There are two directions in preparing children for school:
1. general preparation - general level of development (physical, moral, volitional, psychological preparation);
2. special training - the formation in a child of specific knowledge, skills, abilities that will ensure his success in mastering the content of education in the first grade of school in basic subjects (mathematics, reading, writing, the outside world).
The result of preparation is readiness for school. A child’s readiness for systematic learning at school (“school maturity”) is that level of morphological, functional and mental development of the child at which the requirements of systematic learning will not be excessive and will not lead to impairment of the child’s health. Thus, a child’s readiness for school directly depends on the quality of preparation.
General preparation
When a child goes to school, his lifestyle and social position change. These changes require the ability to independently and responsibly carry out educational duties, to be organized and disciplined, to voluntarily control one’s behavior and activities, to know and follow the rules of cultural behavior, and the ability to communicate with children and adults.
What do we have to do?
A year before the child is expected to enter school, determine the child’s functional readiness for school. The degree of readiness is determined taking into account the state of health, acute morbidity over the previous year, the level of biological development and the development of school-necessary functions - speech and motor skills (development of the hand and fingers for writing). If the results are low, then during the available year, strengthen the child’s health, work on the development of motor skills (drawing, coloring, modeling, appliqué, finger games, etc.). Remember that good academic performance with insufficient functional readiness of the body is achieved at a very high price, causing excessive stress on various body systems, leading to fatigue and overwork, and as a result, mental health disorders.
Develop in your child the ability to voluntarily regulate his behavior, i.e. to do what is required, and not what he wanted.
For this:
Develop a system of prohibitions - what you can and cannot do. Remember that all adults must respond fairly clearly to the child’s behavior. Positively reinforce the child’s correct actions and do not be afraid to resort to punishment (limitation of mobility, refusal to communicate for a certain time, the traditional telling of a bedtime story, etc.).
When punishing, follow V. Levy’s 7 rules:
1) punishment should not harm health - neither physical nor mental;
2) if there is doubt whether to punish or not to punish, DO NOT punish;
3) even if an immense number of offenses are committed at once, the punishment can be severe, but only one, for all at once;
4) it is better not to punish than to punish belatedly;
5) punished - forgiven, i.e. not a word about old sins;
6) punishment should be fair and should not humiliate;
7) a child should not be afraid of punishment, he should be afraid of our grief.
Teach your child to comply with the demands of elders. Take your time and follow these rules:
1) bring the requirement to its logical conclusion. Once put forward, it is implemented immediately - otherwise there was no need to put it forward;
2) accompany the requirement with instructions, i.e. an explanation of how to carry out what is proposed, if the child has never tried to do this before, has not mastered it perfectly, etc.;
3) propose a positive program of action, i.e. say: “Draw on paper” instead of “Don’t draw on the wall”; “Eat slowly” rather than “Take your time while eating”;
4) present a requirement to the child, the fulfillment of which is accessible to him and corresponds to his age and level of development.
Teach your child to express his desires with words, not shouting.
For this:
1) ignore the child’s wishes if they are expressed by screaming;
2) demonstrate to the child that a request expressed calmly and politely will be satisfied much faster than one expressed by shouting or whining. Be sure to highlight this so that he pays attention to it. You can always find something that a child is generally not allowed to do, but occasionally an exception can be made (For example, a child is not allowed to leave the table before everyone has finished dinner. In this situation: “Now you asked your mother calmly and politely. Okay, you can go play. But only today. Don’t ask tomorrow - understand?”);
3) teach your child several simple options for politely expressing requests, show how this is done in practice;
4) teach your child to calmly endure a ban or refusal. Say “no” firmly.
Remember that refusal can be softened by distraction (“Do you know what happened to me today?...”);
5) all adult family members must adhere to this line of behavior.
Build independence in your child.
For this:
1) give the child some behavior pattern. First, give your baby instructions for each step (“Open the tap. Turn it off more, turn it off more, you see, the water just flows. Like this. Try it with your hand - is it not too cold? Etc.”). As your child masters them, combine operations into blocks that require only one command (“Let the water on”);
2) provide the child with the opportunity to master the proposed model independently (in a game, in real practical actions, for example, when visiting a store, etc.), without your supervision. In the future, the work carried out will facilitate the easier integration into blocks of operations of new activities - study; you don't have to do homework with your child every day.
Create motivation in your child that encourages him to learn.
For this:
1) create a psychologically favorable environment in the family. If there is a chronic conflict situation in the family (between parents, between dad and grandmother, etc.), then it is this that will attract the child’s attention, and not at all knowledge of the world around him;
2) support your child’s desire to learn new things. To do this, always answer his questions regarding objects and phenomena of the surrounding world, reveal new things in everyday things (for example, how a letter finds its addressee);
3) teach to make efforts to gain new knowledge (for example, together with your child
construct something and, thanks to the implementation of this activity, discover new properties of objects, etc.);
4) reinforce the child’s efforts with positive assessment;
5) incorporate new things that the child learns into a game or practical activity. Without this, it is not interesting to learn new things (for example, not just learn with your child the names of the numbers that make up the number series - “count to 20!” - but offer to give the bear and the bunny two candies, i.e. show that each of the spoken words corresponds a certain number of items).
Develop a positive attitude towards school in your child.
For this:
1) do not intimidate your child with the difficulties of the upcoming learning. While school is ahead, the child should find it attractive, mysterious, and “adult.” Your enthusiastic intonations: “You’re already big! You’ll be going to school soon! It’s so interesting there!” will strengthen your child’s confidence that learning is exciting. The preschooler should be told that studying at school is not easy, but with effort, difficulties can be overcome, and parents will help him;
2) speak respectfully about education and educated people, demonstrate your attitude towards studying as a serious activity. Make sure that the material you communicate about the school is not only understood, but also felt by the children. To do this, watch filmstrips and TV shows about school life with your child and discuss what you saw; involve younger children in the school holidays of older sons and daughters; tell us about your favorite teachers; show your photographs, certificates related to your school years; introduce proverbs and sayings that glorify the mind and emphasize the importance of books and teachings; create conditions for playing school and take direct part in it, for example, as a teacher, etc.;
3) visit with your child the school where he is expected to study. The first visit can be made on September 1 and watch the ceremony of the first day of the new school year. After this, talk to your child about the fact that such an event awaits him next year. On your next visit, you can show your child the library, go with him into an empty classroom, and allow him to sit at his desk. A child should not be afraid of a new building;
Special training
Special preparation for school is not only a quantitative accumulation of knowledge. A preschooler has a good memory, but it alone is not enough for successful learning. What is more important is the awareness of this knowledge, the child’s understanding of cause-and-effect relationships, the ability to compare, generalize, draw independent conclusions, and identify and retain a learning task.
What do we have to do?
1. Broaden your child’s horizons, develop inquisitiveness and curiosity. To do this, tell your child a lot of interesting things, experiment, play educational games, read children’s books, draw together, make up fairy tales, explain various natural phenomena that attract attention, and in the presence of the child, exchange impressions with other family members about what you read, saw, etc. P.
2. Enrich the emotional level of communication with your child: teach to feel humor in the words of another person, to see comic situations, pay attention to the mood of people around you, book characters, ways of conveying this mood, evoke a feeling of surprise before discovering something new, etc.
3. Stimulate and encourage the child to tell stories, express his own ideas and assumptions.
4. Help children incorporate newly acquired impressions and knowledge into play. This will help them understand them and consolidate them in memory.
5. Do not start teaching your child elements from the school curriculum (reading, writing, etc.) without being in accordance with his level of development and without mastering modern teaching methods. Early acceleration of learning will create a dislike for learning in the child. Incorrectly applied teaching methods can create an irrational way of acting in a child and inhibit the formation of these skills in the future.
Consultations for parents “Child’s readiness for school”
Readiness to learn at school is considered at the present 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.
Physiological readiness of the child for school.
This aspect means that the child must be physically ready for school. That is, his state of health must allow him to successfully complete the educational program. Physiological readiness implies the development of fine motor skills (fingers) and movement coordination. The child must know in which hand and how to hold the pen. And also, when entering first grade, a child must know, observe and understand the importance of observing basic hygiene standards: correct posture at the table, posture, etc.
Psychological readiness of the child for school.
The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.
1. Intellectual readiness for school means:
By the first grade, the child should have a stock of certain knowledge (we will discuss them below);
He must navigate in space, that is, know how to get to school and back, to the store, and so on;
The child must strive to acquire new knowledge, that is, he must be inquisitive;
The development of memory, speech, and thinking should be age-appropriate.
2. Personal and social readiness implies the following:
The child must be sociable, that is, be able to communicate with peers and adults; there should be no aggression in communication, and in case of a quarrel with another child, he should be able to evaluate and look for a way out of a problematic situation; the child must understand and recognize the authority of adults;
Tolerance; this means that the child must respond adequately to constructive comments from adults and peers;
Moral development, the child must understand what is good and what is bad;
The child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completion he must adequately evaluate his work and admit his mistakes, if any.
3. The child’s emotional and volitional readiness for school presupposes:
The child’s understanding of why he goes to school, the importance of learning;
Interest in learning and acquiring new knowledge;
The child’s ability to perform a task that he does not quite like, but the curriculum requires it;
Perseverance is the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and activities.
Child's cognitive readiness for school.
This aspect means that the future first-grader must have a certain set of knowledge and skills that will be needed to successfully study at school. So, what should a child of six or seven years old know and be able to do?
1) Attention.
Do something without distraction for twenty to thirty minutes.
Find similarities and differences between objects and pictures.
Be able to perform work according to a model, for example, accurately reproduce a pattern on your own sheet of paper, copy a person’s movements, and so on.
It's easy to play games that require quick reactions. For example, name a living creature, but before the game, discuss the rules: if the child hears a domestic animal, then he should clap his hands, if a wild animal, he should knock his feet, if a bird, he should wave his arms.
2) Mathematics.
Numbers from 0 to 10.
Count forward from 1 to 10 and count backward from 10 to 1.
Arithmetic signs: "", "-", "=".
Dividing a circle, a square in half, four parts.
Orientation in space and on a sheet of paper: “right, left, above, below, above, below, behind, etc.
3) Memory.
Memorizing 10-12 pictures.
Reciting rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.
Retelling a text of 4-5 sentences.
4) Thinking.
Finish the sentence, for example, “The river is wide, and the stream...”, “The soup is hot, and the compote...”, etc.
Find an extra word from a group of words, for example, “table, chair, bed, boots, chair”, “fox, bear, wolf, dog, hare”, etc.
Determine the sequence of events so that first and what comes later.
Find inconsistencies in drawings and fable poems.
Put together puzzles without the help of an adult.
Together with an adult, make a simple object out of paper: a boat, a boat.
5) Fine motor skills.
Correctly hold a pen, pencil, brush in your hand and regulate the force of their pressure when writing and drawing.
Color objects and shade them without going beyond the outline.
Cut with scissors along the line drawn on the paper.
Perform applications.
6) Speech.
Compose sentences from several words, for example, cat, yard, go, sunbeam, play.
Understand and explain the meaning of proverbs.
Compose a coherent story based on a picture and a series of pictures.
Expressively recite poetry with correct intonation.
Distinguish between letters and sounds in words.
7) The world around us.
Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions there are.
Consultation for parents
Consultation for parents “Child’s readiness for school”
CHILD'S READINESS FOR SCHOOL
A child’s readiness to learn at school is one of the most important developmental outcomes during preschool childhood and the key to successful schooling. In most children, it is formed by the age of seven. The content of psychological readiness includes a certain system of requirements that will be presented to the child during training and it is important that he is able to cope with them.
Entering school is a turning point in a child’s life, in the formation of his personality. With the transition to schooling, preschool childhood ends and school age begins. With the arrival of school, the child’s lifestyle changes, a new system of relationships with people around him is established, new tasks, new forms of activity. At preschool age, the leading type of activity is play, at school age - educational activity. To successfully fulfill school responsibilities, it is necessary that by the end of preschool age children reach a certain level in physical and mental development. “Readiness for school” is understood not as individual knowledge and skills, but as a specific set of them (physical, psychological, speech, social, intellectual), although the level of their development may be different.
Child’s physical readiness for schoolmeans that the child must be physically ready for school and his health must allow him to successfully complete the educational program.
Psychological readiness of the child for schoolmeans having a desire to learn and the ability to listen carefully to an adult.
Social readiness of the child for schoolimplies that the child must be sociable, that is, be able to communicate with peers and adults, and must respond adequately to comments from adults and peers.
Child's intellectual readiness for schoolmeans that he has certainage-appropriate knowledge, development of memory, speech, thinking, curiosity.
Child's speech readiness for school presupposes the formation of the sound side of speech, phonemic processes, grammatical structure of speech, readiness for sound-letter analysis and synthesis of the sound composition of speech.
What advice can parents give on preparing their child for school?
1. Do not injure the child if he is left-handed, do not retrain from the left hand to the right.
2. Pay more attention to the development of the child’s graphomotor skills (schematic drawing of objects, shading).
3. Pay more attention to reading to your child at night, thereby you develop the child’s ability to listen to an adult.
4. Develop small hand muscles in your child: rearranging small toys with the fingers that hold the handle; unbuttoning and fastening buttons; untying and tying knots; tying and untying ribbons and lacing; weaving bookmarks, thread rugs and so on.
5. Exercise your child in dividing words into syllables (claps, tapping, stepping).
6. Particular attention should be paid to developing the child’s ability to retell a favorite fairy tale, story, or compose his own.
Essential for preparing preschoolers for school is strengthening their health and increasing their performance, developing thinking, curiosity, nurturing certain moral and volitional qualities, and forming elements of educational activity: the ability to concentrate on a learning task, follow the teacher’s instructions, and control their actions in the process of completing a task.
Remember, you are your child's best friend. Find the slightest reasons to praise him, patiently, day after day, help him overcome mistakes!
Important question. What does the diagnosis “your child is not ready for school” mean? The parent reads with fear something terrible in this formulation: “Your child is underdeveloped.” Or: “Your child is bad.” But if we are talking about a child under seven years old, then the stated unpreparedness for schooling means only what it means. Namely, that the child needs to wait a while before entering school. He hasn't finished playing yet.
What is a child’s speech readiness for school? Special criteria for readiness for schooling are applied to a child’s acquisition of his native language as a means of communication. Let's list them. 1. Formation of the sound side of speech. The child must have correct, clear sound pronunciation of sounds of all phonetic groups. 2. Full development of phonemic processes, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language. 3. Readiness for sound-letter analysis and synthesis of the sound composition of speech. 4. The ability to use different methods of word formation, correctly use words with a diminutive meaning, highlight sound and semantic differences between words; form adjectives from nouns. 5. Formation of the grammatical structure of speech: the ability to use detailed phrasal speech, the ability to work with sentences. The presence of even slight deviations in phonemic and lexico-grammatical development among first-graders leads to serious problems in mastering general education school programs. The task of a speech therapist is to eliminate speech defects and develop the child’s oral and written speech to a level at which he could successfully study at school. The curriculum in the primary grades is intense, and it is difficult for children with speech impairments to master it. Therefore, during speech therapy classes, tasks are not given beyond the program material; first-graders are not overloaded with additional information. To develop full-fledged speech, you need to eliminate everything that interferes with the child’s free communication with the team. After all, in the family the baby is understood perfectly and he does not experience any particular difficulties if his speech is imperfect. However, gradually the child’s circle of connections with the outside world expands. Younger schoolchildren write predominantly the way they speak, therefore, among underachieving primary schoolchildren (primarily in their native language and reading), there is a large percentage of children with phonetic defects. This is one of the causes of dysgraphia (writing impairment) and dyslexia (reading impairment). Schoolchildren whose speech development disorders relate only to defects in the pronunciation of one or several sounds, as a rule, study well. Such speech defects usually do not negatively affect the learning of the school curriculum. Children correctly correlate sounds and letters and do not make mistakes in written work due to deficiencies in sound pronunciation. Among these students there are practically no underachievers. Deviations in the development of oral speech create serious obstacles in learning to write correctly and read correctly. The written work of these children is full of a variety of specific, spelling and syntactic errors. Phonemic and lexico-grammatical speech disorders are not always accompanied by a violation of sound pronunciation and therefore parents do not notice them. However, these violations have a very serious impact on the child’s assimilation of the school curriculum. Such complications can be avoided if special correctional classes are carried out with the child aimed at correcting speech development defects. It's no secret that the joint activities of parents and specialists bring more effective results in correctional work. The main task of parents is to pay attention to various violations of their child’s oral speech in a timely manner in order to begin speech therapy work with him, to prevent communication difficulties in a group and poor performance in secondary school. The sooner the correction is started, the better the result. What can parents do to ensure their child’s speech readiness for school? - create conditions in the family that are favorable for the general and speech development of children; - carry out targeted and systematic work on the speech development of children and the necessary correction of deficiencies in speech development; - do not scold the child for incorrect speech; - unobtrusively correct incorrect pronunciation; - do not focus on hesitations and repetitions of syllables and words; - keep the child in a positive attitude during classes with teachers. It is necessary to take into account the importance of the child’s speech environment. Speech should be clear, clear, and literate; parents need to actively contribute to the accumulation of children’s vocabulary as much as possible. However, parents often do not pay due attention to the fight against one or another speech disorder. This is due to two reasons: 1) parents do not hear the speech deficiencies of their children; 2) do not attach serious importance to them, believing that with age these shortcomings will correct themselves. But the time favorable for correctional work is lost, the child leaves kindergarten for school, and speech deficiencies begin to bring him a lot of grief. His peers make fun of him, adults constantly make comments, and mistakes appear in his notebooks. The child begins to feel shy and refuse to participate in the holidays. He feels insecure when answering in class and is worried about unsatisfactory grades in the Russian language. In such a situation, critical remarks and demands to speak correctly do not give the desired result. The child needs skillful and timely help. At the same time, it is obvious that the help of parents in correctional work is mandatory and extremely valuable. Firstly, parental opinion is the most authoritative for the child, and secondly, parents have the opportunity to daily consolidate the skills they are developing in the process of everyday direct communication. Thus, thanks to the joint work of a speech therapist, educational psychologist, primary school teachers, and parents, it is possible to promptly and efficiently help students overcome speech impairments, more successfully master program material in the Russian language and reading, create positive motivation for learning activities, and develop in students with speech pathology, confidence in your abilities. Voinova Yulia Valerievna, teacher-speech therapist, Moscow
(Consultation for parents)
Psychological readiness for school (synonym: school maturity) is a set of mental qualities necessary for a child to successfully start school. Includes the following components:
1) motivational readiness- positive attitude towards school and desire to learn;
2) mental or cognitive readiness- a sufficient level of development of thinking, memory and other cognitive processes, the presence of a certain stock of knowledge and skills;
3) volitional readiness- a fairly high level of development of voluntary behavior;
4) communicative readiness- the ability to establish relationships with peers, readiness for joint activities and attitude towards an adult as a teacher.
Motivational readiness
Indicators of motivational readiness:
– desire to go to school;
– correct ideas about school;
– cognitive activity.
THE LEADING MOTIVES ARE:
Training (“I want to go to school to learn something, to become different, because I like to learn”); if before school the child did not have a positive learning experience (for example, in some circle), then there will be no educational motive.
Informative (“I find it interesting to study, they learn a lot of new things there, they tell a lot”); One such motive is not enough for motivational readiness, because it exhausts itself quite quickly, the prose of life is not interesting.
Positional (“I’m like an adult”, “I want to feel like an adult”). This motive is associated with a change in the attitude of an adult towards a child on the part of the family - if play seems unimportant for adults, then studying is the opposite.
The child’s volitional readiness for school
Volitional readiness lies in the child’s ability to work hard, doing what the teacher and the school life regime require of him. The child must be able to control his behavior and mental activity.
The presence of strong-willed qualities in a child will help him complete tasks for a long time, without being distracted during the lesson, and bring the task to the end.
By the age of 6, the basic components of volitional action are formed. But these elements of volitional action are not sufficiently developed. The identified goals are not always conscious and sustainable. Goal retention depends on the difficulty of the task and the duration of its completion: goal achievement is determined by motivation.
Based on this, an adult should:
Set a goal for the child that he not only understands, but also accepts and makes it his own. Then the child will have a desire to achieve it;
Guide, help in achieving a goal;
To teach a child not to give up in the face of difficulties, but to overcome them;
Cultivate the desire to achieve results in one’s activities in drawing, puzzle games, etc.
The child must be organized, have the ability to organize a workplace, start work on time, and be able to maintain order in the workplace during school work.
Based on generalchild development will move to the level of reasonable, controlled, controlled behavior. The mediator in this process is always an adult; he guides and teaches how to control behavior.
The child must be able to:
1. Understand and accept the task and its purpose.
2. Plan your activities.
3. Select means to achieve the goal.
4. Overcome difficulties, achieving results.
5. Evaluate performance results.
6. Accept help from adults when completing tasks.
These are all components of voluntary behavior. This term was introduced by Lidia Ilyinichna Bozhovich. L. I. Bozhovich (1968) identifies a certain level of motivational development of a child, including cognitive and social motives for learning:
Broad social motives for learning, or motives associated “with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desires to occupy a certain place in the system of social relations available to him”;
Motives directly related toeducational activities , or “the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge.” A child who is ready for school wants to study because he wants to know a certain position in human society that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called by L. I. Bozhovich “the internal position of the schoolchild” (1968).
The new formation “internal position of the schoolchild,” which arises at the turn of preschool and primary school age and represents a fusion of two needs – cognitive and the need to communicate with adults at a new level, allows the child to be involved in the educational process as a subject of activity, which is expressed in social formation and fulfillment of intentions and goals, or, in other words,arbitrary behavior student.
Communicative readiness
A child’s socio-psychological, or communicative, readiness for school includes three components: the so-called communicative, social and linguistic competence. What is important is the child’s ability to make contact and interact with others, to know generally accepted norms of behavior and to be able to take them into account in practice.
A child who has learned compassion and empathy successfully adapts to a group of schoolchildren and has all the prerequisites for successful self-realization. The communicative readiness of preschool pupils plays an important role for the successful transition to independent school life; it is the goal, condition and result of effective pedagogical interaction of all participants in the educational process. Taking into account the age capabilities of preschoolers, we are talking about basic skills and knowledge about communication styles, methods, techniques and means of communication.
In the process of developing communicative readiness for school, it is recommended to use active gaming, correctional and developmental technologies.
Intelligent Readiness
The child’s intellectual readiness is characterized by the maturation of analytical psychological processes and mastery of mental activity skills.
COMPONENTS OF INTELLIGENT READINESS:
Attention: An important indicator of the development of attention is that action according to the rule appears in the child’s activities - the first necessary element of voluntary attention.
Memory: For a child of 6-7 years old, such a task is quite accessible - remember 10 words that are not related in meaning. By the age of 7, the process of forming voluntary memorization can be considered complete.
Thinking: visual-effective thinking is improved (manipulation of objects), visual-figurative thinking is improved (manipulation of images and ideas). For example, children of this age can already understand what a room plan is. Using the group room diagram, children can find the hidden toy. Perception continues to improve.
Imagination: becomes active - voluntary. Imagination also plays another role -affective-defensive . It protects the growing, easily vulnerable soul of a child from excessively difficult experiences and traumas.
The main reasons for children’s unpreparedness for schooling
· Anxiety. High anxiety becomes stable with constant dissatisfaction with the child’s academic work on the part of the teacher and parents, with an abundance of comments and reproaches. Anxiety arises from the fear of doing something badly or incorrectly. The same result is achieved in a situation where the child studies well, but the parents expect more from him and make inflated demands, sometimes unrealistic.
Due to the increase in anxiety and associated low self-esteem, educational achievements decrease and failure is consolidated. Adults who are not satisfied with the low productivity of their child’s educational work focus more and more on these issues when communicating with him, which increases emotional discomfort.
· Negativistic demonstrativeness. Demonstrativeness is a personality trait associated with an increased need for success and attention from others. A child with this property behaves in a mannered manner. His exaggerated emotional reactions serve as a means of achieving the main goal - to attract attention. The reason for all this is lack of praise. Negativism extends not only to the norms of school discipline, but also to the teaching requirements of the teacher. Without accepting educational tasks, periodically “falling out” of the educational process, the child cannot master the necessary knowledge and methods of action, and learn successfully. It is advisable for such children to find an opportunity for self-realization. The best place to be demonstrative is the stage. In addition to participating in matinees, concerts, and performances, children enjoy other types of artistic activities, including visual arts.
But the most important thing is to remove or at least weaken the reinforcement of unacceptable forms of behavior. The task of adults is to do without lectures and edifications, not to pay attention, to make comments and punish as less emotionally as possible.
· Motivational immaturityoften entails problems in knowledge and low productivity of educational activities.
In cases where the student’s internal position is not satisfied, he may experience persistent emotional distress: expectation of success at school, poor attitude towards himself, fear of school, reluctance to attend it.
Psychologicalhelp for children with insufficient readiness for school education should be aimed at:
· Formation of a positive self-concept.
· Formation of a positive concept of another person.
· Formation of motivation to achieve success.
· Formation of the need for communication and communication skills.
References:
1. Gutkina N. N. Diagnostic program for determining the psychological readiness of children 6-7 years old for school education “Psychological education” 1997 - 235 p.
2. Mukhina V. S. “Psychology of childhood and adolescence”, M., 1998 – 488 p.
3. Dictionary / Under. ed. A. L. Venger // Psychological Lexicon. Encyclopedic Dictionary in six volumes / Ed.-comp. L. A. Karpenko. Under general ed. A. V. Petrovsky. - M.: PER SE, 2006. - 176 p.
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Consultation for kindergarten parents. How to prepare your child for school
Chobanyan Rita Shotaevna, teacher of the Regional Educational Institution No. 7 of Kurganinsk, Krasnodar Territory
Description: teacher's recommendations to parents of preschool children on preparing for school.
Target:
Arming parents with knowledge about the essence of “School readiness” and providing recommendations.
Issues for discussion:
1.
Your child is a future first-grader.
2.
Tips for parents.
Your child is starting first grade. Soon the school will open its doors and a new period in his life will begin, so different from his preschool childhood. How a child will enter a new life, how the first school year will turn out, what feelings, hopes, aspirations he will awaken in his soul, depends to a huge extent on what he acquired during the years of preschool childhood.
How can you tell if your child is ready for school? How to properly prepare a child for school? Of course, a child needs a stock of knowledge.
Parents are sometimes pleased that the child remembers the text - a poem, a fairy tale. But it is much more important for mental development to understand the text and be able to retell it.
One of the most important tasks of preparing children for school is development hand motor skills necessary for writing. Let your child sculpt more, assemble small mosaics, and color pictures.
And, of course, a special place in preparing children for school is occupied by the mastery of certain special knowledge and skills- literacy, counting, solving arithmetic problems.
Some advice for you parents:
- develop the child’s perseverance, hard work, ability to get things done.
- form He has thinking abilities, observation, inquisitiveness, interest in learning about others.
- make a wish riddles for your child, make them up with him, let the child reason out loud, do not give the child ready-made answers, make him think.
- talk about the books he read, try to find out how the child understood their content, whether he correctly assessed the actions of the characters, and whether he is able to prove why he condemns some characters and approves of others.
Also, when determining whether a child is ready to study, one should take into account the child’s desire to go to school and study, what opinion he has formed about school and about studying in general.
Preparing a child for school begins from an early age, right from birth, just as the child receives his first knowledge in kindergarten and in communication with his parents.
What knowledge should a child go to school with?
How to prepare your child for school?
1. A preschooler learns through play, where parents actively and equally participate.
2. Training requires systematicity: 10-15 minutes every day will give greater results than an hour or two on weekends.
3. It is necessary to take into account the principle “from simple to complex”, that is, you cannot immediately teach a child everything you know and can do; each new element is added gradually, when previous knowledge and skills have already been mastered. If the child answers uncertainly, then return to simple tasks and games, changing their content, but leaving the goal. For example: learn to recognize and name colors. When one color is mastered, a new one is added, and the old one is consolidated in the game “What’s missing?”
4. Don’t forget to evaluate successes, and in case of failures, approve the child’s actions with the words: “If you had done this (showing, explaining), it would have been even better.”
5. Try not to give your child the impression that activities and games with him are the meaning of your life, so play with your baby, for example, while preparing dinner in the kitchen (“What’s missing?”, “What’s changed?”), on the way in kindergarten, in the car, on the bus (“Words-Cities”, etc.)
6.Children are emotionally responsive, so if you don’t want to play a game or you don’t feel well, it’s better to postpone the activity. If you are in a bad mood, do not play with your child through force. This will not bring any benefit. Game communication should be interesting for both him and you. In this case, a positive atmosphere is created for assimilation and development.
7. Conduct observations and conversations with children, let them feel like a pioneer. For example, watch the clouds with him, find in them similarities with figures of people and animals; “measure” the depth of a puddle, observe natural phenomena.
The most common and correct opinion remains that before entering school, parents or kindergarten teachers must give the child basic knowledge - know sounds and numbers, draw with pencils and paints, cut out pictures with scissors.
But the most important thing is that when preparing a child for school, it is necessary to take into account his individual abilities and evaluate the talents of his child. Correct assessment of these qualities and help in case of any problems will help the child successfully adapt to school and gain knowledge, joy and pleasure.
(prepared based on materials from: methodological manual by O.L. Zvereva “Parent meetings in preschool educational institutions”).
PSYCHOLOGICAL READINESS FOR SCHOOL
The psychological readiness of a child to study at school is the most important result of the upbringing and education of a preschooler in the family and kindergarten. Its content is determined by the system of requirements that the school places on the child. These requirements include the need for a responsible attitude towards school and learning, voluntary control of one’s behavior, performing mental work that ensures the conscious assimilation of knowledge, and establishing relationships with adults and peers determined by joint activities.
It must be remembered that “readiness for school” is understood not as individual knowledge and skills, but as a specific set of them, in which all the basic elements must be present, although the level of their development may be different.
What components are included in the “school readiness” set? This is, first of all, motivational readiness, intellectual readiness, volitional readiness, as well as a sufficient level of development of visual-motor coordination.
^ Motivational readiness is the presence of a desire in children to learn. Most parents will almost immediately answer that their children want to go to school and, therefore, they have a motivational readiness. However, this is not quite true. First of all, the desire to go to school and the desire to learn are significantly different from each other. A child may want to go to school because all his peers will go there, because he heard at home that getting into this gymnasium is very important and honorable, and finally, because for school he will receive a new beautiful briefcase, pencil case and other gifts. In addition, everything new attracts children, and in school almost everything: the classes, the teacher, and systematic classes are new. However, this does not mean that children have realized the importance of studying and are ready to work hard. They just realized that the status of a schoolchild is much more important and honorable than a preschooler who goes to kindergarten or stays at home with his mother. Children at the age of 6 already understand well that you can refuse to buy them a doll or a car, but you cannot help but buy a pen or notebooks, since the purchase of, for example, Barbie is dictated only by your kind attitude towards the child, and a briefcase or textbook is a duty to him. In the same way, children see that adults can interrupt their most interesting game, but do not disturb their older brothers or sisters when they are sitting too long at home. Therefore, your child strives to go to school, because he wants to be an adult, to have certain rights, for example, to a backpack or notebooks, as well as responsibilities assigned to him, for example, getting up early, preparing homework (which provide him with a new status place and privileges in family). He may not yet fully realize that in order to prepare a lesson, he will have to sacrifice, for example, a game or a walk, but in principle he knows and accepts the fact that homework needs to be done. It is this desire to become a schoolchild, to follow the rules of behavior of a schoolchild and to have his rights and responsibilities that constitute the “internal position” of a schoolchild.
It is important to tell children about what exactly it means to be a schoolchild, why he becomes more mature when he enters school, and what duties he will perform there. Using accessible examples, you can show the importance of lessons, grades, and school routine.
^ If you want to help your child have a joyful time at school, start with the following:
-tell us what it means to be a schoolchild and what responsibilities will appear at school;
- use accessible examples to show the importance of lessons, grades, school routine;
- cultivate interest in the content of classes and in acquiring new knowledge;
- cultivate arbitrariness and controllability of behavior;
- never say that school is not interesting, that it is a waste of time and effort.
Interaction with a child, contact with him, naturally excludes authoritarianism, dictatorship, threats: “When you go to school, they will show you!”, “Just dare to bring me deuces!” It is necessary to instill in the child a respectful attitude towards educational work, emphasizing its importance for all family members. An optimistic note must certainly be introduced, showing the parents’ confidence that school will be successful, that the first-grader will diligently and independently fulfill all school requirements.
Interest in the external side of learning, in the learning process, that is, in school, in school supplies, in the rules of behavior at school is the first stage in the development of motivational readiness. Of course, such interest is short-lived, and it quickly (within 2-3 months) disappears. It is then that interest in the content of classes and in acquiring new knowledge should arise, that is, cognitive motivation itself should appear. However, this already depends on how and what the child will study at school. We are talking only about readiness, that is, about the state that precedes coming to school. At this moment, the desire to go to school and the willingness to comply with school duties and rules are the main components, the basis of psychological readiness for school, the basis for the child to feel comfortable in a new environment. Without such readiness, no matter how well a child can read and write, he will not be able to study well, since the school environment and rules of behavior will be a burden to him, and he will try to get out of this unpleasant situation at any cost. This could be distraction during class, wandering off into your dreams, interest only in recess where you can play and be naughty to your heart's content, or a negative attitude towards your friends or teacher. One way or another, this condition will interfere with your child’s learning, no matter how well you prepare him for classes at home.
Intellectual readiness. Many parents believe that it is the main component of psychological readiness for school, and its basis is teaching children the skills of writing, reading and counting. This belief is the reason for parents’ mistakes when preparing their children and their disappointments when selecting for school.
In fact, intellectual readiness does not imply that the child has any specific knowledge and skills (for example, reading), although, of course, the child must have initial skills. However, the main thing is that the child has higher psychological development, which ensures the voluntary regulation of attention, memory, thinking, and gives the child the opportunity to read, count, and solve problems “to himself,” that is, on an internal level.
For normal development, children need to understand that there are certain signs (drawings, drawings, letters or numbers) that seem to replace real objects. You can explain to your child that in order to count how many cars are in the garage, you don’t have to go through the cars themselves, but you can mark them with sticks or circles and count these sticks - substitutes for the cars. To solve a more complex problem, you can ask children to build a drawing that would help present the condition of the problem and solve it based on this graphic image.
Gradually, such drawings become more conventional, since children, remembering this principle, can already, as it were, draw these designations (sticks, diagrams) in their minds, in their consciousness. The presence of these internal supports and signs of real objects gives children the opportunity to solve quite complex problems in their minds, improve memory and attention, which is necessary for successful educational activities. Unfortunately, children do not always have good mechanical memory. You can play games with your child in which you need to come up with some symbols for each word, part of a story or poem. At first, an adult can even draw these symbols, and then, looking at them, it will be much easier for the child to learn the necessary material. Gradually one sign will absorb everything large quantity material, and in the end the children will no longer need a “cheat sheet”, that is, a piece of paper with drawings, since they will store all the necessary signs in their minds.
Such games help in developing not only memory, but also attention and organization of children’s activities. These exercises also develop children’s thinking, as they learn to highlight the main thing not only in some kind of work, but also in the objects of the surrounding world, that is, in fact, they develop the operation of generalization - one of the main operations of logical thinking, and they acquire the necessary concepts.
Volitional readiness is required for the normal adaptation of children to school conditions. It’s not so much about the children’s ability to adapt to them, but about the ability to listen and delve into the content of what the adult is talking about. The fact is that the student needs to be able to understand and accept the teacher’s task, subordinating his immediate desires and impulses to him. To do this, it is necessary that the child can concentrate on the instructions he receives from the adult. You can develop this skill at home by giving children different (at first simple) tasks. In this case, it is imperative to ask the children to repeat the adult’s words to make sure that they heard everything and understood everything correctly. In more complex cases, you can ask the child to explain why he will do this, whether it is possible to complete the assigned task in different ways. If several tasks are given in a row (or if the child has difficulty completing a complex task), you can resort to a hint diagram, that is, a drawing.
Graphic dictations are also good for training volitional readiness, in which children draw circles, squares, triangles and rectangles in a certain sequence under dictation or according to a given pattern. You can also ask the child to underline or cross out a certain letter or geometric figure in the proposed text. These exercises develop children's attention, their ability to concentrate on a task, as well as their performance. If a child gets tired quickly, forgets the sequence of figures or letters that need to be crossed out, begins to get distracted, draws something on a piece of paper with a task, you can make the task easier for him by telling him that he has one or two more lines left to draw (or underline another 5- 10 letters).
If the child’s activity returns to normal, we can talk about the presence of volitional readiness, although not very well developed. If the child still cannot concentrate, the child lacks volitional regulation of behavior, and he is not ready for school. This means that we need to continue to do training exercises with him and, first of all, teach him to listen to the words of an adult.
To successfully study in 1st grade, a child must be able to understand the educational task, that is, the method of activity that the teacher proposes. This requires voluntary attention, the ability to plan and control one’s activities.
In addition, the child must be able to distinguish color and shape, be able to copy a figure, confidently hold a pencil, be able to answer questions: “Why?”, “What..., if...”, “If..., then... ”, that is, be able to solve simple logical problems.
Children of six years of age who are ready for school should have formed elementary mathematical concepts: they should be able to determine the position of objects on a plane, know the words denoting location, and correctly understand their meaning - in front, behind, right, left, above, below, above , under, behind, in front. Test your child's skills by playing with him.
In addition, the child must distinguish and correctly name the basic geometric shapes (circle, square, triangle, rectangle), compare and distinguish objects by size (larger, smaller, greater, less, equal). As a rule, all six-year-old children count to 10, but not everyone sees that the words (one, two, three,...) embody quantity, and therefore do not fully understand the meaning of these words. It is impossible to form all this knowledge and mathematical concepts in one sitting, but you don’t need much special time for this. When you set the table, you can practice determining the location (plate in the middle, fork on the left, knife on the right). At the same time, be sure to pay attention to the correct pronunciation of words and their use. If desired, such classes can be conducted anywhere and on any material.
We often try to teach a child to read, write, and count in advance; we spend a lot of effort and energy on this. But at school it turns out that the child lacks the most important thing - the ability to concentrate on completing a task for at least 10-15 minutes.
Do we, adults, realize that the posture of a person sitting at a table for a long time, the posture of writing, requires incredible effort from a child? Experienced teachers specially teach children these poses.
Of no small importance are the self-service skills that the child acquired when entering school: can he clean his bed, toys, put himself in order, tie his shoes, fasten his sandals, can he behave “properly” at the table, or does he have to be fed? separately. It is these skills that will form the basis for self-organization when completing educational tasks.
The level of coordination of movements of the fingers, hand, and entire arm, as well as the level of visual-motor coordination, the ability to correctly see (perceive) figures located on a plane, correlate one’s own movements with the required trajectory of movement, that is, with the shape and size of the figure is very important for school , which need to be copied (redrawn). Pay attention to the accuracy of copying - size, ratio of strokes, relative position, evenness of lines. If a child confuses top and bottom, the right and left positions of strokes, if the lines “tremble”, if the figures are greatly enlarged or reduced, if coordination is impaired, then special training sessions are necessary.
The development of fine motor coordination is greatly facilitated by drawing, shading, painting (but small) surfaces, stringing beads, modeling, and “blindly” determining the shapes of objects - first the simplest ones, then more complex ones. In everyday life, these skills are well developed when fastening and unbuttoning buttons, zippers, tying and untying knots, laces and any knots.
A very important element of school readiness is the child’s ability to work according to instructions. Watch how he works with a construction set, with winding and complex toys, and how he follows your instructions. If you see that a child cannot work without distraction, does not pay attention to instructions or quickly forgets them, do not attribute this to age and do not hope that “it will pass with time.” Classes aimed at the ability to act according to instructions are not very easy to carry out - be patient. You will have to persistently and calmly return the child to the task that was set. But do not conduct these classes if the child is tired, overexcited or not strong enough after an illness. It is better if you do not force the child, but use the all-powerful possibilities of the game. It is much easier to attract his attention and increase the value of the lesson if this work is not one-time, but transferable - from one day to the next. For example, with girls you can cut clothes for dolls, and with boys you can build a fleet, a garage, etc. Try to avoid a reproachful tone, shouting and jerking. The following expressions are also unacceptable: “How many times to repeat the same thing”, “Again you’re doing it wrong.” Don’t forget to praise your child for a job well done - even if not everything has been done and not exactly right - “today is better, but you forgot...”.
An equally important condition for a child’s readiness for school is the ability to live in a team and take into account the interests of the people around him. If a child quarrels over trifles and does not know how to correctly evaluate his behavior, it is difficult for him to get used to school.
Success in learning directly depends on the child’s health. By attending school every day, the child gets used to the rhythm of her life, to the daily routine, and learns to fulfill the requirements of teachers. Frequent illnesses knock him out of the usual rhythm of school life, he has to catch up with the class, and this causes many children to lose their strength.
All parents need to have their son or daughter checked by a speech therapist in a timely manner. Timely start of sound pronunciation correction classes will help the child correct speech defects. Otherwise, under the influence of stuttering, burr, lisp and other speech defects, the child becomes shy and withdrawn. In addition, speech defects make it difficult to master literacy and inhibit the formation of the skill of correct writing by ear.
The greatest difficulties in the lower grades are experienced by children who cannot coherently, consistently and clearly express their thoughts or explain this or that phenomenon. It is also difficult for those children who for the first time have to comprehend the meaning of the words “must” and “impossible.”
School learning is a continuous process of communication. The social circle of a younger student expands significantly: unfamiliar adults, new peers, high school students. Psychologists and teachers have noticed that children adapt to school faster and more easily if they know how to communicate.
Children need to develop the following communication skills:
the ability to listen to the interlocutor without interrupting him;
speak yourself only after the interlocutor has finished his thought;
use words characteristic of polite communication, avoiding rudeness and vulgarisms.
Parents often complain that children interrupt each other when talking to each other and at the same time are embarrassed to address a stranger and do not know how to talk on the phone.
Games in which not only children but also adults participate will help overcome these shortcomings. To play these games, you need 2 toy phones or their substitute items.
“Mom calls her daughter (son)”, “Granddaughter congratulates grandfather”, “You need to call a doctor to see your sick brother”, “Find out what movie is playing in the cinema”, “We invite friends to visit” - these and other situations played out by you and your child , develop his ability to conduct a dialogue, talk with adults and peers.
In the years before school, it is important for parents to create conditions for preschoolers to communicate with their peers. Organizing various entertainments, children's parties, and various games should become a good tradition for every family. Children learn to live in a team, to give in, to please others, to help, to obey, to lead.
Parents must not only teach their child to listen to others, but also recognize his right to his own opinion. Communication cannot be built on the basis of authoritarian pressure on the child and obey the formula “An adult is always right, because an adult.” Be sure to argue with your children, teach them to prove their point of view, but do not hesitate to admit your mistakes and apologize. All this is a guarantee that communication in any environment will not cause grief to your child.
^ A child who knows how to learn:
understands that he does not know how to do something, cannot, is accustomed to talking about it with the teacher, does not consider it shameful to say: “I did not understand the question,” “I forgot which way the letter “Y” is written;
knows how to distinguish a new problem from an old one and thinks about how to solve it, rather than rushing with the first answer that comes along;
distinguishes a question that can be answered by thinking, looking, “smelling, feeling” from a question that cannot be answered without additional knowledge gained
from a textbook and books or obtained from an adult;
can not only tell an adult about his ignorance, inability, lack of understanding in a negative manner (“I don’t know,” “I forgot,” “I can’t do it”), but even formulate the reasons for his difficulties, considering the subject from different points of view (“ I don’t know the make of this car: in front it looks like a Moskvich, and in the back it looks like a Zhiguli, and does not announce with the air of an expert that it is a new model Zhiguli).
Take a closer look at your child: does he have these qualities? If yes, then be sure that, despite the crooked sticks in the copybooks and his reading is far from fluent, he will cope perfectly with all school difficulties.
In the last year before school, you need to try to overcome all the shortcomings in the child’s psychological preparation for school. Carefully observe how the child plays with his peers, whether he knows how to obey the demands of his elders, whether he knows how to listen carefully, answer questions, whether he always treats others kindly, and draw the right conclusions for yourself.
Qualities a child must have to study in 1st grade:
attention, ability for long-term (15-20 minutes) concentration;
good memory;
intelligence;
curiosity;
developed imagination;
basic reading, counting, writing skills;
physical agility;
strong-willed qualities (the ability to perform not only attractive work);
organization, neatness;
friendliness, ability to communicate with other children and adults.
Basic aspects of psychological readiness for school, motivational readiness, levels of voluntary behavior, reminders for parents, questionnaires for parents. Can be used for consultations, parent meetings, seminars with teachers.
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Consultation at parent meeting
(preparatory group)
Topic: Psychological readiness of a child for school
November 2013
Plan:
- What is psychological readiness for school?
- Motivational readiness to learn
- Arbitrariness, levels of development of voluntary behavior
- Required level of intellectual development
- How to determine if your child is ready for school? (memos)
- Questioning parents
Information used in preparation for this consultation.
Probably every child goes to first grade with the hope that everything will be fine at school. And the teacher will be beautiful and kind, and his classmates will be friends with him, and he will study with straight A's. But then a few weeks pass, and the baby is no longer eager to get ready for school in the morning. On Monday he starts dreaming about the weekend, and comes home from school bored and stressed. What's the matter? But the fact is that the child’s expectations associated with a new interesting life were not met, and he himself turned out to be not quite ready for the reality called “school everyday life.”
Why might this happen? Because children imagine school as something very interesting and associate entering first grade with positive changes in their lives. Not all children understand that school life is, first of all, work. The same work as the work of adults, not always interesting and not always pleasant. While conducting a survey of future first-graders on the topic: Why do you want to go to school?, I was faced with the fact that some children want to go to school not at all in order to study, but in order to somehow change their life, which is not theirs. very satisfied. So, among the answers there are the following:
“You won’t have to sleep during the day at school.”
- At school they will serve delicious cheesecakes for breakfast.
- I will make new friends at school.
- When I go to school, they will let me drive around the city alone.
It is clear that a child who expects school to be a continuous holiday soon begins to experience dissatisfaction from the fact that he has to do something that he does not like, namely: put effort and effort into difficult and not always interesting work.
Psychologists believe that a lot depends on how the child is psychologically prepared for school. I'll explain what it is. Psychological readiness for school has nothing to do with whether a child can read (and how quickly), or count (and to how much).Although it is precisely these skills that teachers test when enrolling a future first-grader in school. But already in the first months of school, it suddenly turns out that children who read quickly and count well do not show interest in learning, violate discipline in class and, as a result, they have conflicting relationships with the teacher. Parents are worried and don’t understand what’s going on. After all, they intensively prepared the child for school, sometimes even in several preparatory groups. But the fact is that in preparatory groups for school children most often go through the first grade program. Thus, for children with a weak level of development, repetition of material in the first grade makes it easier to master. But for children of average and especially good levels of development, this repetition causes boredom, as a result of which interest in learning disappears.
So, you ask, shouldn’t a child be taught to read and count before school? Of course it is necessary, but not in lessons in preparatory groups, but at home, in a relaxed, often playful environment, in every possible way stimulating the child’s interest in mastering reading and counting.Fortunately, today there are many educational books that will help parents, as well as grandparents, deal with their children correctly. But the main thing in these activities is not to overdo it.Under no circumstances should you force your child if he no longer wants to study. Studying through force or under threat leads to the fact that later the child does not want to study at all.So, I answered the question whether it is necessary to teach a child to read and count before school. But, I repeat, this is not directly related to psychological readiness for school, the presence of which determines the well-being of your child at school.
What then is psychological readiness for school and can it be formed?
Psychological readiness for schooling is understood as the necessary and sufficient level of mental development of a child to master the school curriculum in a learning environment with peers. The necessary and sufficient level of actual development must be such that the educational program falls within the child’s “zone of proximal development.” The zone of proximal development is determined by what a child can achieve in cooperation with an adult, while he cannot yet achieve this without the help of an adult.In this case, cooperation is understood very broadly: from a leading question to a direct demonstration of the solution to a problem. Moreover, learning is fruitful only if it falls within the child’s zone of proximal development.
If the current level of mental development of a child is such that his zone of proximal development is lower than that required to master the curriculum at school, then the child is considered psychologically unprepared for school education.since, as a result of the discrepancy between his zone of proximal development and the required one, he cannot master the program material and immediately falls into the category of lagging students.
Psychological readiness for schoolis a complex indicator that allows one to predict the success or failure of a first-grader’s education. Psychological readiness for school includes the following:mental development parameters:
1) motivational readiness to study at school, or the presence of educational motivation;
2) a certain level of development of voluntary behavior, allowing the student to fulfill the teacher’s requirements;
3) a certain level of intellectual development, implying the child’s mastery of simple generalization operations;
4) good development of phonemic hearing.
Let's take a closer look at each of these indicators.
1. Motivational readiness to learnat school, or the presence of educational motivation.
When we talk about motivation, we talk about the urge to do something. In this case, about the motivation to study. This means that the child must have a cognitive interest, he must be interested in learning new things. But since learning at school consists not only of interesting and entertaining activities, the student must have an incentive to complete unattractive, and sometimes even boring and tedious tasks. In what case is this possible? It is when a child understands that he is a student, knows the duties of a student, and also tries to fulfill them well. Often, at first, a first-grader tries to be an exemplary student in order to earn the teacher’s praise.
Academic motivation develops in a first-grader when there is a pronounced cognitive need and the ability to work. The baby has a cognitive need from birth, and then it is like a fire: the more adults satisfy the child’s cognitive interest, the stronger it becomes. That's why It is very important to answer the little children’s questions, read them fiction and educational books as much as possible, and play educational games with them.When working with preschoolers, it is important to pay attention to how the child reacts to difficulties: tries to complete the task he has started or abandons it. If you see that a child does not like to do something that he cannot do, try to come to his aid in time. The help you offer will help your child cope with a difficult task and at the same time feel satisfaction that he was able to overcome a difficult task. In this case, the adult must emotionally praise the child for completing the work he started. Necessary, timely help from an adult, as well as emotional praise, allows the child to believe in his abilities, increases his self-esteem and stimulates the desire to cope with what is not immediately possible. And then show an adult how great he is in order to hear praise addressed to him.
Gradually, the child will get into the habit of trying to finish what he started, and if that doesn’t work, then turn to an adult for help. But adults must carefully evaluate the situation each time, whether their help is really needed or whether the child is too lazy to work on it himself. Sometimes emotional encouragement and confidence that the baby will succeed can be helpful. Such communication with a child, as a rule, allows one to form learning motivation by the time the child enters school.
2. A certain level of development of voluntary behavior, allowing the student to fulfill the teacher’s requirements.
Voluntary behavior is understood as consciously controlled, purposeful behavior, that is, carried out in accordance with a specific goal, or an intention formed by the person himself.
At school, poor development of voluntary behavior is manifested in the fact that the child:
- does not listen to the teacher in class, does not complete assignments;
- does not know how to work according to the rules;
- does not know how to work according to a model;
- violates discipline.
The research I conducted showed that the development of voluntary behavior directly depends on the development of the child’s motivational sphere. You can read more about this in my book “Psychological readiness for school.” So, mostly those children who are not interested in school and who do not care how the teacher evaluates them do not listen to the teacher in class.
The same applies to violation of discipline. Recently, the number of first-graders who cannot cope with the work according to the model has increased. Namely, teaching in the first grade is mainly based on work based on the model. On the one hand, the same motivational reasons appear here: reluctance to perform difficult, unattractive tasks, indifference to the evaluation of one’s work. On the other hand, those children who practically did not engage in this type of activity in preschool childhood cope poorly with model work. From conversations with their parents, it turned out that they did not put together cubes with fragments of drawings according to drawing samples, did not lay out mosaics based on patterns, did not assemble construction sets based on given pictures, and simply never copied anything. I would like to note that the puzzle games that are common today do not always teach the child to work according to a model. It all depends on how to collect them. If you first analyze the color scheme of a drawing, highlight the background, and carry out a primary grouping of elements, then such work contributes to the development of the ability to work with a sample. But if the picture is assembled by trial and error, that is, if the child randomly tries elements one after another to see which fits with which, then this method of work does not lead to the ability to work with the model.
Also, mostly those children who did not play games with rules before school cannot cope with work according to the rules. For the first time in a game, a child learns to obey the rule when, playing role-playing games with other children, he must fulfill his role according to the rules established by children or according to a model seen in the lives of adults. A child who has played role-playing games without much difficulty takes on the role of a student if he likes it at school and follows the rules prescribed by this role. A child who has not had any experience in his life of role-playing games with clear performance of the role may at first experience difficulties in accurately fulfilling all the teacher’s instructions, both regarding diligence and discipline.
But the main problems with working according to rules arise among first-graders who have not played games with rules before school, when the teacher sets a certain rule, which then must be applied in work.
3. A certain level of intellectual development, implying the child’s mastery of simple generalization operations.
Generalization allows a person to compare different objects, highlight something common in them, while simultaneously taking into account their differences. On the basis of generalization, classification is carried out, that is, the identification of a certain class of objects that have common properties, for which general rules for working with them apply (for example, solving problems of one type or another).
The child’s learning ability depends on the process of generalization. Learning includes two stages of intellectual operations. First - mastering a new work rule (solving a problem, etc.); second - transfer of the learned rule for completing a task to similar, but not identical, ones. The second stage is impossible without the ability to generalize.
Basically, by the time a child enters school, he or she has mastered empirical, that is, experience-based, generalization. This means that when comparing objects, he finds, identifies and denotes in words their outwardly identical, common properties that allow all these objects to be classified into one class or concept. So, for example, a child understands that a car, train, plane, bus, trolleybus, tram, etc. - These are all transport, or means of transportation.
Generalization develops in the process of the child’s cognition of the properties of various objects. That's why It is very important to give your baby the opportunity to explore the world around him.Children love to play with sand, water, clay, pebbles, pieces of wood, etc. They are interested in preparing the dough with their mother or grandmother and then baking a pie. They are interested in what smells like, what is edible and what is not, what will happen if they plant something, etc.
To develop generalization, you need to play educational games like lotto with children. In the course of such games, the child masters various concepts and learns to classify objects. At the same time, his horizons and ideas about the world expand significantly.
The development of generalization is facilitated by the child compiling a story based on sequential plot pictures, as well as retelling a work of fiction read to him.
4. Good development of phonemic hearing.
Phonemic awareness refers to a person's ability to hear individual phonemes, or sounds, in a word. So, a child entering school must distinguish individual sounds in a word. For example, if you ask him if there is a sound in the word “lamp,” he should answer in the affirmative. Why does a first-grader need good phonemic awareness? This is due to the method of teaching reading existing in schools today, based on the sound analysis of words. How to develop phonemic hearing in a child? The best way to do this is in the game. Here, for example, is one of the games I invented. It's called "Unenchant the Word":
An adult tells a child a fairy tale about an evil wizard who enchants words in his castle. Enchanted words cannot leave the castle until someone frees them. To disenchant a word, you need to guess its sound composition in no more than three attempts, that is, name the sounds that it consists of in order. This can only be done at a time when the wizard is not in the castle. If a wizard finds the savior of words in his castle, he will bewitch him too. After a fabulous introduction, the child is explained what a sound is and how it differs from a letter. (This game is played with children who already know the names of letters and their spelling.) To do this, they tell him that all words sound, and we hear them because they are made up of sounds. For example, the word “mother” consists of the sounds “m-a-m-a” (the word is pronounced in a chant for the child, so that each sound is heard very clearly). When pronouncing the sound “m”, an adult should pay attention to the fact that it is the sound “m” that is being pronounced (which is precisely the phoneme), and not the letter “em”. When playing this game, adults need to remember that the names of consonant letters do not coincide with how these letters sound in words, that is, with their phonemes. For example, the letter “es” in words sounds like the sound “s”, and the letter “be” in words sounds like the sound “b”, etc.
The difficulty of the words proposed for disenchantment should increase gradually. At first, very simple words should be offered, such as: sex, cat, whale, porridge, etc. All sounds of the word should be pronounced by adults very clearly, and the vowels should even stretch out.
Good games for the development of phonemic hearing are given in the book Bugrimenko E.A., Tsukerman G.A. “Reading without coercion,” published in 1993, and in the book by the same authors, “Learning to Read and Write,” published in 1994.
So, psychological readiness for school consists of the four components listed above: 1) motivational readiness to study at school; 2) the ability to arbitrarily fulfill the teacher’s requirements, whether it concerns a specific task or rules of conduct at school; 3) the child’s proficiency in simple generalization operations; 4) good phonemic hearing.
The indicated components of psychological readiness for school represent the necessary and sufficient level of mental development of a child for a normal start to school according to a program of any complexity, but competent and adequate for the age of a first-grader. If a child wants to learn, diligently fulfills all the teacher’s requirements, knows how to work according to a model and according to a rule, and has good learning ability, then such a first-grader should not have any special problems at school.
Questionnaire for parents
“Your child will soon become a schoolchild”
Full name (child) __________________________________________________________________________
Year of birth of the child _______________ Age _____
1. At what age do you plan to send your child to school? Why?
At 6 years old, because
· friends with whom the child communicates in kindergarten (at home) are already going to school and it will be easier for the child to get used to school in an already familiar company;
· the child is already “bored” in kindergarten, he has already “grown out of the game”, the material of classes in the kindergarten is already known to the child;
· the child’s current interest in school may burn out before the child turns 7 years old;
· the child has achieved great success and for their development he should be sent to school;
At 7 years old, because
· at 6 years old the child is still physically weak and cannot bear the stress of school;
·at 6 years old, the child is not yet psychologically ready to become a schoolchild; he is more attracted to play rather than to studying;
· other reasons (specify which ones) ______________________________________________________________
2. Choose what, in your opinion, indicates the child’s readiness for school? (Can
select multiple items)
health, physical endurance;
· ability to communicate with peers;
· ability to build relationships with adults that are adequate to the educational system;
· lack of low self-esteem and fear of failure in the child;
· the ability to speak coherently, compose or retell a story according to the laws of literary rather than colloquial language;
· development of fine hand movements and hand-eye coordination;
· interest in knowledge and the process of obtaining it through additional efforts;
· logical reasoning of the child, the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern;
·other (specify what) ________________________________________________________________
3. How ready do you think your child is currently for entering school and attending school? Why? ___________________________________________________________
4. Do you conduct additional activities at home with your child to improve his readiness for school?
Yes;
No, because ______________________________________________________________ (specify reasons).
5. Do you consider it necessary to devote additional time to your child during his first school days and months?
Yes; - Not yet; - haven’t thought about it yet
6. Does the child in your family have a certain place (for example, a closet, shelf, corner) for which he is independently responsible for the order?
Yes; - Not yet; - haven’t thought about it yet.
13. Do you think that when your child becomes a schoolchild, he will need to be given more freedom and independence in his behavior?
Yes;
No, because _________________________________________________________________ (specify reasons).
Haven't thought about it yet.
How to determine if your child is ready for school?
(memo for parents)
This can be done using the following simple tests.
Sample No. 1. Children's drawing of a graphic pattern consisting of geometric shapes and elements of capital letters. The sample should be drawn on a white sheet of paper without rulers or boxes. It must be redrawn on the same white sheet of paper. When drawing, children should use simple pencils. The use of a ruler and eraser is not permitted. The sample can be arbitrarily invented by an adult.
This task will allow you to determine whether the child can cope with the work according to the model.
Sample No. 2. Playing games with rules with children. For example, this could be the folk game “Black, don’t take white, don’t say no.” In this game, you can immediately see children who do not follow the rules and therefore lose. But in a game it is easier to follow the rule than in a training task. Therefore, if a child has a problem of this kind in play, then it will manifest itself all the more in school.
Sample No. 3. A mixed up sequence of plot pictures is placed in front of the child. You can take pictures from a fairy tale known to children. There should be few pictures: from three to five. The child is asked to put together the correct sequence of pictures and compose a story based on them. To cope with this task, the child must develop the necessary level of generalization.
Sample No. 4. In a playful way, the child is offered words in which he must determine whether the desired sound is there. Each time they agree on what sound will need to be found. There are several words for each sound. Two vowels and two consonants are offered for search. An adult should pronounce the sounds sought in words very clearly, and chant the vowels. Children who find this task difficult should be shown to a speech therapist.
You need to realize that now you come to school not as a student, but as an accomplished adult. Try to create partnerships with teachers. The goal of this relationship is your child's success in school and learning.
As a student's parent, you will face unexpected challenges, especially in the first months of your child's education. The problems indicate difficulties in adapting to school. It is better to resolve them with the help of specialists - teachers, psychologists. But the basis for solving problems is support from parents: the manifestation of their love and faith in the child’s abilities.
Ready for school
To successfully study at school, the child and his parents must have a certain readiness at the time of admission. This is the readiness of the child himself (physical, personal, intellectual) and the readiness of his loved ones who will take on the work of adapting the child to school). Below is a list of what is required of a child upon admission to school; how parents can determine their child's readiness level; how they can develop the missing qualities in him.
Child's physical readiness
The child must be over 6.5 years old. If he is younger, but well developed, he can study with the consent of the admissions committee.
The level of physical development is reflected inchild's medical record.
Starting school is stressful for a child:physical stress (change of regime; unusual stress on the body - you need to sit for a long time, be concentrated, perform new actions, etc.) and mental stress (new environment, new people, new activities, etc.). In order for the child to successfully cope with the inevitable stress and quickly adapt to school, parents must prepare his body and psyche in the summer (give the child a rest, harden him, saturate him with vitamins, etc.).
It is necessary to think over a gentle daily routine for a first-grader, so that he can sleep or lie down during the day if he wants; to take a walk every day; got enough sleep at night. It is advisable to enroll him in sports. section.
It is necessary to equip the child’s study space at home: a table of the required height, a chair with a back, a light on the left side, etc.
Personal readiness of the child
The child’s ability to communicate spontaneously with adults.
Ability to communicate with peers
At the stage of preparation for school:
- Avoid excessive demands
- Give room for error
- Don't think for the child
- Don't overload your child
- Don't miss the first difficulties and contact specialists.
- Give your child little holidays
Good luck and patience!
