are also those who drew books. With this they explained that they like to go to the library and read fairy tales. This shows that many children lack school motivation; there is a noticeable predominance play activity above the educational one.

Interpretationpsychogeometric personality characteristics: The children chose a circle, a square and a triangle as the first figure. It is clear that the guys are friendly, hardworking, diligent. There are children who strive to be leaders and some succeed.

School is a new and very difficult stage in a child’s life. After all, this is at the same time a new relationship, and new rules, new skills and new requirements that the child has to master in a fairly short time and all at once. The difficulty also lies in the fact that these requirements and rules apply to all children equally, without taking into account the level of development of each individual child. But children are far from alike, and many, due to various reasons, come to school mentally or physically immature.

What are these reasons?

Difficulties associated with learning at school do not happen out of the blue. The lion's share of the reasons for school failure should be sought in the characteristics early development child, his neurological and somatic history.

Daniil Andreevich Sevan says: clinical psychologist, pathopsychologist, neurorehabilitation specialist, leading neuropsychologist at the Center for Speech Neurology “DoctorNeuro”:

“Conventionally, two main directions can be distinguished. The first is directly related to neurological disorders, which fall under the competence of neurologists.

In the second case we're talking about about the consequences of mental and speech development in early childhood and preschool age. The reasons for such delays are due to the fact that certain structures of the cerebral cortex were unable to properly functionally form and ensure work mental functions- motor function, auditory function or visual perception, spatial function, etc.

Figuratively, this can be compared to a computer. The computer has been assembled, all the parts are in place, all that remains is to install the software into it.

So what's going on? Each mental function is responsible for the ability to perform one or another action. For example, the motor function is responsible for movement. This, on the one hand, is the ability to hold a spoon, but, on the other hand, it is also the ability to draw with a pencil. And the second action is more difficult than the first. As the child grows, his activities should become more complex. With age, a child should be able to perform more and more complex tasks. If the mental function (in our example, the motor function) is not mature enough, then performing more complex actions becomes beyond the child's ability. He begins to fail.

Let's see what happens at school if mental functions are not mature.

If we talk about the same motor function, then those skills that were enough for games, simple manipulations with objects or drawings are no longer enough for a more complex one - for writing.

If the auditory function is not sufficiently formed, the child begins to experience difficulties with translation oral speech into writing (a strong phoneme-grapheme connection is not created in the cerebral cortex).

The immaturity of the spatial function causes difficulties in drawing, mastering counting and the norms of language grammar (after all, the ability to navigate in the concepts of end and beginning, to build cause-and-effect, hierarchical relationships, the ability to divide the whole into components, to go from large to small and vice versa - this is the skill build a word, phrase, text).

Insufficient visual perception function leads to difficulties in writing and reading. It is difficult for a child to distinguish and understand letters that are similar in optical characteristics (for example, “n” and “p”).

Systematic failure in the Russian language, for example, may be associated with the functional immaturity of the temporal (responsible for processing auditory-speech information) and/or posterior frontal (responsible for programming and ensuring complex motor coordination) parts of the cerebral cortex. Such children have problems with handwriting, confuse letters when writing, skip syllables and letters, merge several letters into one, or do not complete elements of letters, parts of words and sentences.”

Markers of potential academic failure

We are talking not only about children with obvious delays in speech or psycho-speech development. After all, slight deviations can manifest themselves in the form of minor “flaws” and slips in speech, slight “pranks”, somewhat increased “liveness” in the child’s behavior - a little spoiled, a little quick-tempered, a little mistaken in pronouncing some words... But such “a little bit” is nothing more than elements of violations, and, unfortunately, in school it is they that grow into a problem of academic failure.

By what signs can parents understand whether their child is ready or not ready for school? Will he have to face difficulties in mastering the school curriculum and new adaptation skills?

Natalia Mikhailovna Shmagina says: specialist of higher qualification category, neurolinguist, defectologist-psychologist, speech therapist-defectologist of the speech therapy center"Children's Speech Academy":

“Normally, by the age of 5-5.5 years (that is, a year and a half before entering school), correct connected speech should be formed both at the level of sound pronunciation (with the exception of the sounds “l” and “r”), and grammar level. What parents of preschool children should be wary of:

1. There are phonemic substitutions in the child’s speech: “nebel” instead of “furniture”, “tranvay” instead of “tram” - such slips may indicate immaturity phonemic hearing(phonetic-phonemic underdevelopment of speech), when the child does not hear some phonemes of his native language.

Normally, a preschooler should already have developed basic phonemic analysis skills. He can identify the first and last sounds in a word, and can divide words into syllables using steps or palms if adults show him how to do this.

2. The skill of inflection has not been developed: “cabbage” instead of “cabbage”, “hare” instead of “hare”, “ears” instead of “ears”, “eggs” instead of “eggs”, “rings” instead of “rings” - these are signs of how partial phonetic-phonemic speech disorder (FFSD), and not fully corrected general speech underdevelopment (GSD).

Normally, a child of this age can correctly form qualitative and possessive adjectives and does not experience difficulties in forming plural or genitive case nouns, including the neuter gender. Mistakes are made in education possessive adjectives, because This is one of the most difficult inflection tasks in the Russian language.

3. Lack of development of skills for understanding temporal and spatial relationships. The child is confused syllable structure words (changes syllables in places when pronouncing some words), finds it difficult to use prepositions (on, under, above, from under, because of, etc.). Confused by the concepts of “left/right”, “yesterday/today”, “days of the week”, “parts of the day”, “seasons”. Can’t always answer questions correctly: “What day of the week is after Tuesday?”, “What time of day do we have lunch?” etc. Similar difficulties are observed in children with various types of spatial perception disorders.

4. Coherent speech is poor, it lacks adjectives (except for the most primitive ones: “big”, “red”, “small”, etc.). This indicates general underdevelopment speech (ONR).

Normally, a preschooler should freely use common sentences in speech, consisting of at least four words, which necessarily contain a variety of adjectives, including possessives.

In addition, it is worth paying attention to how easily the child remembers numbers and letters. This kind of difficulty may also indicate the formation of functionally poor visual perception. It should be taken into account that mirror typing (in the wrong direction) of letters and numbers is permissible up to 7 years, and for left-handed people up to 7.5 years.”

What is the end result at school?

If you do not pay attention to this in time, then at school all the problems listed above “pop up” in the form dyslexia(inability to quickly and correctly recognize words, and, therefore, read and understand what is read), dysgraphia(writing disorders, difficulties with spelling, omissions and rearrangements of letters when writing), dysorthography(difficulties in using the rules of the Russian language).

In speech therapy, there are many classifications of dysgraphia. Among the main ones are:

• optical dysgraphia- the child confuses and incorrectly uses writing similar letters(m-n, s-e, ts-p, sh-shch, etc.). Optical dysgraphia may be accompanied by difficulties with spatial thinking: perception of shapes, sizes and color perception.
• acoustic dysgraphia, which occurs when phonemic hearing is impaired. In written speech, the child confuses letters or skips them altogether, replacing them with paired ones in sound (e-e, zh-sh, b-p, etc.)
• agrammatic dysgraphia- inability to construct sentences. The child incorrectly uses case endings, numbers, prepositions, word order, etc.;
• articulatory-acoustic dysgraphia- incorrect “pronunciation” of sounds. The child writes words as he hears them, or rather, as he pronounces them.

As we see, all these difficulties of schooling “emerge” from the preschool problems listed above.

Behavioral difficulties

By learning problems we mean not only the difficulties of mastering curriculum, but also difficulties associated with behavior.

D. A. Sevan: "Systematic bad grades for behavior may be a consequence of the same insufficient functioning of the subcortical structures of the brain, which are responsible for the energy supply of the voluntary control function. Because of this, the child simply “doesn’t have the strength” to control himself in class and “behave well.” After 5-10 minutes of intense exercise, such a child involuntarily returns to earlier game forms behavior that is not appropriate in the lesson situation.”

The inability to self-control is the basis of such a diagnosis as attention deficit hyperactivity disorder. ADHD is another cause of school failure, along with dysgraphia and dyslexia.

Elena Borisovna Novikova says:candidate medical sciences, associate professor of the departmentneurology childhood RMAPO, neurologist at the Center for Speech Neurology “DoctorNeuro”:

“If we talk about neurological causes of school failure, ADHD should probably be ranked first. Child suffering ADHD, is unable to sit through a lesson, listen, understand, hear, he has trouble concentrating, is quickly distracted, exhausted, which leads to hyperactive behavior, which in turn also interferes with concentrating. A vicious circle is formed.

This is a very complex, difficult-to-solve problem that requires the participation of several specialists - neurologists, neuropsychologists and defectologists.

Another problem is headaches in schoolchildren. They can be associated both with overwork and with the presence of a neurological disease in the child. This requires a detailed examination to determine the cause of the headache.

Another neurological problem that makes it difficult to learn at school is various manifestations autonomic dysfunction, this diagnosis sounds like “neurocirculatory dystonia”. Such children suffer from headaches, increased fatigue, a tendency to faint, sleep disturbances, impaired thermoregulation, and increased sweating. When increasing school load their well-being may noticeably deteriorate, and in some cases such children require extra day rest per week.

The next problem that prevents children from learning is tics (obsessive, sometimes involuntary movements and even violent sounds). They can be a manifestation of both neurotic conditions and have an organic nature.

Children with neurological conditions may need home uniform training."

What happens if a child experiences school failure?

Imbalance of demands placed on the child and his real possibilities leads to learning difficulties - the child objective reasons turns out to be unable to master the school curriculum on an equal basis with everyone else, and begins to fall behind. Quite soon this leads to loss of interest, decreased cognitive activity schoolboy. The child finds himself in a situation of failure. And here is a very important point: children at the age of seven begin to form self-esteem and self-criticism. There is a fear of not being accepted in society. Failure in school, the inability to express oneself, lack of praise from the teacher, and, conversely, constant criticism begin to sharply lower the child’s self-esteem. He begins to feel like a failure.

What should I do?

It is important to be sure that your child is both physically and psychologically ready for school. Experts recommend undergoing diagnostics a year before school - by a psychologist (for psychological maturity), a neuropsychologist (from the point of view of the maturity of mental functions) and a speech therapist (to evaluate not only sound pronunciation, but also the entire structure of speech, to give clear recommendations on further formation and development of oral communication skills). And of course, the first assistant is a neurologist. Even if it seems to parents that there are no reasons for concern, this is not always the case. Often, close people simply do not notice these prerequisites, and only an outside specialist can adequately assess the child’s capabilities and skills.

Photo - photobank Lori

A strange question... I am rather perplexed why smart, educated city residents, especially those who have reached career heights and material security, break their children by innocently imprisoning them for eleven years in this System.

Yes, of course, in past centuries in the villages the Teacher was much more developed and financially secure, had a higher social status and level of culture than the children's parents. And now?

Even then, the nobles did not send their children to schools, they organized education at home...

Why does a child need school and why does parents need it?

It is very convenient for working parents to place their child in a storage room with minimal supervision, consoling themselves with the fact that everyone does this. The position of non-working mothers with a wealthy husband looks more strange, who are so stressed by their own children that they even send them to after-school care... It seems that these children were given birth only as a way to provide for themselves financially, and if it were possible to send them to a boarding school without losing in money and public opinion, then almost all of them would do so.

A child almost never needs school. I have not yet met a single child who would want to continue going to school at the end of October instead of the holidays. Yes, of course, the child wants to socialize or play with friends, but not sit in class. That is, if you provide a child with comfortable communication outside of school, attending school completely loses its meaning for the child.

School doesn't teach kids anything

Now let's look at popular social myths that force parents to mindlessly maim their own children.

Myth one: SCHOOL TEACHES (gives the child knowledge, education)

Modern urban children go to school already knowing how to read, write and count. No other knowledge acquired at school, in adult life are not used. The school curriculum consists of a haphazard collection of facts to be learned. Why remember them? Yandex will answer any questions much better. Those children who choose the appropriate specialization will study physics or chemistry again. The rest, after graduating from school, cannot remember what they were taught all these dreary years.

Considering that school curriculum has not changed for many decades, and in it a child’s handwriting is much more important than ten-finger touch typing on a computer keyboard, no real useful knowledge and the school does not give the child the skills for further success in adult life. Even if we assume that it is precisely this set of facts that a child really needs for memorizing a school subject, it can be given ten times faster.

What do tutors do successfully, teaching a child in a hundred hours what the teacher did not teach in 10 years and a thousand hours.

In general it's very strange system, when a thousand hours stretch over several years. Already at the institute, each subject is taught in larger blocks over six months or a year. And a very strange method of teaching, when children are forced to sit still and listen to something.

The experience of numerous parents of applicants shows that several years of studying a subject - over a thousand hours at school plus homework - do not help the student know the subject sufficiently to enter a good university. In the last two school year a tutor is hired and re-teaches the child this subject - as a rule, one hundred hours is enough to be among the best in the class.

I believe that the tutor (or computer programs, interesting textbooks with lively text, educational films, specialized clubs and courses) can be taken from the very beginning, in grades 5-6-7, without torturing the child, this thousand hours beforehand :) And in the free time the child can find something he likes, INSTEAD OF SCHOOL.

School interferes with children's socialization

Myth two: SCHOOL IS NEEDED for the socialization of a child

Socialization is the process of an individual’s assimilation of patterns of behavior, psychological attitudes, social norms and values, knowledge, skills that allow him function successfully in society. (Wikipedia)

What can be considered success in society? Who do we think successful people? As a rule, they are accomplished professionals who make good money from their craft. Dear people who do their work very well and receive decent money for it.

In any field. Perhaps entrepreneurs - business owners.

Top managers. Major government officials. Prominent public figures. Popular athletes, artists, writers.

These people are distinguished primarily by ability to achieve your goals. Speed ​​of thinking. Ability to act. Activity. Willpower. Perseverance. And, as a rule, they put in a lot of effort before achieving results. They know how not to leave things halfway. Excellent communication skills - negotiations, sales, public speaking, effective social connections. The ability to make decisions instantly and act immediately. Stress resistance. Fast, high-quality work with information. The ability to concentrate on one thing, discarding everything else. Observation. Intuition. Sensitivity. Leadership qualities. The ability to make choices and take responsibility for them. Sincere passion for your business. And not only their work - their interest in life and cognitive activity is often no worse than that of preschoolers. They know how to give up unnecessary things.

They know how to find good teachers(mentors) and quickly learn important things for their development and career.

They think systematically and easily take a meta-position.

Does school teach these qualities?

Rather, on the contrary...

All the years of school, it is obvious that there is no question of any sincere passion - even if a student manages to become interested in a couple of subjects, they cannot be chosen by abandoning the uninteresting. They cannot be studied in depth at school. Most often they are carried away outside of school.

Achieving a result is of no interest to anyone - the bell has rung, and you must quit what you haven’t finished and go to the next lesson.

For all 11 years, a child is taught that the result is not necessary and not important.

Any business should be abandoned halfway through the call.

Speed ​​of thinking? When targeting average or weak students? When teaching with outdated, ineffective methods? With complete intellectual dependence on the teacher, when only thoughtless repetition of previously stated facts is allowed? To a student with high speed thinking in class is simply not interesting. IN best case scenario the teacher simply does not stop him from reading under his desk.

Willpower? Activity? The system will make every effort to make the child obedient. “Be like everyone else. Keep your head down,” is this the life wisdom that is needed for adult success in society?

They don’t teach high-quality work with information at school - most average students simply do not understand the text they read, and cannot analyze and formulate the main idea.

Responsibility for choice? So students are not given a choice.

Negotiations and public speaking? Development of intuition and sensitivity?

Leadership qualities? Ability to act? Not included in the program at all.

The ability to give up the unnecessary needs to be replaced with the opposite ability to endure the unnecessary and useless for years.

Instead of internal reference, children develop emotional dependence on the often biased opinions of others, such as the teacher. This occurs against the backdrop of complete control of the student. A child does not have the right to express his own opinion with impunity.

Unfortunately, one can only dream about all the good teachers in school. More often than not, few urban parents are less educated and socially successful than teachers to prefer a teacher as a role model. WITH modern teachers there is a so-called “double negative selection“: first, those who were unable to score points at a more prestigious university enter pedagogical universities, and then only the most uninitiative of the graduates remain to work at the school, the rest find higher-paid and more prestigious jobs.

In general, the only society that is similar to school in adult life is prison. But it’s easier for the prisoners there than for the children: they of different ages, with different interests, they are not forced to do uninteresting things. There they understand why they are being punished. They will be released sooner than after 11 years, if they have not received a sentence for murder.

Is the school classroom a model of adult society? This is not true - I personally do not live in a world where everyone is the same age... Where they do not have common interests. Where I'm forced to obey an underpaid loser. Where, no matter how passionate I was about a task, after 45 minutes of a call I would have to quit it without achieving any results and run to another room.

Adults have a choice: what to do (and you can always change jobs and bosses), with whom to communicate, what to consider as a result, what interests to have.

IN modern world The upbringing, education and socialization of a child is the responsibility of the parents. When we send our child to school, we simply arrange things so that he does not bother us. We are improving our lives now thanks to him future career and happiness.

Modern life imposes on us high standards including in teaching children. Parents, driven by anxiety for the child’s future, strive to provide him with the highest possible educational level, the best school. It is believed that this is a guarantee, or at least a good foundation for the child’s future success in life. Is this always the case? Should you always strive to send your child to the strongest possible school with a high level of requirements and gifted classmates?

Big frog in a small pond

In the middle of the last century, the American researcher D. Davis discovered interesting pattern, which he called the “big frog in a small pond effect.”

English proverb Better a big frog in a little puddle, than a little frog in a big puddle, means that it is better to be a significant figure in a small team than to be a mediocre figure in a larger one.

The Russian equivalent of the proverb “It is better to be first in your village than second in the city.”

The scientist discovered that the guys from elite schools were less likely to strive to get into the same elite universities than guys with the same level of grades and knowledge, but from average or even weak schools. Children from stronger schools had much more modest opinions about their abilities.

The “big frog effect” is associated with a student’s self-esteem, its academic part. Due to the fact that children from strong schools had a highly competitive environment and constantly compared themselves with stronger classmates, their level of self-esteem was lower than that of children from ordinary schools (with the same level of knowledge and grades). That is, a child who received average scores in a strong school believed that his abilities were so-so, and he studied worse than many. And the child is from an ordinary school, where the students were gathered different levels, receiving average scores, considered himself a capable and successful student.

A student’s self-esteem (we are not talking about all facets of self-esteem, but only about its academic part) is not just one or another sense of self, perception of oneself. Self-esteem affects important parameters:

- interest in the subject of study

Students who rate themselves as capable are more interested in the subject tend to go deeper into it, are more receptive to information, and are actively involved in the learning process

- level of aspirations

Evaluating oneself as capable and successful will allow the student to claim more in his plans, have great educational and professional ambitions, set high standards and expect the best results from himself.

So, the “big frog effect” affects both the current state of educational affairs and how educational and even professional activities will develop after school.

This discovery, more than half a century ago, has not lost its relevance today. Experiments have proven that the “big frog in a small pond effect” is relevant in different countries, although expressed in varying degrees depending on cultural characteristics. Recently, the “big frog effect” was studied using material Russian schools, also confirming its relevance. Among Russian schoolchildren, academic self-esteem is also related to the place that the child occupies in the class and is less related to objective academic results. Self-esteem influences what tactics of further education a student will choose and what he will qualify for. Children with high academic self-esteem tend to take on more difficult tasks and strive for a higher level.

The “big frog effect” is well understood on an intuitive level; it is associated with hierarchical status, the place that a child occupies in the classroom. A student's self-esteem is more related to his environment than to actual knowledge and grades. High self-esteem corresponds to a high hierarchical level, while a lower one is the result of comparing oneself with brilliant classmates.

When deciding which school to send your child to, you need to take into account the “big frog effect” and its possible impact on the child’s future. This, of course, does not mean that it is better to avoid strong schools so as not to harm the child’s self-esteem. It rather means that the question of school should be decided strictly individually, depending on the personal characteristics of each child.

There cannot be universal solutions like “only the strongest school in the city” (to ensure an excellent level of knowledge) or “only a simpler school, close to home” (so that the child does not have stress).

Academically strong schools have many advantages - teaching staff, attitude towards learning, an adequate level of control, and the attitude of students towards high results. All this, of course, gives advantages to students. In addition, just belonging to a strong school often gives the student a sense of belonging to something significant and increases his sense of self-esteem. We also know the influence of the grades of the surrounding students and how diligently each of them studies. If the grades are high, then you try harder to reach higher scores and meet the general level. This is well known to parents whose children were in strong classes and tried to study so as not to fall behind (and preferably, to overtake the rest). This is healthy natural competition, but when it reaches very high intensity, it can begin to exert negative influence on emotional background students.

When deciding which school your child will attend, it is important to carefully consider the following questions:

• How emotionally stable is the child?

A child with a strong, balanced temperament, optimistic, and resistant to trouble will easily tolerate competition and high demands. If the child is susceptible emotional fluctuations, prone to depression or increased excitability, then it will be more difficult for him to bear the load. School with the most high requirements, perhaps not best option for him.

• To what extent does school travel correspond to the overall capabilities of the family?

Taking a child to school is a feat local significance for parents, then general situation the family overheats, sooner or later it will affect the child. Parents tend to expect tangible rewards for their sacrifices. These bonuses should be the child's academic success, or at least his joy and enthusiasm for school life. If a child does not demonstrate these successes and joy, then disappointment and, accordingly, pressure on the child may become excessive. It won't improve in the end educational results, which were originally the main goal.

• General health of the child

Children often react with physical illnesses to psychological discomfort, increased academic workload, or peer pressure. Unexpected headaches, abdominal pain, nausea, fever of unknown origin, persistent respiratory diseases, asthma - may be signs that the child does not tolerate stress well, and the problem reaches the level of the body, bypassing the stage of awareness of this problem. Thus, a child may often get sick, but not be able to formulate his psychological difficulties, which are the cause of these illnesses.

• Child's level of educational motivation

A very controversial decision: to place a child who does not want to study in a strong school or a strong class. “He’s capable!”, parents exclaim, ignoring the fact that not only, and not even so much ability, is responsible for successful learning. Parents’ energy and enthusiasm last for a long time; they are confident that even if the child has no desire, they will be able to force him to study (“he will thank you later!”). This often applies to firstborns and older children; with secondborns, having already screwed things up, they are less likely to embark on such adventures.

As you know, you can lead a horse to a stream, but you cannot force it to drink. Likewise, parents of students with low educational motivation exhausted, doing with them homework(having previously found out daily what was asked). But they cannot force a child to turn on, be active, or even be attentive in class or collected on tests. As a result, the child comes home without having learned a significant part of the educational material at school, listen to everything you can, and sit down with your parents for lessons, which, as all participants know, will last until late in the evening and will be like a small war. Tears of children, irritation and impotence of adults are not the best basis for tomorrow school day, and the situation takes a new turn.

Those who have been in similar circumstances know how unbearable life in a family can become as a result of just a student’s daily homework. Nevertheless, parents are ready to fight for the future of the child to the last. However, an unpleasant discovery awaits them - power over the child becomes less and less as they grow older, and educational tasks is added. What can be achieved from a 7-year-old child cannot be achieved from a 12-year-old child; control levers are rapidly disappearing, and educational activities were based on coercion and control.

It is better to send children to strong classes in whose responsibility and cognitive activity you are confident, since you will not be able to study for the child (that is, instead of him).

• Objective level of the child’s knowledge and abilities

Research shows that children in strong classes perform the best and tend to strive for more when their personal results are average or above average, that is, when the difference is the highest results the class is not too large and the highest success seems achievable. In the same case, when the gap with the “ideal” is too significant, this no longer stimulates the child, but on the contrary, it causes him to become passive and refuse to fight.

If for some reason a child has difficulty mastering school material or has objective learning difficulties, then a strong school is not the best choice. As a result of comparing himself with much stronger classmates, the child will experience constant frustration, learn and feel worse. In this case, it is better to choose a calmer school, where, with the support of adults, you can achieve a more positive result in all respects.

© Elizaveta Filonenko

It's here new century, and children appear, many of whom are characterized as indigo. The current generation is very different from the previous one. Many children have certain abilities: they can read, write, count, without even being schoolchildren. Accordingly, the question arises: “At what age should a child be sent to school?” Some parents in this situation begin to believe that it will be boring for the child to be at home for another year before school. This means that you definitely need to register for school. But there is a difficulty - he is not yet 7 years old. Namely, this age is the best for entering school. And there is the opposite option: the child is already almost 7, he knows a lot and has skills, but in terms of psychology he is still completely not ready for school. But soon he will become even older. Is it permissible to send a child to school at the age of 8? Isn’t it too late?

For parents of boys, leaving school at 18 is like a nightmare. After all, the young man will immediately be drafted into the army, but somehow I don’t want to take away another year of rest from the child. What to do in this case?

At what age should a child be sent to school?

Before delving into psychological aspects On this topic, let’s see at what age, according to Russian legislation, a child can attend school. According to the law, children can attend such educational institutions upon reaching 6.5 years of age, if there are no contraindications, but no later than 8. If the parents submit an application and the permission of the director, the child can be admitted earlier or later than the established period.

Therefore, children should enter school from 6.5 to 8 years of age. It is within this framework that it is desirable for parents to fit into. Although, of course, earlier enrollment in school is acceptable if an informed decision has been made.

Is it possible not to give it away? You must get an education. Therefore, they cannot be left without training. In some cases, the child may be homeschooled.

Pre-school training is also practiced. Nowadays this is especially common in private schools. There are certain early development groups for children, somewhat reminiscent of kindergartens.

A child must be enrolled in 1st grade by the age of 8. Otherwise, you will have to deal with the guardianship authorities and may even lose your parental rights.

How to determine whether your child can go to school? Before deciding at what age to send your child to school, you need to consider a number of factors. Let's take a closer look at them.

Smart Features

This is one for school the most important factors. Parents need to understand whether the child speaks well and can remember events. His attentiveness and thinking are important. You also need to determine, with the help of a psychologist, how well the child meets the standards of a first-grader.

A child is ready for 1st grade if he:

• has coherent speech and a vocabulary that meets the standards for grade 1;
• can come up with a plot from a picture;
• the child speaks sounds normally and knows where they are in a word;
• can read small words at a certain speed;
• knows printed letters;
• distinguishes geometric shapes from each other;
• determines the properties of objects;
• can count from 1 to 10 and reverse order, add and subtract simple values;
• distinguishes colors and names them correctly;
• puts puzzles together well;
• remembers rhymes and sings songs, repeats tongue twisters;
• Colors pictures strictly along the outline.

To send your child to school at the age of 6, you should not try to fully prepare him, otherwise he will very quickly get tired of studying. He will have almost all the skills and will not be interested. In this case, parents are obliged to think about which school is best to send their child to; perhaps it makes sense to enroll the child in an institution with increased requirements.

You shouldn’t assume that school will teach you everything completely. She only gives basic knowledge, which help the child to better adapt to society. Therefore, parents should be prepared for the fact that they will need to do a lot of work with their baby.

Emotional background

Your child must be collected and be able to make thoughtful decisions. The idea of ​​sending a child to school at 6 years old may arise if he is smart enough for his age. But if he is not ready emotionally, then give up this idea. The child can earn serious problems mentally.

Motivation to study and the maturity of the nervous system of a future first-grader

The child must be motivated to go to school. According to psychologists, in order to find out if a child is ready to learn, you need to ask him a simple question: “Do you want to go to school? And why? The answer will determine whether he is ready to study. If the child’s only motivation is to play, then it would be right to postpone school for one year.

Before deciding whether to send your child to first grade, you need to assess maturity nervous system. If you give him too early, then it will be very difficult for him to endure 45 minutes of the lesson. So think about this in advance.

Pediatricians' opinion

What does it take to send a child to school? According to pediatricians, several tests are necessary. This way you can check physical readiness child to school. So:

1. The child can reach over his head to the top of the opposite ear.
2. The baby's kneecaps and phalanges are correctly formed, and the arch of the foot is pronounced.
3. Baby teeth are being replaced.
4. The child is able to maintain balance on 1 leg.
5. Can throw and catch a ball.
6. Protrudes thumb when shaking hands.
7. Fine motor skills are developed.

An important role is played by the state of health: how often the child gets sick, whether there are chronic diseases, etc. If there is a need, your pediatrician will advise you to postpone this moment for a while and clarify at what age to send the child to school.

And yet, no matter what age you decide to send your child to school, it is advisable to improve his health. To do this, you can go before starting academic year at sea, for example, and also take a close look at the child’s daily routine, sleep and nutrition. Be sure to cure all foci of chronic infection.

Communication skills and independence

It is very important for a first-grader to be able to talk with peers and adults, and also to have adequate self-esteem. Also, the child should not isolate himself in the company of strangers.

At what age should a child be sent to school? This will largely depend on his independence. After all, he must be able to dress and put on his shoes, eat, go to the toilet and perform other basic actions.

Gender of the child

Gender plays a significant role in immersion in a school setting. Thus, parents of boys want to give up their sons early so that they can quickly learn and live an independent life, but, on the contrary, they want to keep girls with them longer. But in fact, it is the little ladies who are ready to study before the boys.

The maturity of the brain hemispheres plays an important role in readiness to learn. Girls are more likely to develop the left, which is responsible for speech and related activities. Therefore, it is easier for them to study in primary school.

Boys develop more quickly right hemisphere. It is responsible for spatiotemporal orientation, and this function not required at all in primary grades.

Anxiety and temperament

Anxiety is personality trait each person, which greatly influences the age at which a child should be sent to school. Thus, boys with above average anxiety are primarily concerned with relationships with teachers and their educational activities. While girls who have a level of anxiety below average are concerned mainly with the attitude of their peers.

Temperament plays an important role in children's learning. It is most difficult for choleric girls and melancholic boys to learn. Such children have an atypical idea of ​​studying at school, according to teachers.

It’s just that boys of this type of character are too vulnerable and can cry if someone upsets or offends them. Unfortunately, neither peers nor teachers accept this behavior.

Choleric girls, on the contrary, are very active. Therefore, they cannot sit through the entire lesson calmly. In addition, they are accustomed to defending their rightness to the last, sometimes even through fights.

Phlegmatic children are too slow and calm. Students with similar temperament sometimes it's hard to learn.

The most favorable temperament for studying is sanguine. These children are moderately sociable and inquisitive, do not have conflicts, and fit into almost any team.

This indicator is most important in elementary school. Afterwards, neither children nor teachers react particularly to him.

Therefore, before determining what age to send your child to school, contact specialists. If the child is already 7, but the psychologist says that it is necessary to wait, it is worth listening.

Psychologists' opinion

What does it take to send a child to school? Parents ask this question very often. Therefore, psychologists have found several reasons why you should postpone attending school.

1. Psychological characteristics: no motivation to learn, except for gaming activities; your child was born when the eldest was 7 years old; It's a difficult time in the family.
2. Medical: the child has mental disorders; he has recently had a head injury or spinal column; have chronic diseases.

What happens if a child starts school at the age of 8?

If your child is not ready for school, then you should think it over carefully, weigh the pros and cons.

When should I send my child to school? Komarovsky, a pediatrician known throughout Russia, claims that 6.5-7 years is the ideal age for a baby to visit educational institution. Since it is during this period of time that children change the type of activity from play to cognitive. Although Dr. Komarovsky admits that upon entering school, the child will begin to get sick more at first.

Every child is an individual. AND better than parents no one knows him. Maybe your child is the one who needs to start school at age 8. Only taking similar solution, remember that perhaps your child will feel uncomfortable when he realizes that in his class there are children younger than himself. To remove all doubts, consult a child psychologist.

When should you think about registering your child for school?

The purpose of education is to teach a child to be independent. So, you raise him from his very birth, trying in every possible way to teach him something. As a result, by the age of 5-6 he accumulates the necessary “baggage” of knowledge for studying at school.

And so the question arises: “When should you think about registering your child for an educational institution?”

As you probably understood from our article, the process of preparing for training is quite complex and multifaceted. Therefore, it is necessary to think about it nine months before the first of September. Be sure to contact a psychologist, because he should check the child for readiness for school.

If it turns out that your child is not quite ready for school, then you will have time to finalize what is necessary.

Deciding on the age at which a child is registered for school is a very important and responsible step. Everything needs to be thought through and weighed.

It is necessary to create a festive atmosphere on the child’s first day of school. Decorate your apartment and make it a family celebration. After all, the child must know what begins new stage in his independent life, full of ups and downs.

December child and study

When should I send my December child to school? Parents ask psychologists this question quite often. And they answer the question like this: “It all depends on the child.” Because everyone is an individual. Some are ready to learn earlier. Because with perception and intelligence everything is normal. And some are completely unprepared for school at the age of 7.

You definitely need to consult a psychologist first. And he will tell you what choice to make. Perhaps a specialist will tell you what needs to be worked on to fill the missing “gaps”. If the baby is frail and much smaller than everyone else in the class, it is also advisable, of course, to wait a little.

A little conclusion

After reading the article, we hope you found answers to exciting questions. Now it is clear that seven years of age does not mean that it is time for your beloved child to go to school. Of course, other factors must be taken into account. We hope that now you can make a truly right decision.