Self-education topic:

“The formation of educational and cognitive motives is the key to the quality of successful learning”

“A student is not a vessel that needs to be filled, but a candle that needs to be lit.”

Approximate plan for working on the topic and expected result

Introduction

1.1.Motive and motivation

1.2. Ways to form learning motivation

Chapter 2. Research of motives for educational activities of primary school students

2.1. Research methodology

2.2. Corrective work on the formation of educational motivation

Conclusion

Literature

Introduction

Relevance of the topic. Observation of the work of teachers shows that they do not always pay due attention to the motivation of students. Many teachers, often without realizing it themselves, assume that once a child comes to school, he should do everything that the teacher recommends. There are also teachers who rely primarily on negative motivation. In such cases, students’ activities are driven by the desire to avoid various kinds troubles: punishment from a teacher or parents, bad grades, etc.

Often, on the very first day of school, a student learns that now he cannot behave as before: he cannot get up when he wants; you cannot turn to the student sitting behind you; you can’t ask when you want to do it, etc. In such cases, the student gradually develops a fear of school, a fear of the teacher. Educational activities do not bring joy. This is a signal of trouble. Even an adult cannot work in such conditions for a long time.

To understand another person, you need to mentally put yourself in his place. So imagine yourself in the place of a student who has to get up every day, usually without sleep, and go to school early in the morning. He knows that the teacher will again say that he is stupid, unintelligent, and give him a bad mark. The teacher’s attitude towards him was passed on to the students in the class, so many of them also treat him poorly and try to annoy him in some way. In a word, the student knows that nothing good awaits him at school, but he still goes to school, goes to his class.

If a teacher faces a similar situation, he cannot stand it for a long time and changes jobs. The teacher must constantly remember that a person cannot work for a long time on negative motivation, which gives rise to negative emotions. If this is the case, then is it any wonder that already in elementary school some children develop neuroses.

In this regard, it is worth remembering. His main merit, in our opinion, is not in his notes and reference points, but in the fact that he removed children’s fear of school and made it a place of children’s joy. And school should definitely bring joy to a child. This is required not only by a humane attitude towards children, but also by concern for the success of educational activities. At one time, L. Feuerbach wrote that what the heart is open to cannot be a secret to the mind. The teacher’s task, first of all, is to “open the child’s heart”, to awaken in him the desire to learn new material, to learn to work with it.

Psychological study of motivation and its formation are two sides of the same process of education of the motivational sphere whole personality student. Studying motivation is identifying its real level and possible prospects, zones of proximal development for each student and the class as a whole. The results of the study become the basis for planning the formation process.

Formation of motives for learning is the creation at school of conditions for the emergence of internal motivations (motives, goals, emotions) for learning; the student’s awareness of them and his further self-development of his motivational sphere. At the same time, the teacher does not take the position of a cold-blooded observer of how the students’ motivational sphere spontaneously develops and takes shape, but stimulates its development with a system of psychologically thought-out techniques.

The teacher can study and shape the student’s motivation himself (without waiting, for example, for the arrival of a school psychologist) through long-term observation of the student in real life conditions, analysis of the students’ repeated judgments and actions, thanks to which the teacher can draw fairly reliable conclusions, outline and correct paths formation.

The purpose of this work is to study the motives of students’ educational activities. In this regard, the following tasks were set:

study the literature on the topic “Motivation for learning and its formation”

consider the methodology for developing student motivation

conduct research on the formation of motivation for educational activities

To solve the problems, the following research methods were used: methodological (social pedagogical - observation of the educational process, study and generalization of work experience, experimental and statistical methods).

Object of study: motivation of educational activities.

The subject of study is ways to form motivation for educational activities.

The research hypothesis is that if the content of training is aimed at motivating learning activities, then it should contribute to the emergence of deep cognitive interest in the material being studied.

The work consists of an introduction, two chapters, a conclusion, literature and applications.

Chapter 1. Theoretical foundations of motivation for educational activities

1.1.Motive and motivation

In human behavior, there are two functionally interrelated sides: incentive and regulatory. Drive ensures the activation and direction of behavior, and regulation is responsible for how it develops from beginning to end in a specific situation. Mental processes, phenomena and states: sensations, perception, memory, imagination, attention, thinking, abilities, temperament, character, emotions - all this mainly provides the regulation of behavior. What same concerns its stimulation, or motivation, it is associated with the concepts of motive and motivation. These concepts include an idea of ​​the needs, interests, goals, intentions, aspirations, motivations of a person, the external factors that force him to behave in a certain way, the management of activities in the process of its implementation, and much more. Among all the concepts that are used in psychology to provide and explain incentives in human behavior, the most general and basic are the concepts of motivation and motive. Let's look at them.

The term "motivation" represents more broad concept than the term "motive". The word "motivation" is used in modern psychology in a twofold sense: as denoting a system of factors that determine behavior (this includes, in particular, needs, motives, goals, intentions, aspirations and much more) and as a characteristic of a process that stimulates and maintains behavioral activity at a certain level.

The following aspects of behavior require a motivational explanation: its occurrence, duration, stability, direction and cessation after achieving a set goal, pre-setting for future events, increased efficiency, rationality or semantic integrity of a single behavioral act. In addition, at the level of cognitive processes, their selectivity is subject to motivational explanation; emotionally specific coloring.

The concept of motivation arises when attempting to explain rather than describe behavior. This is a search for answers to questions like “why?”, “why?”, “for what purpose?”, “for what?”, “what is the point?”. Discovering and describing the causes of sustainable changes in behavior is the answer to the question of the motivation of actions containing it.

Any form of behavior can be explained by both internal and external reasons. In the first case, the starting and final points of explanation are the psychological properties of the subject of behavior, and in the second case, the external conditions and circumstances of his activity. In the first case we talk about motives, needs, goals, intentions, desires, interests etc., and in the second - about incentives, coming from the current situation. Sometimes everything psychological factors, which, as it were, from within, from a person, determine his behavior; called personal dispositions. Then, accordingly, they talk about dispositional And situational motivations like analogues of internal and external determination of behavior.

A person's momentary, actual behavior should not be considered as a reaction to certain internal or external stimuli, but as the result of the continuous interaction of his dispositions with the situation. This involves considering motivation as a cyclical process of continuous mutual influence and transformation, in which the subject of action and the situation mutually influence each other, and the result of this is actually observed behavior. Motivation in this case is thought of as a process of continuous choice and decision-making based on weighing behavioral alternatives.

Motivation explains the purposefulness of action, organization and sustainability of holistic activities aimed at achieving a specific goal.

Motive, in contrast to motivation, is something that belongs to the subject of behavior himself, is his stable personal property, which internally encourages him to perform certain actions. Motive can also be defined as a concept that, in a generalized form, represents a set of dispositions.

Of all possible dispositions, the most important is the concept needs. It is called the state of need of a person or animal in certain conditions, which they lack for normal existence and development. Need as a state of personality is always associated with a person’s feeling of dissatisfaction associated with a shortage of what is required (hence the name “need”) by the body (person).

The quantity and quality of needs that living beings have depends on the level of their organization, on the image and living conditions, on the place occupied by the corresponding organism on the evolutionary ladder. The plants that have the least needs are those that need mainly only certain biochemical and physical conditions of existence. A person has the greatest variety of needs, who, in addition to physical organic needs, also have material, spiritual, social ones (the latter are specific needs associated with communication and interaction of people with each other). As individuals, people differ from each other in the variety of needs they have and the particular combination of these needs. Main characteristics human needs- strength, frequency of occurrence and method of satisfaction. An additional, but very significant characteristic, especially when we're talking about about the individual, is the objective content of the need, i.e. the totality of those objects of material and spiritual culture, with the help of which this need may be satisfied.

The concept second only to need in terms of its motivational significance is target. The goal is the directly conscious result towards which the action associated with the activity that satisfies the actualized need is currently directed. If we imagine the entire sphere of what a person is aware of in the complex motivational dynamics of his behavior in the form of a kind of arena in which the colorful and multifaceted performance of his life unfolds, and we assume that the most brightly illuminated place at the moment is the place that should attract the greatest attention of the viewer (the subject himself), then this will be the goal. Psychologically, a goal is that motivational content of consciousness that is perceived by a person as the immediate and immediate expected result of his activity.

The goal is the main object of attention and occupies the volume of short-term and operative memory; the thought process unfolding at a given moment in time and most of all kinds of emotional experiences are associated with it. Unlike the goal associated with short-term memory, needs are likely to be stored in long-term memory.

The considered motivational formations: dispositions (motives), needs and goals are the main components of a person’s motivational sphere.

In addition to motives, needs and goals, interests, tasks, desires and intentions are also considered as drivers of human behavior. Interest they call a special motivational state of a cognitive nature, which, as a rule, is not directly related to any one need that is relevant at a given moment in time. Interest in oneself can be caused by any unexpected event that involuntarily attracted attention. Any new one that appears in the field visual object, any particular, randomly occurring auditory or other stimulus.

Interest corresponds to a special type of activity, which is called indicative research. The higher an organism is on the evolutionary ladder, the more time it takes this type of activity and the more perfect its methods and means. The highest level of development of such activity, available only to humans, is scientific and artistic and creative research.

Task as a private situational-motivational factor arises when, in the course of performing an action aimed at achieving a certain goal, the body encounters an obstacle that must be overcome in order to move on. The same task can arise in the process of performing a variety of actions and therefore is just as non-specific for needs as interest.

Desires and intentions -- these are momentarily arising and quite often replacing each other motivational subjective states that meet the changing conditions of the action.

Interests, tasks, desires and intentions, although they are part of the system of motivational factors, participate in the motivation of behavior, however, they play not so much an incentive role as an instrumental one. They are more responsible for the style, rather than the direction, of behavior.

The motivation for human behavior can be conscious And unconscious. This means that some needs and goals that govern a person’s behavior are recognized by him, while others are not. Many psychological problems receive their solution as soon as we abandon the idea that people are always aware of the motives of their actions, deeds, thoughts, feelings. In fact, their true motives are not necessarily what they seem.

Any teacher knows that an engaged student learns better. In psychological and pedagogical terms, developmental programs in subjects should be aimed at developing sustainable cognitive interest. The solution to this problem will be helped by clear planning of the lesson structure, the use of various forms training, carefully thought out methods and techniques of presentation educational material. Interest plays an important role in motivation for success. In order to instill in a child a healthy desire to achieve the intended goal, teachers themselves must have a sincere interest in their activities and be objective about the successes and failures of students. Behavior focused on achieving the desired result presupposes that each person has motives for achieving success. It is known that students motivated for success prefer goals of average difficulty or slightly inflated ones, which only slightly exceed the result already achieved. In other words, they prefer to take calculated risks. Students with a failure mindset tend to make extreme choices: some set low and others set high goals for themselves. After completing a series of tasks and receiving information about successes and failures in solving them, those who are motivated to achieve overestimate the significance of their failures, while those who are unsure of success, on the contrary, tend to overestimate their successes. In this regard, the teacher needs to assist the child in adequately choosing a goal and take a differentiated approach to assessing the results of completing the assigned tasks. When assessing the result, the teacher usually compares the achievements of some students with the achievements of others. The basis for comparison is a certain standard. Psychologically, it is more justified to compare the child’s own results today with previous ones and only then with the general standard. Cognitive interest is formed and becomes stable only if educational activities are successful and abilities are assessed positively. The direction of a student's educational motivation and his status as a student in the classroom are interconnected. In a friendly atmosphere, students develop positive communication skills. However, it often happens that schoolchildren are constrained by the fear of a bad grade, criticism, the fear of compromising themselves, of not being accepted as “one of our own.” The inability (for various reasons) to take part in the life of the class, as well as to determine one’s goals, leads to difficulties in school more often than low intellectual capabilities. The analysis of negative relationships (quarrels, conflicts, etc.) in a group deserves special attention, since they lead to delays in the development of personality, and in some particularly unfavorable conditions, to its degradation. If you stay in such a group for a long time, negative relationships give rise to anxiety and frustration. Scientific concept“Anxiety” in everyday language is expressed by such words as worry, fear, apprehension, fear, increased tension. Personality anxiety is a basic personality trait that is formed and consolidated in early childhood. It has a negative impact on the formation and development of other human properties and characteristics, such as the motive for avoiding failure, the desire to evade responsibility, and the fear of entering into competition with other people. A student who has such a motive does not make maximum effort in an activity, but is content with the minimum sufficient to avoid being punished, although, as a rule, he is capable of more. Educational activities are always multi-motivated. TO internal motives educational activities can include such as own development in the process of learning; knowledge of the new, unknown, understanding of the need for learning for later life. Motives such as the process of learning itself, the opportunity to communicate, praise from significant persons are quite natural, although they are to a greater extent determined by dependence on external factors. Motives such as studying for the sake of leadership, prestige, material reward or avoiding failure are even more saturated with external factors.

Therefore, one of the main tasks of the teacher should be to increase the “specific weight” in the student’s motivation structure. intrinsic motivation teachings. The development of internal motivation for learning occurs as a shift of motive to the goal of learning. Each step of this process is characterized by the superposition of one motive, closer to the goal of the teaching, on another, more distant from it. Therefore, in the motivational development of a student, as well as in the learning process, the zone of proximal development should be taken into account. In order for a student to truly get involved in work, it is necessary that the tasks that are set for him in the course of educational activities are not only understood, but also internally accepted by him, that is, so that they become significant for the student.

1.2. Ways to form learning motivation

The teacher’s task, first of all, is to “open the child’s heart”, to awaken in him the desire to learn new material, to learn to work with it.

In psychology, it is known that the development of learning motives occurs in two ways: 1) through students’ assimilation of the social meaning of learning; 2) through the very activity of the student’s learning, which should interest him in something.

On the first path, the main task of the teacher is, on the one hand, to bring to the child’s consciousness those motives that are socially insignificant, but have a fairly high level of effectiveness. An example would be the desire to receive good grades. Students need to be helped to understand the objective connection of assessment with the level of knowledge and skills. And thus gradually approach the motivation associated with the desire to have a high level of knowledge and skills. This, in turn, should be understood by children as a necessary condition for their successful activities useful to society.

On the other hand, it is necessary to increase the effectiveness of motives that are recognized by students as important, but do not actually influence their behavior. This way of forming educational motivation is directly related to the peculiarities of the organization of the educational process. In psychology, quite a lot of specific conditions have been identified that arouse a student’s interest in educational activities. Let's look at some of them.

Research has shown that the cognitive interests of schoolchildren significantly depend on the way the subject is presented. Usually the subject appears to the student as a sequence of particular phenomena. The teacher explains each of these phenomena and gives a ready-made way to deal with it. The child has no choice but to remember all this and act in the manner shown. An example would be a mathematics course and a Russian language course. So, when learning addition, the child moves through many concentric circles, separately mastering addition within the first ten, second, hundred, etc. Inside a hundred, he separately learns to add a ten with ones, then round tens, then two two-digit numbers without going through the ten and only at the end - with a transition through ten. A lot of mechanical calculations, and the result is meaning arithmetic action often remains unclear. Students' mistakes speak volumes about this. So, for example, by studying subtraction in this way, the student transfers the features of a particular method to the action as a whole. Specifically, it looks like this: after acquiring the ability to work with numbers, where the number of tens and the number of units in the minuend are greater than in the subtrahend, etc.), the student, without realizing it, “generalizes” this case into a general rule: “ When subtracting from a larger number, you must subtract the smaller one” - and when subtracting the type, you get 23.

With such a disclosure of the subject, there is a great danger of losing interest in it.

On the contrary, when the study of a subject proceeds through the disclosure to the child of the essence that underlies all particular phenomena, then, relying on this essence, the student himself receives particular phenomena, educational activity acquires a creative character for him, and thereby arouses his interest in studying this subject1. At the same time, as the study showed, both its content and the method of working with it can motivate a positive attitude towards the study of a given subject. In the latter case, there is motivation by the learning process: students are interested in learning, for example, the Russian language, independently solving language problems.

The second condition is related to the organization of work on the subject in small groups. discovered that the principle of selecting students when forming small groups has great motivational significance. If children with neutral attitude to combine a subject with children who do not like this subject, then after working together the former significantly increase their interest in this subject. If you include students with a neutral attitude towards a subject into the group of those who love this subject, then the attitude towards the subject among the former does not change.

The same study shows that group cohesion among students working in small groups is of great importance for increasing interest in the subject being studied. In this regard, when forming groups, in addition to academic performance and general development, the desire of the student was taken into account. They asked: “Who would you like to study with in Russian language lessons in the same foursome?” The influence of group cohesion is explained by the fact that when working in small groups, it is not the teacher-student relationship that comes to the fore, but the relationship between students.

In groups where there was no cohesion, the attitude towards the subject worsened sharply. On the contrary, in close-knit groups, interest in the subject being studied increased significantly. Thus, the number of people who love this item increased from 12% to 25%.

In research. A.K. Markova discovered that it is also possible to successfully form educational and cognitive motivation using the relationship between motive and goal of activity.

The goal set by the teacher should become the goal of the student. Between motives and goals there are very difficult relationships. The best way to move is from motive to goal, that is, when the student already has a motive that encourages him to strive for the goal set by the teacher.

Unfortunately, in teaching practice such situations are rare. As a rule, the movement goes from the goal set by the teacher to the motive. In this case, the teacher’s efforts are aimed at ensuring that the goal set by him is accepted by the students, that is, motivationally ensured. In these cases, it is important, first of all, to use the goal itself as a source of motivation, to turn it into a motive-goal. It should be taken into account that elementary school students have poor goal-setting skills. Children usually put the goal associated with learning activities first. They are aware of this goal. However, they are not aware of the private goals leading to it, they do not see the means to achieve this goal. For example, students were asked to complete a certain number of tasks in a strictly defined time. The tasks could be chosen from among those presented. It turned out that in this situation only 19.3% of students showed goal-directed behavior. 54.7% of students failed to complete the task and actually lost the goal set for them. This indicates the need for special training in goal setting for younger schoolchildren. As shown, for this the goal should be clearly defined. It is also very important that children take part in its formulation, analysis and discussion of the conditions for its achievement.

To transform goals into motives-goals, the student’s awareness of his success and progress is of great importance. For this purpose, teachers, for example, when introducing a new topic, together with the children, draw up a special table, which clearly presents the composition of subject knowledge and a list of skills that students must master. The table has a special column where children themselves note what they already know, what they don’t know yet, and what they doubt. Naturally, at first children cannot yet adequately evaluate themselves, but gradually they get used to doing this. The result of systematic work of this kind is not only an increase in the motivating power of the goals set, but also the formation of the ability to evaluate one’s successes and see specific shortcomings.

As was said, one of effective means, promoting cognitive motivation, is the problem of learning.

When using the activity theory of learning, problem-solving is organically included in children's learning activities. As we have seen, at each stage it is necessary to use problem situations and tasks. If the teacher does this, then usually the students' motivation is at a fairly high level. It is also important to note that the content is cognitive, i.e. internal. The type of oriented basis of action used in the educational process is of decisive importance for the motivation of learning. The first type of OOD, when used systematically, often leads to negative motivation. On the contrary, the third type of orienting basis for action provides stable positive motivation.

A comparison of learning motives in traditional teaching and experimental teaching, based on an activity approach, showed the advantages of the latter.

First of all, it turned out that the dynamics of motives in elementary school are not determined by age characteristics. With traditional education, as a rule, by the third grade a “motivational vacuum” sets in: loss of cognitive motives, lack of interest in learning.

In the teaching and learning complex “Primary School of the 21st Century”, the formation of educational and cognitive motives is essential for the formation of learning skills. They include: a stable interest in solving various educational problems, the child’s desire to learn and improve the results of his activities. The conducted studies have convincingly shown that the formation of motivation directly depends on training content.

The advantages of activity theory are as follows.

Firstly, the basis of the content of training in the third type of indicative basis of actions is basic (invariant) knowledge.

Secondly, the content of training necessarily includes generalized methods (methods) of working with this basic knowledge. Mastering both of these opens up enormous opportunities for the child to move independently in this area. He is able to independently construct an approximate basis for actions in any particular situation based on acquired basic knowledge. This serves as a source of positive cognitive motivation.

Thirdly, the learning process is structured in such a way that the child acquires knowledge and skills through their application. As we have seen, tasks are introduced at all stages of the acquisition process. By solving these problems, the student simultaneously acquires both knowledge and skills. As a result, learning occurs without memorization, but at the same time ensures lasting memorization. This is another source of positive motivation.

Currently, the human factor is of greatest importance in the development of society. First of all, creative and independent, responsible and enterprising workers are required, capable of continuous development and self-education. Due to this main goal individual human progress is the development of independence and the full disclosure of the capabilities and abilities of the individual.

In the context of humanization of education existing theory and the technology of mass education should be aimed at the formation of a strong personality, capable of living and working in a constantly changing world, capable of boldly developing their own strategy of behavior, making moral choices and taking responsibility for them.

According to requirements new education paradigm The main task of the school is to prepare an independent, educated, creative person capable of continuous development and self-education. Due to this special meaning For self-realization of personality, students have a technological education.

Modern technological education expands the boundaries of students’ technological training, developing technological thinking, which ensures the formation of such abilities as the ability to:

predict your development within a given goal;

make decisions at the level of inclusion in labor activity;

focus on constant updating of knowledge and skills;

realize oneself in the process of work;

find innovative solutions in difficult situations;

determine your own interests;

design an algorithm various types activities.

The problem of preparing the younger generation for life and work, the development of the scientific foundations for its implementation in secondary schools, is presented in the works of a number of famous scientists and teachers. Works by L.P. Aristova, E.Ya. Golanta, B.P. Esipov, and others, devoted to the problem of analyzing the development of independence in children as the most important indicator of the fruitfulness of learning.

In my opinion, independence is the basis for the formation of creativity in the activity of the subject, and creative activity- this is the active interaction of a subject with the surrounding world, as a result of which he purposefully changes this world and himself and creates something new that has public importance. Therefore, the future directly depends on the efforts of the school: how well it ensures the development of student activity and independence in learning.

The main mistake of many teachers, from primary to higher school, in an effort to limit oneself to providing knowledge and ensuring the assimilation of material.

The disadvantage of education mainly consists in the inability to work independently, in the inability to develop skills in academic work. There is a shortage methodological material and recommendations on the issue of a system for developing independence among students. But the essence of pedagogical technology is the search for new scientific approaches to the analysis and organization of the educational process, a set of methods and means that ensure the implementation of lesson goals in the educational system. This is what connects theory and practice, the procedural and substantive aspects of learning. Currently, there is a fascination with forms of learning without their deep theoretical analysis, without taking into account the content of learning.

A holistic pedagogical understanding of this problem leads to the need to find effective ways to develop student independence. The success of this process is determined by many factors, among which the most important is the student’s awareness of his abilities, interests, and knowledge of methods of independent activity. At the same time, the tasks of education modern stage require a specific study of the problem of student independence based on the material of individual subjects. However, the traditional organization of student independence remains predominant in most schools. These shortcomings of mass practice are explained, as mentioned above, by the lack of development of technology for developing the independence of schoolchildren in the classroom.

Organizing and managing independent work is a responsible and hard work every teacher. Fostering activity and independence must be considered as an integral part of the education of students. In this regard, one of the main tasks of modern education is:

developing in students the ability to operate acquired knowledge and apply it in new situations;

draw independent conclusions and generalizations;

find solutions in non-standard conditions.

Also, the fundamental requirement of society for a modern school is the formation of an individual who can independently:

creatively solve scientific, industrial, social problems;

think critically;

develop and defend your point of view, your beliefs;

systematically and continuously replenish and update your knowledge through self-education;

improve skills, creatively apply them in reality.

Effective use of independent work allows you to solve a large number of the above problems.

Wherein independent work of students is an important component of the educational process. It is advisable to consider it as a form of organizing students’ educational activities, carried out under the direct or indirect guidance of a teacher, during which students mainly or completely independently perform various types of tasks in order to develop knowledge, skills and personal qualities.

Requirements for organizing independent work of schoolchildren

Any student’s independent work organized by the teacher must meet the following didactic requirements:

• be purposeful;

  be truly independent work and encourage the student to work hard when completing it;

  At the same time, at first, students need to develop the simplest skills of independent work;

  for independent work, in most cases it is necessary to offer such tasks, the implementation of which does not allow working according to ready-made recipes and templates;

  assignments should be of interest to students;

  independent work must be systematically and systematically included in the educational process;

  when organizing independent work, it is necessary to carry out a reasonable combination of the teacher’s presentation of the material with the independent work of students to acquire knowledge, skills and abilities;

  When students perform independent work of any kind, the leading role should belong to the teacher.

Psychological and pedagogical characteristics of a junior schoolchild

The boundaries of primary school age, coinciding with the period of study in primary school, are currently established from 6-7 to 9-10 years. During this period, further physical and psychophysiological development of the child occurs, providing the opportunity systematic training At school. Forming the ability to independently acquire and expand knowledge is one of the main objectives of training. At the same time, independent work of schoolchildren intensifies the learning process.

Educational activity becomes the leading activity at primary school age. It determines the most important changes occurring in the development of the children’s psyche at a given time. age stage. Within the framework of educational activities, psychological new formations are formed that characterize the most significant achievements in the development of primary schoolchildren and are the foundation that ensures development at the next age stage. Gradually, motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position and has nothing to achieve. To prevent this from happening, learning activities need to be given new, personally meaningful motivation. The leading role of educational activities in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, during which his new achievements are improved and consolidated.

The younger student is optimistic, inquisitive, emotional, loves to play and fantasize. This is a passionate nature, a completely independent person, who has her own views and judgments and does not always accept other people’s opinions without evidence. At the same time, the authority of an adult and his opinion largely determine the behavior of a younger student. All this directly affects the child’s interaction with the world around him. However, it is difficult for a child to maintain sustained voluntary attention for a long time and to memorize significant material.

Taking into account this feature, the teacher may well use independent work in teaching a primary school student, which will help the child remember the amount of material he needs.

Distinctive feature any junior schoolchild - interest in the world around him, the need to acquire new knowledge not only about the objects that directly surround him, but also about rather abstract ones. Therefore, it is important for the teacher to accustom the child to independently master new knowledge. He will be helped in this by various forms of independent work that will help the child gradually study the world around him.

It is especially important to emphasize such a psychological feature of a junior schoolchild as a holistic perception of the world.

Knowledge of the surrounding world is associated with such psychological characteristics of a child of primary school age as goodwill, openness, and positive reflection. Under certain conditions, a primary school student can develop the ability to empathize.

At this age, another important new formation appears - voluntary behavior. The child becomes independent and chooses what to do in certain situations. This type of behavior is based on moral motives that are formed at this age. The child absorbs moral values ​​and tries to follow certain rules and laws. This is often associated with selfish motives and desires to be approved by adults or to strengthen one’s personal position in a peer group. That is, their behavior is one way or another connected with the main motive that dominates at this age - the motive of achieving success.

New formations such as planning the results of action and reflection are closely related to the formation of voluntary behavior in younger schoolchildren.

A child of primary school age already develops elements of reflection: he can objectively evaluate himself, learns to reckon with the opinions of others and take them into account in joint activities. At the same time, this is not its typological feature, that is, it is not inherent in everyone without exception, although the presence of these phenomena in some children indicates the possibility of their formation in all. This must be taken into account in the educational process

As a rule, younger schoolchildren fulfill the teacher’s demands unquestioningly and do not enter into arguments with him, which, for example, is quite typical for a teenager. They trustfully accept the teacher’s assessments and teachings, imitate him in his manner of reasoning and intonation. If a task is given in class, it means it is necessary, and the children carefully complete it, without thinking about the purpose of their work.

At this age, children acquire new knowledge, skills and abilities with readiness and interest. Anything new (a picture book the teacher brought, an interesting example, a teacher’s joke, visual material) evokes an immediate reaction. Increased reactivity and readiness for action are manifested in lessons and in the way the children quickly raise their hands, impatiently listen to a friend’s answer, and strive to answer themselves. In order to identify the capabilities of each child, the teacher must systematically carry out independent work. As a result, he will be able to monitor the progress of children.

The primary school student has a very strong focus on external world. Facts, events, details leave a strong impression on him. At the slightest opportunity, students run closer to what interests them, try to take an unfamiliar object in their hands, and fix their attention on its details. Children happily talk about what they saw, mentioning many details that are little understandable to outsiders, but are apparently very significant for them.

At the same time, at primary school age, the desire to penetrate into the essence of phenomena and reveal their cause does not noticeably manifest itself. It is difficult for a younger student to identify the essential, the main thing. For example, when retelling texts or answering questions about them, students often repeat individual phrases and paragraphs almost word for word. This also happens when they are required to tell in their own words or briefly convey the content of what they read.

The development of the personality of a primary school student depends on school performance and the assessment of the child by adults. At primary school age, children's desire to achieve increases. Therefore, the main motive of a child’s activity at this age is the motive of achieving success. Sometimes another type of this motive occurs - the motive of avoiding failure.

The main achievements of this age are determined by the leading nature of educational activities and are largely decisive for subsequent years of education: by the end of primary school age, the child must want to learn, be able to learn and believe in himself.

Full-fledged living of this age, its positive acquisitions are the necessary foundation on which to build further development the child as an active subject of knowledge and activity. The main task of adults in working with children of primary school age is to create optimal conditions for the development and realization of children's capabilities, taking into account the individuality of each child.

“Formation of competence in the field of independent positive activity among primary school students”

Actuaflatness of the topic.

In the materials of the second generation Federal State Educational Standard (primary education), one of the value guidelines is “development of independence, initiative and responsibility of the individual as a condition for his self-actualization”. In this regard, the key competence of a primary school student is educational independence, which is based on reflective skills, takes into account the individual characteristics of students and is based on general educational skills.

Today's junior high school students are significantly different from their peers of previous years. The range of readiness levels for school is very wide: from complete ignorance of letters and numbers, lack of basic spatial orientation skills, to the ability to read fluently and explain the meaning of what is read, compare and generalize. But regardless of the effort expended. The child still experiences difficulties due to the inability to work in an individually oriented mode. This reinforces the importance of changing priorities in the learning style and focusing on the formation of independence, since the child’s ability to carry out learning activities without the help of an adult would allow him to solve a number of his problems. individual training and expanded the prospects for student self-education.

The Federal State Educational Standard proclaims as one of the most important tasks modern system education “formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement” In the standard, universal educational activities are grouped into four main blocks : personal, regulatory, general cognitive (including general educational, logical, problem posing and solving), communicative actions. The most important task of the modern education system is the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. That is why the “Planned Results” of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.

The main results of teaching children in primary school are the formation of universal methods of action, the development of the ability to learn - the ability to self-organize in order to solve educational problems, individual progress in the main areas of personal development - emotional, cognitive. As a result of training, the child should develop: the desire and ability to learn, initiative, independence, and cooperation skills in various types of activities.

That is why today the primary school teacher is rethinking his teaching experience and poses the following questions: How to teach children? How to develop the ability to learn? What does it mean to be able to learn? How to form and develop universal learning activities among students?

In first grade, children develop an idea of ​​learning activities. Students find the answer to the question: What does it mean to be able to learn? They are introduced to the two main steps of learning activities - "What don't I know?" and “I’ll find a way myself!” Younger schoolchildren learn to identify difficulties in educational activities, set a goal, and build a way to achieve a goal. In my work, I pay attention to the formation and development of students’ ability to check their work using a model based on an algorithm, and I also introduce them to the error correction algorithm. Students learn to follow instructions and strictly follow the pattern. Thus, I form regulatory universal learning actions among first-graders. Regulation is nothing more than managing actions, it is the basis of the success of any activity, it is the ability to manage one’s activities. A. G. Asmolov in the manual “How to design universal educational activities. From action to thought” notes that “in elementary school, the following regulatory educational actions can be distinguished, which reflect the content of the leading activities of children of primary school age: the ability to learn and the ability to organize their activities (planning, control, evaluation); formation of determination and perseverance in achieving goals, optimism in life, readiness to overcome difficulties. . Thus, goal setting, planning, mastering methods of action, mastering algorithms, evaluating one’s own activities are the main components of regulatory universal educational actions, which become the basis for educational activities.

UUD

1. Universal learning activities.

The term “universal learning activities” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new things social experience.

Fundamentals of educational independence.

Modern programs Primary schools contain the requirement to cultivate educational independence and develop the ability to learn. A child who has not acquired these qualities by the end of primary education cannot cope with the growing demands for mastering educational material and the increasing workload in primary school. He loses interest in

classes, studies well below his capabilities, and when he graduates from school, he finds himself unable to carry out his work creatively without outside help. Academic independence, the foundations of which are laid in the 1st grade, is considered as one of the indicators of the maturity of the educational activity of a primary school student. Authors of teaching materials for elementary schools include a large number of material for the development of educational independence in each subject. Independent activity is formed by various means, of which the most common is independent work. It is ensured by a high level of cognitive activity of elementary school students according to the criteria of self-regulation and goal setting, which are formed precisely at this age. Independent work is understood as a special form of organizing educational activities, carried out under the direct or indirect guidance of a teacher, during which students mainly or completely independently perform various types of tasks in order to develop knowledge, skills and abilities. personal qualities(I.F. Kharlamov). The effectiveness of instilling educational independence in children of primary school age is possible with a fundamental restructuring of the positions of the teacher, who must: consider the education of independence as a purposeful task that is especially significant for the development of the individual; – abandon petty tutelage and authoritarianism; – ensure that the adult’s position is adequate to the level of independence of children (advisor, consultant, participant); – take into account the desires, capabilities, abilities, knowledge and skills of children as much as possible; – actively use incentive mechanisms (for example, incentives, game designs); – create an emotionally favorable background, a friendly, trusting atmosphere in the classroom; – promote the development of the subjective position of schoolchildren; – build educational work on the basis of the relationship between educational and educational processes, interaction between school and family; – take into account that the development of independence proceeds, as it were, in two planes: from internal logic (less - more, more fully) and from class to class; – do not force the educational process and observe an individual approach, taking into account the uniqueness of each student and the pace of his development. To effectively guide students’ independent learning activities, it is important to determine the signs of independent work: the presence of a teacher’s assignment; teacher guidance; student independence; completing a task without the direct participation of the teacher; student activity

Forms, methods and means of forming the foundations of independence (the ability to learn) of primary schoolchildren.

The teacher plays a leading role in shaping students' learning activities. Therefore, selection of lesson content, development of a specific set of the most effective educational tasks (within each subject area), determining the planned results, choosing methods and forms of teaching - all this requires a competent approach from the teacher. The second generation federal state educational standard is based on a system-activity approach. Consequently, today we have to move away from the traditional transfer of ready-made knowledge from the teacher to the student. The teacher’s task becomes not only to clearly and clearly explain, tell, show everything in the lesson, but also to include the student himself in educational activities, organize the process of children’s independent acquisition of new knowledge, and the application of acquired knowledge in solving cognitive, educational, practical and life problems. Many practicing teachers in their work encounter difficulties due to the low motivation of students to acquire new knowledge and be active in educational activities. The solution to this issue is to use active forms and teaching methods in the classroom. One of the effective means of promoting cognitive motivation, as well as the formation of universal educational actions, is the creation of problematic situations in the educational process. A. M. Matyushkin characterizes the problematic situation as “ special kind mental interaction between object and subject, characterized by such mental state subject (student) when solving problems that require the discovery (discovery or assimilation) of new ones, previously to the subject unknown knowledge or modes of activity." In other words, a problem situation is a situation in which a subject (student) wants to solve some difficult problems for himself, but he lacks data and must look for it himself. Problem situation - a means of organization problem-based learning, this is the initial moment of thinking, evoking a conscious need for learning and creating internal conditions for the active assimilation of new knowledge and methods of activity.. A problematic situation arises when a teacher deliberately confronts students’ life ideas with facts for which schoolchildren do not have enough knowledge and life experience to explain them. Intentionally confront students' life ideas with scientific facts This can be done with the help of various visual aids and practical tasks, during which students are sure to make mistakes. This makes it possible to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem. For example, in a lesson on the surrounding world in first grade on the topic “Who are the birds?” I offered the children the following problem situation:

Name the distinctive feature of birds. (These are animals that can fly.)

Look at the slide. What animals did you recognize? (Bat, butterfly, sparrow, chicken.)

What do these animals have in common? (They can fly.)

Can they be classified as one group? (No.)

Will the ability to fly be a distinctive feature of birds? - What did you expect? What actually happens? What question arises? (What is the distinctive feature of birds?)

A problematic situation can be created by encouraging students to compare and contrast contradictory facts, phenomena, data, i.e., with a practical task or question, to confront different opinions of students.

So, in a Russian language lesson on the topic “Proper name. Words that are pronounced the same but spelled differently”, I offered the students the following situation:

One first-grader girl wrote about herself. Here's what she came up with:

"Hello! My name is Amina. I live in the city of Khasavyurt. I love reading fairy tales. My favorite fairy-tale heroes- Pinocchio, Cinderella. I also like to play with the ball.”

Correct the mistakes. Write the last sentence in your notebook.

How did you spell the word ball in a sentence? (Different answers: ball, Sharik.)

Let's look at the screen. What's the problem? (We see that some guys write this word with a capital letter, while others write it with a small letter.)

What question arises? (Who is right?)

What should be done? (Stop and think.)

In school practice, problematic situations that arise when there is a discrepancy between the known and required methods of action are widely used. Students face a contradiction when they are encouraged to perform new tasks, new actions in old ways. Having realized the failure of these attempts, they are convinced of the need to master new methods of action. The creation of problem situations in the classroom makes it possible to intensify the mental activity of students, direct it to the search for new knowledge and methods of action, since “the next stage of work in the classroom is solving the problem. Children express different offers how to solve the problem. If the children quickly offer a successful (effective) solution, it is up to the teacher to decide whether it is possible to move on to the next stage of the lesson. If the teacher has no doubt that most children understand the essence of the discovery (or this proposal was made almost simultaneously by many children), then you can move on. However, sometimes a situation arises when the essence of a good idea is understood by one or two people in the class, and the rest are not yet ready to accept it. Then the teacher must deliberately “neutralize” the children who guessed it, thereby forcing the rest to continue to guess.” Tolmacheva in the book “Lesson in Developmental Education” note: “At this stage of work, it is important for the teacher to ensure the participation of each child in joint actions on retention and solution of educational tasks." At such a lesson, a research approach to teaching is implemented, the principle of activity, the meaning of which is that the child receives knowledge not in finished form, but “extracts” it in the process of his labor. Them but today’s student needs such a lesson. A lesson in which the teacher teaches the child to learn, teaches activities. A. A. Leontyev notes “Teaching activities means making the learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it (i.e., optimally organize one’s activities), helping the child to form skills of control and self-control, assessment and self-esteem." The teacher builds the education of younger schoolchildren on the basis of the technology he has chosen. If, for example, we build student learning on the basis communication technology, then this technology contributes to the education of a student who knows and wants to learn, to be proactive in acquiring new knowledge, who knows how to defend his point of view and at the same time knows how to listen, treat the point of view of others kindly and with respect, and be sociable. The peculiarity of this technology is the construction of training based on the active interaction of all participants in the educational process with the involvement of all possible means (sources) of information. The organizational forms of this technology are: collaborative learning, mutual learning, work in pairs and shift groups, educational dialogue, educational discussion.

An effective means of developing independence in primary school students is a group form of education. The use of group forms leads to increased cognitive activity and creative independence among students; the way children communicate changes; students assess their capabilities more accurately; children acquire skills that will help them in later life: responsibility, tact, confidence.

In this case, it is important to remember some of the advantages of group work (according to V. Okon). This form of organizing children's activities: - contributes to the implementation of educational goals, teaching them responsibility, readiness to help others, and partnership; - contributes to the implementation of cognitive goals, increases student productivity, develops their cognitive activity and independence; - expands the boundaries of interpersonal relationships and promotes connections between students; - makes the process of self-assessment more objective, increases objectivity in assessing others. The teacher is given the main role. It is necessary to organize the educational process in such a way that each student can realize his potential, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence as one of the main personality qualities. Thus, the inclusion of problem situations, group forms of teaching in the lesson, constructing a lesson in the technology of the activity-based teaching method contributes to the formation of universal educational actions in students, gives children the opportunity to grow up as people capable of understanding and evaluating information, making decisions, and controlling their activities in accordance with their goals. . And these are precisely the qualities that a person needs in modern conditions.

Natalia Popova
Self-education report " Psychological readiness child to school"

“Child’s psychological readiness for school”

RELEVANCE

The relevance of the problem is determined by the important moment that occurs in the life of a child in connection with a change in his social status. Entering 1st grade is a turning point in a child’s life and special attention should be paid to this moment.

What prompted me to take up this topic?

Incomplete awareness of oneself and parents about the child’s psychological readiness for school.

Target:

Raising your professional excellence and competence on the issue of “psychological readiness of a child for school.

TASKS:

1. Study methodological literature on the topic of self-education.

2. Introduce new methods and directions in the upbringing and education of children.

3. Introduce parents to the term “psychological readiness of a preschooler”

4. Give practical advice on developing the psychological readiness of a preschooler.

Hypothesis:

Successful mastery of educational activities at school depends on whether the child’s psychological properties are formed. Lack of formation of one of the components school readiness is not a favorable development option and leads to difficulties in adapting to school: in the educational and socio-psychological sphere.

According to L.A. Wenger, V.V. Kholmovskaya, L.L. Kolominsky, E.E. Kravtsova and others, it is customary to distinguish the following components in the structure of psychological readiness:

1. Personal readiness, which includes developing the child’s readiness to accept a new social position- the position of a schoolchild who has a range of rights and responsibilities. Personal readiness includes determining the level of development of the motivational sphere.

2.Intelligent Readiness child to school. This component of readiness presupposes that the child has an outlook and the development of cognitive processes.

3. Social and psychological readiness to schooling. This component includes the formation of moral and communication abilities in children.

4.Emotional-volitional readiness is considered formed if the child knows how to set a goal, make decisions, outline a plan of action and make an effort to implement it.

The concept of psychological readiness for schooling

Today, it is almost universally accepted that readiness for schooling is a multi-complex education that requires comprehensive psychological research.

Let's look at the readiness components in more detail:

Personal readiness

Includes the formation of a child’s readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere. A child who is ready for school education is one who is attracted to school not by its external aspects (the attributes of school life - a briefcase, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of cognitive interests. The future student needs to voluntarily control his behavior and cognitive activity, which becomes possible with formed hierarchical system motives. Thus, the child must have developed learning motivation. Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible.

Child's intellectual readiness for school

This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child’s thinking remains figurative, based on real actions with objects and their substitutes. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. To summarize, we can say that the development of intellectual readiness for learning at school involves:

Differentiated perception;

Analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);

Rational approach to reality (weakening the role of fantasy);

Logical memorization;

Interest in knowledge and the process of obtaining it through additional efforts;

Mastery of spoken language by ear and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

Social and psychological readiness for schooling

This component of readiness includes the formation in children of qualities through which they could communicate with other children and teachers. A child comes to school, a class where children are busy common cause, and he needs to have fairly flexible ways of establishing relationships with other people, he needs the ability to enter the children's society, act together with others, the ability to give in and defend himself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.

In addition to the above-mentioned components of psychological readiness for school, we will also highlight physical, speech and emotional-volitional readiness.

Physical readiness means general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators corresponding to the norms of physical development of boys and girls of 6-7 years of age. Condition of vision, hearing, motor skills (especially small movements of the hands and fingers). State nervous system child: the degree of her excitability and balance, strength and mobility. General health.

Under speech readiness understands the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness.

Emotional-volitional readiness is considered formed if

the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, he develops arbitrariness of psychological processes.

Sometimes various aspects, relating to the development of mental processes, including motivational readiness, are combined with the term psychological readiness, in contrast to moral and physical readiness.

Doctor of Psychological Sciences, Leonid Abramovich Wenger

Child psychologically ready for school

Personal and social readiness - ready to communicate and interact with both adults and peers

Motivational readiness is the desire to go to school caused by adequate reasons (educational motives)

Intellectual readiness - has a broad outlook, a stock of specific knowledge, understands basic patterns

Emotionally – volitional readiness – able to control emotions and behavior

A CHILD IS NOT PSYCHOLOGICALLY READY FOR SCHOOL

Cannot concentrate in class and is often distracted

Has difficulty communicating with adults and peers about academic tasks

Shows little initiative

Tends to cliché actions and decisions

Cannot join the general class mode

The problem of the concept of a child’s psychological readiness to study at school in the works of specialists

Psychological features of the development of a preschooler

general characteristics components of psychological readiness for schooling

Methods of psychological correction of the development of children who are not ready for schooling

Diagnosis of children's psychological readiness for school

Download:

Preview:

Self-education report by a teacher-psychologist

Development of psychological readiness for learning at school

children of senior preschool age

Introduction

1. The problem of the concept of psychological readiness of a child

to school education in the works of specialists

1. General characteristics of the components of psychological

school readiness

1. Methods of psychological correction of children's development, not

ready for school

5. Diagnosis of children’s psychological readiness for school

Conclusion

Literature

Introduction

Recently, the task of preparing preschoolers for school education has occupied one of the important places in the development of psychology. The successful solution of the problems of developing a child’s personality and increasing the effectiveness of teaching are largely determined by how accurately the level of readiness of children for schooling is determined. In modern psychology, unfortunately, there is not yet a single and clear definition of the concept of “readiness” or “school maturity.”

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

I. Shvantsara more succinctly defines school maturity as the achievement of such a degree in development when the child “becomes able to take part in school education.” I. Shvantsara identifies mental, social and emotional components as components of readiness to learn at school.

In the psychological and pedagogical literature, the concept of “school maturity” is interpreted as the achieved level of morphological, functional and intellectual development a child that allows him to successfully overcome the stress associated with systematic learning and a new daily routine at school.

Currently, the very high demands of life on the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school takes on special significance. Its decision is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.

Psychological readiness for schooling is understood as the necessary and sufficient level of psychological development of a child to master the school curriculum under certain learning conditions. A child’s psychological readiness for school is one of the most important results of psychological development during preschool childhood. The main goal of determining psychological readiness for schooling is to prevent school maladjustment.

For successful implementation For this purpose, various classes have recently been created, the task of which is to implement an individual approach to education in relation to children, both ready and not ready for school, in order to avoid school maladjustment.

At different times, psychologists have dealt with the problem of school readiness; many methods and programs have been developed (Gudkina N.N., Ovcharova R.V., Bezrukikh M.I., etc.) for diagnosing school readiness of children and psychological assistance in the formation of components of school maturity.

But in practice, it is difficult for a psychologist to choose from this variety of methods and programs the one that will help to comprehensively determine the child’s readiness for learning and help prepare the child for school.

Identifying the level of readiness will make it possible to organize correctional work with children with low and average level readiness, which will allow the child to develop the necessary skills and abilities to successfully master educational material.

1. The problem of the concept of a child’s psychological readiness to study at school in the works of specialists

Preparing children for school is a complex task, covering all areas of a child’s life. Psychological readiness for school is only one aspect of this task. But within this aspect there are different approaches:

1. Research aimed at developing in preschool children certain changes and skills necessary for learning at school.
2. Research on neoplasms and changes in the child’s psyche.
3. Research into the genesis of individual components of educational activity and identification of ways of their formation.
4. Studying the child's changes in consciously subordinating his actions to the given ones while consistently following the verbal instructions of an adult. This skill is associated with the ability to master the general way of following an adult’s verbal instructions.
5. Readiness for school in modern conditions is considered, first of all, as readiness for schooling or educational activities. This approach is justified by looking at the problem from the perspective of the periodization of the child’s mental development and the change of leading types of activity. According to E.E. Kravtsova, the problem of psychological readiness for schooling is specified as a problem of changing the leading types of activity, i.e. This is a transition from role-playing games of educational activities. This approach is relevant and significant, but readiness for educational activities does not fully cover the phenomenon of readiness for school.

L. I Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation, one’s cognitive activity and the social position of the student. Similar views were developed by A.V. Zaporozhets, noting that readiness for learning at school is an integral system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of mechanisms volitional regulation.

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

Traditionally, there are three aspects of school maturity: intellectual, emotional and social.

Intellectual maturity refers to differentiated perception (perceptual maturity), including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.

Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time.

Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.

Based on the selected parameters, tests for determining school maturity are created.

If foreign studies of school maturity are mainly aimed at creating tests and are much less focused on the theory of the issue, then in the works domestic psychologists contains deep theoretical study problems of psychological readiness for school, rooted in the works of L.S. Vygotsky.

Is not it. Bozhovich (1968) identifies several parameters of a child’s psychological development that most significantly influence the success of schooling. Among them is a certain level motivational development child, including cognitive and social motives for learning, sufficient development of voluntary behavior and intellectuality of the sphere. She considered the motivational plan to be the most important in a child’s psychological readiness for school. Two groups of teaching motives were identified:

1. 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”;
2. Motives related directly to educational activities, or “the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich). 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 towards environment, named L.I. Bozovic "the inner position of a schoolchild." This neoplasm L.I. Bozhovich attached great importance, believing that the “inner position of the student” and the broad social motives of learning are purely historical phenomena.

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, voluntary behavior of the student.

Almost all authors studying psychological readiness for school give voluntariness a special place in the problem being studied. There is a point of view that poor development of volition is the main stumbling block to psychological readiness for school. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntary behavior interferes with the beginning of schooling.

D.B. Elkonin believed that voluntary behavior is born in role-playing game in a group of children, allowing the child to rise to a higher level of development than he can do in the game alone because In this case, the team corrects the violation in imitation of the expected image, while it is still very difficult for the child to independently exercise such control.

In the works of E.E. Kravtsova, when characterizing the psychological readiness of children for school, focuses on the role of communication in the development of the child. Three areas are distinguished - attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.

N.G. Sallina also highlighted the child’s intellectual development as indicators of psychological readiness.

It must be emphasized that in domestic psychology When studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also not an unimportant factor, but on the level of development of intellectual processes. “... a child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, draw conclusions” (L.I. Bozhovich). For successful learning, a child must be able to identify the subject of his knowledge.

In addition to the above-mentioned components of psychological readiness for school, we additionally highlight one more – speech development. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must have developed phonemic hearing.

To summarize all that has been said, we list psychological areas, according to the level of development of which psychological readiness for school is judged: affect-need, voluntary, intellectual and speech.

1. Psychological features of the development of a preschooler

Senior preschool age is a stage of intensive mental development. It is at this age that progressive changes occur in all areas, from the improvement of psychophysiological functions to the emergence of complex personal new formations.

In the sphere of sensations, there is a significant decrease in the thresholds of all types of sensitivity. The differentiation of perception increases. A special role in the development of perception in older preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main types of each property.

By the age of 6, a clear selectivity of perception in relation to social objects develops.

In preschool age, attention is involuntary. State increased attention associated with orientation in the external environment, with an emotional attitude towards it. At the same time, the content features of external impressions that provide this increase change with age. A significant increase in the stability of attention is noted in studies in which children are asked to look at pictures, describe their content, and listen to a story. The turning point in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it certain subjects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention - are already quite large by the age of 6-7 years.

This is largely facilitated by the improvement of the planning function of speech, which is a “universal means of organizing attention.” Speech makes it possible to verbally highlight in advance objects that are significant for a specific task, and to organize attention, taking into account the nature of the upcoming activity. Despite significant changes in the development of attention, predominant throughout the preschool period remains involuntary attention. Even older preschoolers still find it difficult to concentrate on something monotonous. But during a game that is interesting to them, attention can be quite stable.

Similar age-related patterns are observed in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him and gives the best impressions. Thus, the volume of fixed material is largely determined by the emotional attitude towards a given object or phenomenon. Compared with primary and middle preschool age, the relative role of involuntary memorization in children 6-7 years of age decreases somewhat, but at the same time, the strength of memorization increases. At older preschool age, the child is able to reproduce the impressions received after a sufficiently long period of time.

One of the main achievements of senior preschool age is the development of voluntary memorization. Some forms of this memorization can be noted in children aged 4-5 years, but it reaches significant development by 6-7 years. This is largely facilitated by gaming activities, in which the ability to remember and reproduce the necessary information in a timely manner is one of the conditions for achieving success. An important feature of this age is the fact that a 6-7 year old child can be given a goal aimed at memorizing certain material. The presence of this possibility is due to the fact that the child begins to use various techniques specifically designed to increase the efficiency of memorization: behavior, semantic and associative linking of material.

Thus, by the age of 6-7 years, the structure of memory undergoes significant changes associated with the significant development of voluntary forms of memorization and recall. Involuntary memory, not associated with an active attitude to the current activity, turns out to be less productive, although in general it retains a dominant position.

A detailed relationship between voluntary and involuntary forms of memory is noted in relation to such a mental function as imagination.

A big leap in its development is provided by play, a necessary condition for which is the presence of substitute activities and substitute objects. In older preschool age, substitution becomes purely symbolic and the transition to actions with imaginary objects gradually begins. The formation of imagination is directly dependent on the development of a child’s speech. Imagination at this age expands the child’s capabilities in interacting with the external environment, promotes its assimilation, and, together with thinking, serves as a means of understanding reality.

By the age of 6-7 years, the development of a child’s spatial concepts reaches high level. Children of this age are characterized by attempts to analyze spatial situations. Although the results are not always good, analysis of children’s activities indicates a dismembered image of space, reflecting not only objects, but also their relative positions.

The development of ideas largely characterizes the process of formation of thinking, the formation of which at this age is largely associated with improving the ability to operate with ideas at an arbitrary level. This ability increases significantly by the age of six, due to the assimilation of new methods of mental action. The formation of new methods of mental action is largely based on the basis of certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms imaginative thinking.

At the age of 4-6 years, intensive formation and development of skills and abilities occur that contribute to children’s study of the external environment, analysis of the properties of objects and influence on them with the aim of changing them. This level of mental development, i.e. visual-effective thinking is, as it were, preparatory. It contributes to the accumulation of facts, information about the world around us, and the creation of a basis for the formation of ideas and concepts. In the process of visually effective thinking, the prerequisites for the formation of more complex shape thinking – visually imaginative thinking. It is characterized by the fact that the expansion of the problem situation is carried out by the child in line with ideas, without the use of practical actions, by the end of the preschool period the highest form of visual-figurative thinking prevails - visual-schematic thinking. Reflection of the child’s achievement of this level of mental development is schematism children's drawing, the ability to use schematic images when solving problems.

Visual-schematic thinking creates great opportunities for mastering the external environment, being a means for the child to create a generalized model of various objects and phenomena. An acquired feature of the generalized, this form of thinking remains figurative, based on real actions with objects and their substitutes. At the same time, this form of thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts. Thus, by the age of 6-7 years, a child can approach solving a problem situation in three ways: using visual-effective, visual-figurative and logical thinking. Senior preschool age should be considered only as a period when the intensive formation of logical thinking should begin, as if thereby determining the immediate prospects of mental development.

The accumulation of extensive experience in practical actions by the senior preschool age, a sufficient level of development of perception, memory, imagination and thinking increase the child’s sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by volitional regulation of behavior. A child of 6-7 years old can strive for a distant (including imaginary) goal, while withstanding strong volitional tension for quite a long time.

When performing volitional actions, imitation continues to occupy a significant place, although it becomes voluntarily controlled. At the same time, verbal instructions from an adult are becoming increasingly important, encouraging the child to take certain actions. In older preschoolers, the stage of preliminary orientation is clearly visible. The game requires you to develop a certain line of action in advance. Therefore, it greatly stimulates the improvement of the ability to volitionally regulate behavior.

At this age, changes occur in the child’s motivational sphere: a system of subordinate motives is formed, giving a general direction to the behavior of the older preschooler. Acceptance of the most significant motive at the moment is the basis that allows the child to move towards the intended goal, ignoring situationally arising desires. At this age, one of the most effective in terms of mobilization volitional efforts motives is the assessment of actions by adults.

It should be noted that by the time the child reaches preschool age, intensive development of cognitive motivation occurs: the child’s immediate impressionability decreases, at the same time he becomes more active in searching for new information. The motivation to establish a positive attitude towards others also undergoes significant changes. Performance certain rules and at a younger age it served as a means for the child to gain adult approval. However, in older preschool age, this becomes conscious, and the motive that determines it becomes “inscribed” in the general hierarchy. Important role in this process belongs to a collective role-playing game, which is a scale of social norms, with the assimilation of which the child’s behavior is built on the basis of a certain emotional attitude towards others or depending on the nature of the expected reaction. The child considers the adult to be the bearer of norms and rules, but under certain conditions he can act in this role himself. At the same time, his activity in relation to compliance with accepted standards increases.

Gradually, the older preschooler learns moral assessments, begins to take into account, from this point of view, the sequence of his actions, and anticipates the result and assessment from an adult. E.V. Subbotsky believes that due to the interpretation of the rules of behavior, the child experiences violation of these rules even in the absence of an adult. Children of six years of age begin to become aware of the peculiarities of their behavior, and as they learn generally accepted norms and the rules to use them as standards for assessing yourself and the people around you.

The basis of initial self-esteem is the ability to compare oneself with other children. 6-year-olds are characterized mainly by undifferentiated inflated self-esteem. By the age of 7, it differentiates and decreases somewhat. A previously absent assessment of oneself with other peers appears.

Non-differentiation of self-esteem leads to the fact that a 6-7 year old child considers an adult’s assessment of the results of an individual action as an assessment of his personality as a whole, therefore the use of censure and comments when teaching children of this age should be limited. Otherwise, children develop low self-esteem, lack of confidence in their abilities, and a negative attitude towards learning.

Summarizing the most important achievements of the mental development of a 6-7 year old child, we can conclude that children at this age are distinguished by a fairly high level of mental development, including dissected perception, generalized norms of thinking, and semantic memorization. At this time, a certain amount of knowledge and skills is formed, intensively develops free form memory, thinking, imagination, based on which you can encourage the child to listen, consider, remember, analyze. An older preschooler knows how to coordinate his actions with social norms of behavior. His own behavior characterized by the presence of a formed sphere of motives and interests, an internal plan of action, and the ability to fairly adequately assess the results of one’s own activities and one’s capabilities.

3. General characteristics of the components of psychological readiness for schooling

Entering school and the initial period of education cause a restructuring in the child’s lifestyle and activities. This period is equally difficult for children entering school at 6 and 7 years old.

Observations by physiologists, psychologists and teachers show that among first-graders there are children who, due to their individual psychosis physiological characteristics They find it difficult to adapt to new conditions and cope only partially (not at all) with the work schedule and curriculum. These children cause concern to teachers, and under the traditional education system, groups of lagging behind and second-year students are subsequently formed.

At the same time, the traditional education system is not capable of ensuring the proper level of development of children who have the psychophysiological and intellectual capabilities for learning and development at a higher level of complexity.

By the time a child enters school, he must be mature not only physiologically and socially, but also have a certain level of mental, emotional and volitional development. Educational activities require the necessary stock of knowledge about the world around us and the formation of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, plan his activities and exercise self-control. A positive attitude towards learning, the ability to self-regulate behavior and demonstrate volitional efforts to complete assigned tasks are required.

Equally important are the skills of verbal communication, the development of fine motor skills of the hand and hand-eye coordination.

To determine the level of readiness of children for educational activities at school, it is advisable to identify the degree of school maturity.

Under school maturity This implies the level of morphological, functional and intellectual development of the child, which allows us to conclude that the requirements of systematic training, various types of loads, and a new lifestyle will not be overly tiring for him.

In the structure of psychological readiness, it is customary to distinguish the following components (according to L.A. Venger, A.L. Venger, V.V. Kholmovskaya, Ya.Ya. Kolominsky, E.A. Pashko):

1. Personal readiness. Includes the formation of a child’s readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere.

A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - briefcase, textbooks, notebooks), but by the opportunity to gain new knowledge, which involves the development of cognitive interests. The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with the formation of a hierarchical system of motives.

Thus, the child must have developed learning motivation. Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible.

Preparing a child for school is one of the main tasks of a preschool institution and family education. However, teachers and educators often focus only on special training. Meanwhile, weak moral and volitional readiness for educational work leads to the fact that children study poorly or do not want to study. Preparation for school should begin from the junior group of kindergarten or from the age of three, if the child does not attend a preschool institution, but will study at school.

One cannot limit oneself only to the child’s special preparation and readiness to learn, since when he goes to school, his lifestyle changes, his social position changes, which requires the ability to independently and responsibly carry out academic responsibilities, be organized and disciplined, arbitrarily control your behavior and activities, know how to follow the rules of behavior and relationships.

Underestimation of general preparation for school leads to formalization of the learning process and reduces attention to solutions main task- formation of a versatile personality. There are cases where a child who knew how to read before school temporarily lost his reading skill due to the inability to establish contact with the teacher and students.

Thus, the concept of a child’s personal readiness for school includes two aspects: readiness to learn and readiness to accept a new way of life.

2. Intellectual readiness. This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically the child’s thinking remains figurative, based on real actions with objects and their substitutes.

Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. To summarize, we can say that the development of intellectual readiness for learning at school involves:

Differentiated perception;

Analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);

Rational approach to reality (weakening the role of fantasy);

Logical memorization;

Interest in knowledge and the process of obtaining it through additional efforts;

Mastery of spoken language by ear and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

3. Social and psychological readiness. This component of readiness includes the formation of qualities thanks to which they could communicate with other children and the teacher. A child comes to school, a class in which children are engaged in a common task and he needs to have fairly flexible ways of establishing relationships with other children, the ability to enter the children's society, act together with others, the ability to give in and defend himself.

Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.

At the same time, the concept of “readiness for schooling” also includes the formation of the basic prerequisites and foundations of educational activities.

G.G. Kravtsov and E.E. Kravtsova, speaking about readiness for schooling, emphasize its complex nature. However, the structuring of this readiness does not follow the path of differentiating the child’s general mental development into intellectual, emotional and other spheres, and therefore types of readiness.

The authors consider the system of relationships between the child and the outside world and highlight indicators of psychological readiness for school associated with the development of various types of relationships between the child and the outside world. In this case, the main aspects of children’s psychological readiness for school are three areas: relationships with adults, relationships with peers, and relationships with oneself.

In the sphere of communication between a child and an adult the most important changes, characterizing the onset of readiness for schooling, is the development of voluntariness. The specific features of this type of communication are the subordination of the child’s behavior and actions to certain norms and rules, reliance not on the current situation, but on all the content that sets its context, understanding the position of the adult and the conventional meaning of his questions.

All these traits are necessary for a child to accept a learning task. In the studies of V.V. Davydov and D.B. Elkonin shows that the learning task is one of the most important components of educational activity. The learning task is based on educational problem, which is a theoretical resolution of contradictions.

The educational task is solved with the help of educational actions - the next component of educational activity. Educational activities are aimed at finding and highlighting general methods for solving any class of problems.

One of the components of educational activity is the actions of self-control and self-assessment. In these actions the child is directed, as it were, at himself. Their result is changes in the knowing subject itself.

Thus, voluntariness in communication with adults is necessary for children to successfully carry out educational activities (primarily for accepting a learning task).

The development of a certain level of communication with peers is no less important for a child for further learning than the development of arbitrariness in communication with adults. Firstly, a certain level of development of a child’s communication with peers allows him to act adequately in conditions of collective learning activities. Secondly, communication with peers is closely related to the development of learning activities.

G.G. Kravtsov and E.E. Kravtsova emphasize that mastery of educational actions gives the child the opportunity to learn general method solving a whole class of educational problems. Children who do not master the general method learn to solve only problems that are identical in content.

This connection between the development of communication with peers and the development of educational activities is due to the fact that children who have developed communication with peers have the ability to look at the task situation with “different eyes”, take the point of view of their partner (teacher), they are quite flexible and not so rigid tied to the situation.

This allows children to identify a general way to solve a problem, master appropriate learning actions, and solve direct and indirect problems. Children who can easily cope with both types of tasks are able to identify general scheme solutions and have a fairly high level of communication with peers.

The third component of a child’s psychological readiness for school is his attitude towards himself. Educational activities require a high level of control, which should be based on an adequate assessment of one’s actions and capabilities. Inflated self-esteem, characteristic of preschoolers, is transformed due to the development of the ability to “see” others, the ability to move from one position to another when considering the same situation.

In connection with the identification of various types of relationships in the psychological readiness of children that influence the development of educational activities, it makes sense to diagnose children entering school through indicators of mental development that are most important for successful learning at school.

The new way of life will require a number of qualities from the child that will help him establish positive relationships with the teacher and with children. First of all, the child needs knowledge of the norms of relationships and behavior. Research by V. G. Nechaeva, E. V. Subbotsky, S. G. Yakobson and other teachers show that children already at a young age learn moral standards and try to follow them.

What qualities should an older preschooler have to be ready for successful learning?

Teachers emphasize independence above all (K. P. Kuzovkova, G. N. Godina). Raised with younger age independence contributes to the formation of independence, self-confidence, and the ability to cope with a task without the help of an adult. Responsibility (K.A. Klimova) is considered as a prerequisite for cultivating a sense of duty, as the ability and desire to complete a task, to be responsible for one’s actions.

Readiness to learn is also determined by discipline and obedience (N.A. Starodubova, N.I. Ryugina). Discipline helps to concentrate attention in the lesson, accurately complete the teacher’s assignments, and helps to respond correctly to the teacher’s comments.

The ability to complete a task, overcome difficulties and demonstrate the ability to perform voluntary actions (D.V. Sergeeva, R.S. Bure, Z.M. Istomina) will also help the child in his studies.

Readiness to study at school is also associated with the development of interest in knowledge (R.I. Zhukovskaya, T.A. Kulikova, N.F. Vinogradova). Cognitive interests contribute not only to intellectual, but also moral development, and help the child gain respect from peers and teachers.

There are different approaches to developing readiness for learning in preschool age. However, they are united by the mandatory and systematic conduct of classes with children, the developed stereotype of behavior, which creates a psychological attitude towards learning; training to comply with certain requirements.

The attitude of preschool children to school and to learning is formed under the influence of the child’s living conditions and his upbringing.

In studies conducted back in 1945. (L.I. Bozhovich, N.G. Morozova, L.S. Slavina), it was shown that the knowledge acquired at school is acquired differently by students and takes a different place in the student’s personality, depending on how He was brought up with an attitude towards this knowledge and towards his educational activities even in preschool age.

The attitude towards learning as a socially significant activity, for the quality of which the student feels responsible to the school and parents, creates the conditions under which the knowledge acquired at school becomes the student’s beliefs, the basis for the formation of his worldview.

Consequently, one of the most important issues in the formation of personality is the question under what conditions the objective relationships in which the child finds himself become relationships for himself (that is, acquire personal meaning for him), what role does the adult (parents, raise) play in this? and how, in the presence of these relationships, the child’s personality traits are formed.

Therefore, studies related to children’s attitudes to learning and school are considered very important for the development of the child’s future personality.

Analyzing the nature of the attitude of preschoolers to learning, it was discovered that one of the most important points revealing the psychological essence of this attitude is the set of motives that determines the educational activity of preschoolers. At the same time, the motives for learning were understood as how he understands why the child will study, or, in other words, what encourages him to study.

Motives embody the needs and aspirations of the individual, and that is why they are so important for understanding the nature of the child’s attitude towards learning.

The study of motives is not an exhaustive and, most importantly, the last explanation of the psychological essence of the preschooler’s attitude to learning, since the motives for learning themselves are created and formed in the process of life and upbringing of the child and, in turn, depend on the entire system of the child’s objective relations to reality and on that the place that teaching occupies in his life. But, precisely for this reason, they are the most important psychological link, by grasping which you can penetrate into inner world child and understand how he himself experiences his position as a future schoolchild and what his educational activity means for him.

For example, some preschoolers do not show interest in future schooling. The reason for this may be different living conditions and personal characteristics of the child. In order to change his attitude towards learning and form new motives in him, it was necessary to change his internal position, and this, in turn, is only possible if we rebuild his relationships with others and try to reveal the significance of learning for his future.

Pedagogical assessment has a very selective regulatory influence on the child’s behavior and forms a certain emotional attitude towards academic subjects and school. This leads to the formation of a conscious attitude to reality, to the development of self-awareness and an active position in cognitive activity (B.G. Ananyev, Sh.A. Amonashvili).

The motives for a positive attitude towards learning are internally connected with the basic life relationships of the child, with his needs and aspirations, which are determined by these relationships, and only thanks to such a connection do they acquire their motivating force. Research shows that on different stages development of children, along with the change in the objective relationships in which the child lives and develops, the child’s own relationship to reality also changes.

In addition, the motives for a positive attitude towards learning are different character and depending on the individual characteristics of the child’s life and upbringing. Therefore, penetration into the motives of activity allows us to better understand the nature of the child’s relationship to reality, to understand how the child lives, what he strives for, what personal meaning has for him what surrounds him and his own activities. The study of the motives for a positive attitude towards learning in children led to the establishment of some essential provisions, which then became the starting point for further study of the psychology of attitudes towards learning and school.

The study found that the educational activity of preschool children is stimulated by two types of motives that are inextricably linked, but have different origins and different psychological characteristics. One of these types presents the motives generated by the entire system of relations existing between the child and the activities around him. These social motives for learning depend primarily on the circumstances of the child’s life in the family, on his position in the circle of peers and the attitude of adults (parents, educators) towards him, on what internal position he himself has taken in relation to school and learning.

Thus, these motives embody those aspirations and needs of the child that arise from all the circumstances of his life and which are associated with the main orientation of his personality.

At each age and in each individual case, the social motives for learning are of a different specific nature; sometimes they express the desire of children to earn the approval and attention of their parents, sometimes they express the desire to gain respect and authority among their comrades, sometimes they are associated with the child’s dreams about his future.

This kind of social motives is also represented in other types of activities of preschool children, since any serious activity of a child, objectively, and for himself, has one or another social meaning. But in educational activities, these motives are presented most clearly and are of greatest importance for understanding the basic attitudes of the child’s personality and his attitude to his activities, since learning occupies a special place in the lives of children.

These motives are called broad social motives teachings, since they go beyond the educational process itself and are associated with those broad life relationships into which the child enters thanks to teaching. The second type of motives, which also constitutes the most important component in the attitude of preschool children to learning, includes motives generated primarily by the educational activity itself. This includes a variety of educational interests, the satisfaction that comes from working effort, intense intellectual activity, overcoming difficulties, and so on.

All this allows us to analyze specific psychological reasons that explain the characteristics of a particular attitude of preschoolers to learning.

However, in order for these prerequisites to become psychological conditions for the formation of conscious attitude to learning and to his school responsibilities, it is necessary that the child somehow understands and “accepts” for himself the objective meaning that school learning and the process of acquiring knowledge itself have.

It is especially important for young schoolchildren to take a new position in the family. Work by L.S. Slavina showed that in those families where the child’s admission to school does not in any way affect his relationships with others, where the nature of these relationships is not determined by the quality of his educational work, learning often does not acquire the meaning of a serious socially significant activity for the child.

In such families, no matter how much they convince the child of the need to study well, these beliefs are not “accepted” by the child, since they are not supported by the corresponding experiences associated with his daily life and activities.

L.S. Slavina confirmed that an important point in the formation of a proper attitude towards learning in preschoolers is the way in which adults make appropriate demands on it. Among students in grades I and II, two groups of children can easily be distinguished, differing from each other in their different attitudes towards the educational activity itself. Some of them, as a rule, easily become interested in the process of this activity and carry out various activities with a large share of intellectual activity. learning objectives: solve arithmetic examples, determine sounds in a word, trace how the meaning of the entire word changes depending on the change in one letter. They like intense intellectual activity, they enthusiastically compose stories from pictures, and love to solve riddles.

Other children, on the contrary, do not show this interest and are constantly in a state of intellectual passivity, although they treat educational activities with great seriousness and responsibility. They are not interested in solving problems or riddles; they are indifferent to the fact that words can be broken down into sounds.

This peculiar phenomenon was called by L. I. Bozhovich “intellectual passivity.” The problem comes down to this. Initially, the child’s thinking is directly included in his practical activities and is aimed at solving practical problems. Only in conditions practical action intellectual operations acquire their true meaning for the child.

At the same time, in the conditions of raising a child in kindergarten and in those families where the child plays a lot in various didactic games, draws, sculpts, looks at pictures, listens to fairy tales, stories, and so on. In a child, already in the period of preschool childhood, intellectual processes seem to stand out from practical activity and acquire the character of independent, developed intellectual activity, which has its own goal and its own motive.

For those children who grew up and were brought up in families where little attention was paid to this side of development, intellectual processes remained unallocated from the child’s practical activity; they remained only a means for solving certain practical problems. It is these children who make up the group that includes students with a lack of interest in the learning process itself and the presence of a special kind of intellectual passivity.

Thus, special psychological readiness for new living conditions is necessary.

Preparing a child for school includes the formation of his readiness to accept a new “social position” - the position of a schoolchild who has a range of important responsibilities and rights, who occupies a different, special position in society compared to preschoolers. Readiness of this type, personal readiness, is expressed in the child’s attitude towards school, towards educational activities, towards teachers, towards himself.

So, the factors contributing to the formation of a positive attitude towards school are:

A set of motives related to the needs and aspirations of the child (social and educational);

Living conditions in the family and personal characteristics of a preschooler;

Successful relationships with others;

Formation of internal position;

Pedagogical positive assessment.

Thus, the psychological components of readiness for learning at school in preschoolers are: development strong-willed qualities; development of abstract logical and figurative thinking; desire to become a schoolchild; the amount of knowledge about the world around us; possession of special knowledge; development of cognitive interests and cognitive activity; presence of intellectual activity; speech development; development of social qualities of the child’s personality.

Table 1

It should be noted that the components of psychological readiness for school do not necessarily have to be maximally developed; it is more important that all their elements are present, even if the level of formation of some of them is low. In the learning process, less developed qualities will be compensated by more developed ones. If any component is completely missing, this can lead to problems in learning and even refusal to attend school.

4. Methods of psychological correction of the development of children who are not ready for schooling

The changes and shifts in children’s communication that occur at the end of preschool age consist primarily in the fact that communication for the first time acquires an arbitrary, “contextual” character. The psychological readiness of a preschooler to study at school is determined by the development of his ability to communicate and build relationships with adults and peers, as well as the development of his attitude towards himself. However, not all children are ready to learn at the beginning of their educational life. Such children need special work for developmental correction.

Since all components of children’s psychological readiness for school, despite their diversity, collectively characterize a single whole - the psychological new formation of the seven-year crisis - we can also name a single means used in correcting psychological unpreparedness for school: this is play activity. Indeed, if we understand psychological readiness for school as a level of mental development, then the timing of its occurrence is directly and directly related to the conditions of previous development and, of course, cannot but relate to the leading activity of preschool age - play. But, since the game is not homogeneous, and the components of psychological readiness for school themselves are very diverse, we can distinguish different types of games that contribute to the emergence and development in the depths of preschool age of individual components of children’s psychological readiness for school.

In addition, any type of game has a multifaceted effect on a child’s development, so it is necessary to highlight exactly that aspect of the game that is directly and directly related to the corresponding component of children’s psychological readiness for school.

• How can we help children who do not know how to focus on the semantic connections of a task, but see in the task only the present, concrete situation? To do this, when playing with them, you need to use techniques that help the child see the convention in the adult’s position and the convention in the position itself as a whole. To do this, a time delay situation is included in the game: for example, the answer to a riddle is not given immediately, but only after a certain light or sound signal.

However, this technique alone cannot develop in children real arbitrariness in communicating with adults. This requires a whole system of activities and games. The plot-role-playing game occupies a special place here. It presupposes a certain plot and content, which are set and played out by various interconnected roles: doctor - patient, driver - passenger, teacher - student. When a child masters roles with opposite content, he must learn to coordinate roles with the same focus (doctor - nurse, students among themselves).

A special place belongs to games in kindergarten and school, and each child must play all the roles - a teacher, a teacher, a student, and a child attending kindergarten. When a child plays the role of an educator and especially a teacher, it is important that he pays attention not to the form, but to the content (come up with problems on his own and check the correctness, comparing his solution with the solution of another child or adult). In a child’s play, it is especially emphasized that form and content are, on the one hand, an indicator of the development of play activity, and on the other hand, a criterion for the level of development of voluntariness in communication with an adult.

• Games with rules contribute to the development of the ability to act according to instructions and organize educational activities. It is necessary that the child gets a lot of experience in participating in these games. In a game with rules, there are two types of relationships - relationships with the content of complementarity, competition, opposition (as a rule, these are relationships between two teams) and relationships of help, support, joint movement in one direction within the team. Both relationships are important for a child, but relationships within a team, within one collective business, occupy a special place in psychological preparation for school. For this purpose, children are offered joint games and other joint activities according to the rules. This can be any activity - drawing together, writing fairy tales, etc.
• Third direction correctional work is associated with the need to develop the child’s ability to adequate self-esteem. This is where director's games can help.

Directing is a game where the child is simultaneously the creator of the plot, its director and tester of all roles. This generalized attitude gives the child the opportunity to look at himself and others from the outside. A good way to learn directing is through play - dramatization. The most important thing in it is the ability to create a plot, to connect individual objects, events and even fairy tales with their plots.

Inadequate self-esteem of a child and its correction is one of the most difficult moments in correctional work with children who are not ready for school. Unlike other components of children’s psychological readiness for school, their attitude towards themselves is adjusted extremely slowly.

Throughout the correctional work, the participation of parents is necessary. Parents need to be taught to play with their child at home so that these techniques are reinforced and used by the child in Everyday life.

The problem of psychological readiness for schooling is extremely relevant. Determining its essence, indicators of readiness, and ways of its formation determine, on the one hand, the determination of the goals and content of education and upbringing in preschool institutions, and, on the other hand, the success of the subsequent development and education of children at school.

5. Diagnosis of psychological readiness for school

The main goal of diagnosing psychological readiness for schooling is to prevent school maladjustment in children.

An annual examination of children before school makes it possible to monitor these indicators over several years and identify general trends, identify problems psychological preparation to the school, as well as draw conclusions on the basis of which to formulate recommendations for teachers and parents. These are the main tasks of diagnostics.

Since psychological readiness for school is a complex multicomponent education, accordingly, there is a huge number methods that determine it.

Based on MADOU No. 232 (“Kindergarten of a combined type” in Kemerovo), as a result of many years of practical activity, the most informative, prognostic and at the same time quite convenient to use methods were selected. They were selected in such a way that their completion did not take much time, and the material of the tasks was clear and interesting for the child.

This diagnostic examination allows you to get enough

an idea of ​​the preschooler’s development of prerequisites for educational activities and to study the level of formation of all components of psychological readiness for school.

Diagnostics are carried out at the beginning and end of the school year. Repeated examination is carried out using the same methods in order to check the effectiveness correctional activities. The results obtained allow us to choose the necessary direction of correctional and developmental work with each specific child. Subsequently, groups of children are formed: with high, average and low level readiness for school.

The majority of children in our kindergarten have a high level of development in all diagnosed indicators of school readiness.

Those. the child wants to go to school, understands the importance and necessity of learning, own goals teachings have acquired or are acquiring independent attractiveness, comes into contact with adults and children quite easily, shows interest in it, ideas about the world are quite detailed and specific; can talk about the country, the city in which he lives, about animals and plants, about the seasons, the speech is meaningful, expressive, grammatically correct(Psychological, pedagogical and social readiness for school). NThere are no disturbances in the phonemic structure of speech or sound pronunciation; speech is correct, distinct, the hand is well developed: the child confidently wields a pencil, scissors, is fairly well oriented in space, can correctly “transfer” into a notebook the simplest graphic image (pattern, figure), visually perceived at a distance(School-significant psychophysiological functions).The child is inquisitive, active, performs tasks with interest, independently, without the need for additional external stimuli, correctly determines the content and meaning (including hidden) of what is being analyzed; accurately and succinctly summarizes it in words, sees and realizes subtle differences when compared, discovers natural connections, holds the goal of activity, outlines its plan; selects adequate means; checks the result; overcomes difficulties at work; gets the job done(Psychological prerequisites for educational activities).

At the same time, there is a small percentage of children with low levels of school readiness. This is due, in my opinion, to an increase in the number of children with developmental problems, irregular attendance at classes and, accordingly, at kindergarten.

Analyzing the final indicators over the past few years, we can conclude that the work done gives a positive result; compensation for developmental deficiencies in one or another area of ​​the child has a beneficial effect on the overall course of his mental development. Consequently, such work should be carried out in kindergartens systematically, taking into account age and individual characteristics. As experience shows, active inclusion in correction process helps parents achieve more high performance. For this purpose, recommendations have been developed for parents on preparing their children for school:

1. To develop intellectual readiness, it is necessary to encourage the child to ask questions, enrich him lexicon, discuss with him the phenomena of the surrounding world.
2. You can arouse interest in school and educational activities through systematic stories to your child about school, its benefits and necessity. Drawing analogies: adults go to work, and children go to school is an additional motivational incentive.
3. Introduction to Preschool educational process role-playing games “School”, where the child can act not only as a student, but also as a teacher, will contribute to subsequent psychological adaptation to school.
4. Stimulating and encouraging the desire to complete what has been started is a necessary condition for the development of the child’s volitional sphere.
5. Close emotional contact with the child, sincere interest in his affairs and problems will avoid many difficulties associated with adaptation to a new social role, and will speed up the process of adaptation to a new type of activity - learning.

Conclusion

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. A child’s psychological readiness for school is one of the most important results of mental development during preschool childhood.

The high demands of life for the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school takes on special significance. Its decision is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.

The age period from 6 to 7 years is characterized by increased emotionality, imitation, focus on understanding the world around us, and sensitivity to influence from adults and peers. During this period, the psyche of children of senior preschool age goes through various “distances” and undergoes qualitative transformations depending on whether the child develops in conditions of play or learning, depending on individual characteristics and social conditions of upbringing. In the upbringing and development of personality, it is necessary to take into account the individual characteristics of the child, the pace of his development, the formation of abilities in various types of activities, the cultivation of high culture, higher feelings (intellectual, aesthetic, moral), and the cultivation of abilities for empathy and responsibility. It is important to know the general patterns of mental development of a child, as well as the reasons that determine the diverse individual differences children. A child's entry into school is a turning point in his socialization. Many new teaching technologies, concepts of educational content, and ideas for new schools today are based on the creation of a humane developmental environment in which the child’s personality is formed most fully and freely for the benefit of society. But not all children entering school are ready to learn, ready to accept new role- the role of the student - which is offered to him by the new society - the school environment.

Literature

1. Bityanova M.R. Adaptation of a child at school: diagnosis, correction, pedagogical support [Text]: collection of methods. materials / M.R. Bityanova. – M.: Education Centre « Pedagogical search", 1997 – 112 p.
2. Gutkina N.I. Psychological readiness for school [Text]: textbook / N.I. Gutkin. – St. Petersburg: Peter, 2009. – 208 p.
3. Martsinkovskaya T.D. Diagnostics of mental development of children [Text]: a guide to practical psychology/ Etc. Martsinkovskaya. – M.: LINKA-PRESS, 1997 – 176 p.
4. Rogov N. I. Desk book practical psychologist, M. 1999 – book. 1, 214 pp.

Department of Education of the Executive Committee of the Sarmanovsky Municipal District of the Republic of Tatarstan
Topic: “Teaching coherent speech is an important condition for preparing a child for school (creative report on self-education).”
MBDOU No. 4 “Little Red Riding Hood” town. Jalil Teacher: 1st quarter. categories Egina Zoya Vitalievna
The development of coherent speech has a special place in preparing a child for school. Currently, children from an early age are introduced to television, computer games, and the Internet. Less and less often do adults pay attention to speech development and communication with the child. There is little or no home reading; parents are not interested in helping the child master speech better and correctly.

The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding reality, the more meaningful and fulfilling the relationships between children and adults, the more active his mental development. Any speech disorder to one degree or another can affect the child’s activities and behavior. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, and indecisive. The correct, clear pronunciation of sounds and words by a child during the period of learning to read and write is especially important, since written speech is formed on the basis of oral speech and speech deficiencies can lead to academic failure. Thus, by developing speech, we develop thinking. Based on the importance of this problem, the goal was set of teaching coherent speech in preparing the child for school. In my work I have identified several areas. Selection of the most effective methods and techniques, promoting means, interest, motivation for speech activity among students. Introducing children to fiction, developing children's speech in classes using plot paintings OK, the use of folklore. Considering plot paintings in everyday life. Reading stories and fables in your free time. Learning finger games. Working with parents. The real experience was accumulated over two years. In the process of work, the following achievements of pedagogical science and pedagogical experience were studied:
E.I. Tikheeva “Development of speech of children”, O. Ushakova “Methodological advice for the Childhood program”, O. Ushakova “Development of speech of a preschooler”, articles from the magazine “ Preschool education", V. Gerbova "Develop the speech of a preschooler", M. M. Alekseev and B. I. Yashina "Methods of speech development and teaching the native language."
I work on the speech in several stages. Conducted diagnostics at the level of development of cognitive processes and determined the child’s vocabulary. I used gaming technologies in my classes, taking into account age characteristics pupils. I developed a summary of a lesson on familiarization with fiction in the senior group “At the Skating Rink” and covered “Technology productive reading" A consultation was written for educators on the topic: “Technology for productive reading.” In classes on composing stories based on pictures and series of plot pictures, the following rules must be observed:
- Use in classes on composing stories based on a picture and a series of plot pictures methods and techniques that create interest in children from the very first minutes of the lesson and ensure its preservation until the end of the lesson;
- Include in classes on these types of storytelling, games, tasks, “training” exercises to enrich and develop vocabulary, the formation of grammatically correct speech;
-After listening to the stories of peers, invite other children to choose the best essays and give reasons for their choice;
-Before completing the task, be sure to instruct the children so that in their stories they use the words and expressions that they used during the “training” exercises. Encourage children who fulfill this requirement;
-Use in class knowledge about the motivational sphere of a child of this preschool age. Create and stimulate motivation for activity;
-Always offer a clear story plan if necessary;
-To compose stories based on a series of plot pictures, offer children bright, colorful, fairly large pictures of clear content without unnecessary details;
-Instead of physical education minutes, use educational games, but give them an active character;
-To avoid completing tasks of inventing stories using the same methods, offer children different options recommended by the methodology;
-If possible, end the lesson with a game of a developmental nature.
We develop children’s speech both in class and in everyday life. Conducting and learning finger games, looking at story pictures, reading fiction. Children actively take part in staged games, theatrical performances, and puppet theaters. Puppet theater and table theater are used. With the help of parents, attributes (hats, masks), a mitten theater, a table theater and a screen for theatrical activities were added. Much attention focused on relationships with parents. To do this, I held conversations with parents about the importance of communication with a child. For parents, I designed folders “Psychological readiness of a child for school”, recommendations “How to memorize a poem with children.” Designed and conducted a consultation for parents “Finger games” in the development of children’s speech. "Game Library". Conducted a survey with parents to identify communication between parents and children at home. From the analysis of the results, it turned out that parents pay little attention to communication with the child, children are left to their own devices. Thus, in cognitive joint activities, with close relationship with parents of step-by-step, targeted, systematic and systemic work, we can achieve a high level of development of coherent speech of a preschooler. In the future, I plan to continue working on teaching children coherent speech.

Game library with family

"Only funny words"
It's better to play in a circle. One of the players determines the theme. You need to say one by one, for example, only funny words. The first player says: “Clown.” Second: “Joy.” Third: “Laughter”, etc. The game moves in a circle until the words run out.
You can change the topic and name only green words (for example, cucumber, Christmas tree, pencil, etc.), only round ones, etc.

"Choose a word"
The child is asked to select words denoting signs for any object, object, or phenomenon. For example, what is winter like? (Cold, snowy, frosty). What kind of snow? (White, fluffy, soft, clean).
“Who can do what?”
The child is asked to select as many action words as possible for the subject or object. For example, what can a cat do? (Purr, arch your back, jump, sleep, play, scratch, etc.)

"Magic chain"
The game is played in a circle. One of the adults names a word, say, “honey,” and asks the player standing next to him what he imagines when he hears this word?
Then one of the family members answers, for example, “bee.” The next player, having heard the word “bee,” must name a new word that is similar in meaning to the previous one, for example, “pain,” etc. What could happen?
Honey – bee – pain – red cross – flag – country – Russia – Moscow – Red Square, etc.