Admission to school - turning point in the life of parents and children. Game as the main activity is being replaced by the desire to stock up on knowledge. Many mothers of future first-graders are thrilled to learn that psychological readiness for a child to go to school is the inability to read and write decently. Moreover, some training programs in elementary school may provide benefits to children who cannot read. For example, many programs in the RO series are developmental education. How do you know if your child is ready for the ups and downs of school life?
The fact is that psychological readiness is broad concept, which includes many aspects. And to classify the required skills and abilities, specialists have identified special readiness points:
- intellectual readiness;
- socially personal readiness;
- emotional-volitional readiness;
- motivational readiness.
Child's intellectual readiness for school
- Vocabulary is no longer the main indicator of a child’s intellectual development. Now this myth has been debunked and when entering a school, three main points are checked: thinking, memory, attention. These are the three pillars on which the basis for determining intellectual readiness is built.
- When assessing thinking, questions are usually asked about general erudition. At a minimum, the child should be able to tell basic information about himself ( full name, residential address, mother’s name, etc.). The ability to generalize - to combine objects according to a certain criterion, and to classify - to separate objects according to common feature. Figurative and verbal-logical thinking traditionally tested on the task “compose a complete story based on individual pictures.”
- Memory. There is long-term and short-term memory. Psychologists insist that short term memory average- seven units, plus or minus three. That is, if you say ten words and ask the child to reproduce as many of them as possible, then seven words is the norm. Ten words is ideal. Four is at the extreme limit of normal.
- The ability to concentrate on the teacher’s words without being distracted by extraneous things is almost main task good student. Experts call this voluntary attention. It is checked this way. They name pairs of words and ask them to name the one that was longer. If a child copes well with a task, then he has a sufficiently developed voluntary attention. If he constantly asks again, then this ability needs to be adjusted.
Also, a child’s psychological readiness for school depends on the quality of perception, development of imagination and speech.
Perception includes hearing and vision. usually subject to only indirect verification. For example, in such a popular test as drawing a non-existent animal. Speech intensity is also assessed indirectly, during communication.
Social and personal readiness of the child for school
The social and personal component includes a volitional component.
The will of the child - important aspect school communication. He must work to achieve the goal set by the teacher. To do this, he will need to control his behavior, inhibit some spontaneous reactions with volitional effort. At school you cannot answer the question immediately; you have to raise your hand and wait to be asked. From the perspective of an adult, this is a trifle, but for a younger student it becomes a serious test.
Volitional processes help to bring things to the end and not give up halfway.
When entering school, it is not necessary to have fully formed volitional processes. At first, the teacher will help the child control his behavior through speech. Then speech will be the connecting link. The child will manage his own volitional processes using speech. A little later the speech will become internal.
To check how developed strong-willed qualities your child, just watch him. Does he finish what he starts? Can you organize a work space? Does he quit the game if he loses? He may need help at first, but over time it is necessary to allocate more space for independent actions child. need to pay special attention.
In general, social and personal readiness is determined by:
- the child’s positive attitude towards himself;
- friendly attitude towards people around you;
- the mood to study the world around us;
- communicative competence;
- social competence of children.
The main indicator by which to navigate in this aspect is the readiness of the child himself to accept a new position in society. The position of a student is expressed by a certain attitude of the child to his studies, to other children, teachers, parents, and to himself. If your child began to play school with cognitive motives (to find out what’s inside, how it works, why it moves), then, in terms of the social and personal component, he is ready for schooling. Also, one of the indicators will be the child’s entry into the crisis stage of seven years.
Features of a child’s motivational readiness for school
The motivation for going to school among first-graders varies greatly. If a child wants to go to school because he doesn’t have to sleep during the day or because they bought him a nice briefcase, then these are the wrong attitudes. Ultimately, such a student will be disappointed in what was offered to him and his studies will sharply decline. And all because no one asked in time what exactly was attractive to the child at school. Typically, by the age of seven, a stable interest in learning about the world around us is formed. Acquiring new knowledge - that's what motivational basis will be the key to a successful school life. At least in elementary school.
In general, there are no unreasonable demands placed on children entering first grade. Everything is completely doable. If the child has not been pedagogically neglected, he has good health and a favorable family atmosphere, then with a large share It can probably be argued that by the age of seven or eight he is quite ready for schooling. Another question is that the parents of a preschooler sometimes care too much about his fate and try in every possible way to soften the child’s life path. Letting go of a child can be difficult, but it is necessary for the well-being of the whole family.
Entering first grade is a huge stress. Confusion, anxiety and worry are normal feelings. By supporting each other and not forgetting to seek help from specialists, the family is quite capable of crossing this new milestone on the path to adult life your baby.
Video for parents about their child’s psychological readiness for school:
psychological intellectual readiness training
The development of socio-psychological readiness for schooling is one of the most important problems of educational psychology.
Social, or personal, readiness for learning at school represents the child’s readiness for new forms of communication, a new attitude towards the world around him and himself, determined by the situation of schooling. This component of readiness includes the formation in children of qualities through which they could communicate with other children and adults. A child comes to school, a class where children are engaged in common activities, 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.
D.B. Elkonin writes that “in preschool children, unlike early childhood, relationships of a new type are emerging, which creates a special, characteristic of this period social situation development".
In order to understand the mechanisms of formation social readiness To study at school, it is necessary to consider the senior preschool age through the prism of the crisis of seven years. The critical period of seven years is associated with the beginning of schooling. Senior preschool age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolchild. It has long been noted that during the transition from preschool to school age, the child changes dramatically and becomes more difficult educationally. Along with this, age-specific features appear: deliberateness, absurdity, artificiality of behavior; clowning, fidgeting, clowning.
According to L.S. Vygotsky, such behavioral features of seven-year-olds indicate a “loss of childish spontaneity.” The reason for such changes is the differentiation (separation) in the child’s consciousness of his internal and external life. His behavior becomes conscious and can be described by another scheme: “wanted - realized - did.” Awareness is included in all areas of the life of an older preschooler.
One of most important achievements this age period is the awareness of one’s social “I”, the formation of an “inner social position" For the first time he becomes aware of the discrepancy between the position he occupies among other people and his real opportunities and desires. A clearly expressed desire appears to take a new, more “adult” position in life and to perform new activities that are important not only for oneself, but also for other people. The appearance of such aspiration is prepared by the entire course of the child’s mental development and arises at the level when it becomes possible for him to become aware of himself not only as a subject of action, but also as a subject in the system of human relations. If the transition to a new social status And new activity does not occur in a timely manner, the child develops a feeling of dissatisfaction, which is expressed in the negative symptoms of the seven-year crisis.
We can conclude by considering the senior preschool age as a crisis or transitional period of development:
1. Development crises are inevitable in certain time occur in all children, only in some the crisis proceeds almost unnoticed, while in others it is very painful.
2. Regardless of the nature of the crisis, the appearance of its symptoms indicates that the child has become older and is ready for more serious activities and more “adult” relationships with others.
3. The main thing in a developmental crisis is not its negative nature, but a change in children's self-awareness - the formation of an internal social position.
4. The manifestation of a crisis at the age of six or seven indicates the child’s social readiness for school.
Speaking about the connection between the seven-year crisis and the child’s readiness for school, it is necessary to distinguish the symptoms of a developmental crisis from the manifestation of neurosis and individual characteristics of temperament and character. It has long been noted that developmental crises manifest themselves most clearly in the family. This happens because educational institutions work according to certain programs that take into account age-related changes child's psyche. The family is more conservative in this regard; parents, especially mothers and grandmothers, tend to take care of their “kids”, regardless of their age. And therefore, there are often differences of opinion between educators and parents in assessing the behavior of six- to seven-year-old children.
IN preschool age the child communicates both with his family and with other adults and peers. Various types of communication contribute to the formation of a child’s self-esteem and the level of his socio-psychological development. Let's take a closer look at these relationships:
1. Family is the first step in a person’s life. She directs the consciousness, will, and feelings of children from an early age. It depends on what the traditions are here, what place the child occupies in the family and how it develops. future schoolboy Much depends on what the educational line of family members is towards him. Under the guidance of parents, the child acquires his first life experience, basic knowledge about the surrounding reality, skills and abilities of living in society. Therefore, it is necessary to pay attention to how family influences shape the child’s readiness for schooling, as well as the dependence of the child’s development on the nature of family relationships and on parents’ understanding of the importance proper education in the family.
The power of family influence is that it is carried out constantly, long time and in the most different situations and conditions. Therefore, the role of the family in preparing children for school cannot be underestimated.
Adults remain a constant center of attraction around which the child’s life is built. This gives rise to children’s need to participate in the lives of adults, to act in their way. At the same time, they want not only to reproduce individual actions of an adult, but also to imitate all complex forms his activities, his actions, his relationships with other people - in a word, the entire lifestyle of adults.
The most important social function families - education and development of children, socialization of the younger generation. The educational potential of the family and the effectiveness of its implementation are determined by many social (political, economic, demographic, psychological) factors of an objective and subjective nature, these include:
· Family structure (nuclear and multigenerational, complete and incomplete, large and small);
· Material conditions;
Personal characteristics of parents ( social status, level of education, general and psychological-pedagogical culture);
· Psychological climate family, the system and nature of the relationships between its members, their joint activities;
· Help for the family from society and the state in the education and upbringing of children, socialization of the younger generation.
The experience of a child’s communication with adults is the objective condition without which the process of forming a child’s self-awareness is impossible or very difficult. Under the influence of an adult, a child accumulates knowledge and ideas about himself, and develops one or another type of self-esteem. The role of an adult in the development of children's self-awareness is as follows:
· Providing information to the child about his quality and capabilities;
· Assessment of his activities and behavior;
· Formation personal values, standards with the help of which the child will subsequently evaluate himself;
· Encouraging the child to analyze his actions and actions and compare them with the actions and actions of other people.
Throughout childhood, the child perceives an adult as an unquestioned authority, especially in younger age. By older preschool age, the knowledge acquired in the process of activity acquires a more stable and conscious character. During this period, the opinions and assessments of others are refracted through the prism of the child’s individual experience and are accepted by him only if there are no significant differences with his own ideas about yourself and your capabilities.
Domestic psychologist M.I. Lisina considered communication between a child and an adult as a “peculiar activity”, the subject of which is another person. Throughout childhood, four various shapes communication, by which one can clearly judge the nature of the child’s ongoing mental development. During the normal development of a child, each of these forms develops at a certain age. Thus, the first, situational-personal form of communication appears in the second month of life and remains the only one until six or seven months. In the second half of life, situational business communication with adults is formed, in which the main thing for the child is joint play with objects. This communication remains central until about age four. At the age of four or five years, when the child already has a good command of speech and can talk with an adult on abstract topics, non-situational - cognitive communication becomes possible. And at six years old, that is, towards the end of preschool age, verbal communication with an adult on personal topics.
The presence of a leading form of communication does not mean that all other forms of interaction are excluded, including real life most coexist different types communications that come into play depending on the situation.
2. The readiness of children for schooling assumes that the child’s communication with adults does not cover all aspects of the problem being solved, and along with the child’s relationship with the adult, it is also necessary to consider the children’s relationships with their peers. It also influences the formation of children's self-awareness. In communication, in joint activities with other children, the child learns his own individual characteristics which do not manifest themselves in communication with adults, begins to become aware of the attitude of other children towards themselves. It is in cooperative game in preschool age, the child identifies the “position of the other” as different from his own, and children’s egocentrism decreases.
While an adult throughout childhood remains an unattainable standard, an ideal to which one can only strive, peers act as “comparative material” for the child. In order to learn to correctly evaluate himself, a child must first learn to evaluate other people whom he can look at as if from the outside. Therefore, children are more critical in assessing the actions of peers than in assessing themselves.
Imitating adults, children transfer various forms and methods of communication to their children's groups. Huge impact on features interpersonal relationships children, is influenced by the nature of communication between an adult and a preschooler.
Where democratic tendencies predominate (soft influencing appeals dominate over hard ones; positive assessments dominate over negative ones), there is a high level of communication skills and a high level of goodwill, created optimal conditions To form positive relationships between children, a favorable emotional microclimate reigns there. Conversely, the authoritarian tendencies of the teacher (harsh forms of treatment, negative evaluative appeals) cause conflict in children's relationships, thereby creating unfavorable conditions for moral education and the formation of humane relationships.
When solving the problem of forming collective relationships, an adult must use various methods and techniques. This: ethical conversations, reading fiction, organization of work and play activities, formation moral qualities. In relation to preschoolers, it is still impossible to talk about a team in in every sense words, however, when united in groups, under the guidance of adults, they establish initial forms collective relationships.
Children communicate with peers mainly through joint games; play becomes a unique form of social life for them. There are two types of relationships in the game:
1. Role-playing (game) - these relationships reflect relationships in plot and role.
2. Real - these are the relationships between children as partners, comrades doing a common task.
The role that a child plays in the game depends very much on the child’s character and temperament. Therefore, in every team there will be “stars”, “preferred” and “isolated” children.
During preschool age, children's communication with each other, as well as with adults, changes significantly. In these changes, three qualitatively unique stages (or forms of communication) of preschoolers with peers can be distinguished.
The first of them is emotional and practical (the second is the fourth year of life). In early preschool age, the child expects his peers to participate in his fun and craves self-expression. It is necessary and sufficient for him to have a peer join in his pranks and, acting together or alternately with him, support and enhance the general fun. Each participant in such communication is concerned, first of all, with attracting attention to himself and receiving an emotional response from his partner. Emotional-practical communication is extremely situational, both in its content and in its means of implementation. It depends entirely on the specific environment in which the interaction takes place and on practical actions partner. It is typical that the introduction of an attractive object into a situation can destroy the interaction of children: they switch attention from their peer to the object or fight over it. At this stage, children's communication is not yet connected with objects or actions and is separated from them.
The next form of peer communication is situational and business. It develops around the age of four and remains most typical until the age of six. After four years of age, children (especially those who attend kindergarten) the peer begins to overtake the adult in his attractiveness and occupy an increasingly larger place in their life. This age is the heyday of role-playing games. At this time role-playing game becomes collective - children prefer to play together rather than alone. The main content of communication between children in the middle of preschool age is business cooperation. Cooperation must be distinguished from complicity. During emotional and practical communication, children acted side by side, but not together; the attention and complicity of their peers was important to them. During situational business communication, preschoolers are busy with a common cause; they must coordinate their actions and take into account the activity of their partner in order to achieve overall result. This kind of interaction was called cooperation. The need for peer cooperation becomes central to children’s communication.
By the age of six or seven, friendliness towards peers and the ability to help each other significantly increases. Of course, the competitive nature remains in children’s communication. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations, but also some psychological aspects his existence - his desires, preferences, moods. Preschoolers no longer only talk about themselves, but also ask their peers questions: what he wants to do, what he likes, where he has been, what he has seen, etc. Their communication becomes non-situational.
The development of non-situational behavior in children’s communication occurs in two directions. On the one hand, the number of extra-situational contacts increases: children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of others. On the other hand, the image of a peer itself becomes more stable, independent of the specific circumstances of interaction. By the end of preschool age, stable selective attachments arise between children, and the first shoots of friendship appear. Preschoolers “gather” in small groups (two or three people) and provide clear preference to your friends. The child begins to isolate and feel the inner essence of the other, which, although not represented in the situational manifestations of the peer (in his concrete actions, statements, toys), but becomes more and more significant for the child.
Having studied the role of communication with peers in preparing children for school, we can do the following conclusions: in older preschool age children develop and intensively develop new form communication with peers is “extra-situational”, which is similar in nature to communication with adults and is significantly related to the success of children’s studies at school.
3. The child’s self-esteem plays a big role in children’s communication with others. As a result of joint activities and communication with other people, the child learns important guidelines for behavior. Thus, the adult gives the child a reference point for evaluating his behavior. The child constantly compares what he does with what others expect from him. The child’s assessment of his own “I” is the result of a constant comparison of what he observes in himself with what he sees in other people. All this is included in the self-esteem of a preschooler and determines his psychological well-being. Self-esteem is the core of self-awareness, as is the level of aspiration associated with self-esteem. Self-esteem and level of aspirations can be adequate or inadequate. The latter can be overpriced or underestimated.
The child’s self-esteem and level of aspirations influence great influence on emotional well-being, success in various types activities and behavior in general.
Let us take a closer look at the behavioral features of preschool children with different types self-esteem:
· Children with inadequately high self-esteem are very mobile, unrestrained, quickly switch from one type of activity to another, and often do not finish the job they start. They are not inclined to analyze the results of their actions and deeds; they try to solve any, including very complex, problems on the fly. They are not aware of their failures. These children tend to be demonstrative and dominant. They strive to always be visible, advertise their knowledge and skills, try to stand out from other guys, and attract attention. If they cannot provide themselves with the full attention of an adult through success in activities, then they do this by violating the rules of behavior. During classes, for example, they can shout out from their seats, comment out loud on the teacher’s actions, make faces, etc.
These are, as a rule, outwardly attractive children. They strive for leadership, but may not be accepted in their peer group, since they are focused mainly “on themselves” and are not inclined to cooperate.
Children with inadequately high self-esteem are insensitive to failures; they are characterized by a desire for success and a high level of aspirations.
· Children with adequate self-esteem tend to analyze the results of their activities and try to find out the reasons for their mistakes. They are self-confident, active, balanced, quickly switch from one activity to another, and persistent in achieving their goals. They strive to cooperate, help others, are sociable and friendly. In a situation of failure, they try to find out the reason and choose tasks of somewhat less complexity (but not the easiest). Success in an activity stimulates their desire to attempt a more difficult task. These children tend to strive for success.
· Children with low self-esteem are indecisive, uncommunicative, distrustful, silent, and constrained in their movements. They are very sensitive, ready to cry at any moment, do not strive to cooperate and are not able to stand up for themselves. These children are anxious, unsure of themselves, and find it difficult to engage in activities. They refuse in advance to solve problems that seem difficult to them, but emotional support an adult can easily cope with them. A child with low self-esteem appears slow. He does not begin the task for a long time, fearing that he did not understand what needs to be done and will do everything incorrectly; tries to guess whether the adult is happy with him. The more significant the activity, the more difficult it is for him to cope with it.
These children, as a rule, have a low social status in their peer group, fall into the category of outcasts, and no one wants to be friends with them. Outwardly, these are most often unattractive children.
The reasons for the individual characteristics of self-esteem in older preschool age are due to the unique combination of developmental conditions for each child. During the communication process, the child constantly receives feedback. Positive feedback informs the child that his actions are correct and useful. Thus, the child is convinced of his competence and merits. Smiling, praise, approval - all these are examples of positive reinforcement, they lead to increased self-esteem, create positive image"I".
Feedback in negative form makes the child aware of his inability and worthlessness. Constant dissatisfaction, criticism and physical punishment lead to a decrease in self-esteem.
Most often, parents use various speech assessments in relation to their children. This explains the leading role of the family and the entire immediate environment in the formation of a child’s self-esteem. Self-esteem formed in preschoolers is usually quite stable, but, nevertheless, it can improve or decrease under the influence of adults and children's institutions.
It is important to promote the child’s awareness of his own needs, motives and intentions, to wean him from his usual functioning, and to teach him to control the compliance of the chosen means with the intention being realized.
Formation adequate self-esteem, the ability to see one’s mistakes and correctly evaluate one’s actions is the basis for the formation of self-control and self-esteem in educational activities.
Having considered the important components of socio-psychological readiness for learning at school, we can conclude that it is an important component education and training of preschoolers in kindergarten and family. Its content is determined by the system of requirements that the school places on the child. These requirements include the need for a responsible attitude towards school and learning, voluntary control of one’s behavior, performing mental work that ensures the conscious assimilation of knowledge, and establishing relationships with adults and peers determined by joint activities.
While focusing on their child's intellectual preparation for school, parents sometimes overlook emotional and social readiness, which include academic skills that are critical to future school success. Social readiness implies the need to communicate with peers and the ability to subordinate one’s behavior to the laws of children’s groups, the ability to accept the role of a student, the ability to listen and follow the teacher’s instructions, as well as the skills of communicative initiative and self-presentation. This may include the following personal qualities, as the ability to overcome difficulties and treat mistakes as a definite result of one’s work, the ability to assimilate information in a group learning situation and change social roles in the class team.
The personal and psychological readiness of a child for school lies in the formation of his readiness to accept the new social position of a schoolchild - the position of a schoolchild. The position of a schoolchild obliges him to take a different position in society, compared to a preschooler, with new rules for him. This personal readiness is expressed in a certain attitude of the child towards school, towards the teacher and educational activities, towards peers, family and friends, towards himself.
Attitude to school. Follow the rules of the school regime, come to classes on time, complete academic assignments at school and at home.
Attitude towards the teacher and educational activities. Correctly perceive lesson situations, correctly perceive the true meaning of the teacher’s actions, his professional role.
In a lesson situation, direct emotional contacts are excluded, when you cannot talk about extraneous topics (questions). You need to ask questions about the matter, after raising your hand. Children who are ready for school in this regard behave adequately in class.
Exercise. Motivational readiness, desire to go to school, interest in school, desire to learn new things are clarified by questions like:
1. Do you want to go to school?
2. What is interesting at school?
3. What would you do if you didn't go to school?
The answers to these questions will help you understand what the child knows about school, what interests him in it, and whether he has a desire to learn new things.
Exercise. Conduct the “Motivational Readiness” test, which diagnoses the student’s internal position (according to T.D. Martsinkovskaya).
Stimulus material. A set of questions asking the child to choose one of the behavior options.
1. If there were two schools - one with lessons in the Russian language, mathematics, reading, singing, drawing and physical education, and the other with only singing, drawing and physical education lessons, which one would you like to study in?
2. If there were two schools - one with lessons and recess, and the other with only recess and no lessons, which one would you like to study in?
3. If there were two schools, one would give A’s and B’s for good answers, and the other would give
sweets and toys, which one would you like to study in?
4. If there were two schools - in one you can only stand up with the teacher’s permission and raise your hand if you want to ask something, and in the other you can do whatever you want in class, which one would you like to study in?
5. If there were two schools - one would give homework and the other would not, then which one would you like to study in?
6. If a teacher in your class fell ill and the principal offered to replace her with another teacher or mother, who would you choose?
7. If my mother said: “You’re still small, it’s hard for you to get up and do your homework. Stay in kindergarten, and you’ll go to school at next year", would you agree with such a proposal?
8. If mom said: “I agreed with the teacher that she would come to our house and study with
you. Now you won’t have to go to school in the morning,” would you agree with such a proposal?
9. If a neighbor boy asked you: “What do you like most about school?”, what would you answer him?
Instructions. The child is told: “Listen to me carefully. I will now ask you questions, and you must answer which answer you like best.”
Carrying out the test. Questions are read aloud to the child, and there is no time limit for answering. Each answer is recorded, as well as all additional comments from the child.
Analysis of results. For each correct answer, 1 point is given, for each incorrect answer - 0 points. The internal position is considered formed if the child scores 5 points or more.
If, as a result of the analysis of the results, weak, inaccurate ideas of the child about school are revealed, then it is necessary to carry out work to form the child’s motivational readiness for school.
Exercise. Conduct the “Ladder” test to study self-esteem (According to T.D. Martsinkovskaya).
Stimulus material. Drawing of a staircase consisting of seven steps. In the drawing you need to place the figure of a child. For convenience, you can cut out a figurine of a boy or girl from paper, which is placed on the ladder.
Instructions. The child is asked: “Look at this ladder. You see, there is a boy (or girl) standing here. On the step higher (they show) they put good children; the higher, the better the children, and on the very top step are the best guys. Which step are you on? Will you put yourself on? And what level will your mother put you on?
Carrying out the test. The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to check whether the child understood your explanation correctly. If necessary, it should be repeated. After this, questions are asked and the answers are recorded.
Analysis of results. First of all, they pay attention to what level the child has placed himself. It is considered normal for children of this age to place themselves on the level of “very good” and even “the best children.” In any case, these should be the upper steps, since a position on any of the lower steps (and even more so on the lowest) does not indicate an adequate assessment, but a negative attitude towards oneself, lack of confidence in one’s own abilities. This is a very serious violation of the personality structure, which can lead to depression, neuroses, and asociality in children. As a rule, this is associated with a cold attitude towards children, rejection or harsh, authoritarian upbringing, when the child himself is devalued, who comes to the conclusion that he is loved only when he behaves well.
When preparing your child for school, pay special attention to development of independence associated with cognitive activity. This should be expressed in the ability to set oneself various educational tasks and solve them without external promptings (“I want to do this...”), to show initiative (“I want to do this differently”) and creativity (“I want to do this in my own way").
In cognitive independence, initiative, foresight and creativity are important.
To form such independence, special efforts of adults are required.
The child must:
1. Work independently, without the presence of an adult.
2. When working, focus on getting results, and not just to avoid trouble.
3. Show active cognitive interest in new types of activities, striving for personal achievements.
Exercise. Pay attention to whether the child can concentrate on any activity - drawing, sculpting, crafting, etc.
Design classes are the most effective for improving the system of voluntary self-regulation. You can start constructing according to a model: for example, a child must reproduce a really built house from parts. The child learns to correctly select the necessary parts of the blocks, correlate them by size, shape and color.
Invite your child to carefully examine and study the house that he should assemble himself according to the model.
Carry out observation according to plan:
1. The nature and sequence of construction of the house.
2. Is a specific assembly sequence followed?
3. Does the given goal (proposed sample) hold?
4. Is the building consistent in size, color, and shape of the construction blocks?
5. How often does he compare his actions and their results with the standard?
At the end of the construction, ask your child questions about how consciously he completed the task. Analyze with him the achieved design results. In the future, you can gradually complicate the design task: instead of a sample, a drawing, a plan, an idea, etc.
The exercise that is closest to educational activity in developing arbitrariness is graphic dictation.
The child is given a sample of a geometric pattern made on a sheet of checkered paper. He must reproduce the proposed sample and independently continue exactly the same drawing. This kind of work can be complicated by offering, under the dictation of an adult, to make similar patterns on a sheet of paper (to the right by 1 cell, up by 2 cells, to the left by 2 cells, etc.).
Exercise. The child must have voluntary (controlled) behavior. He must be able to subordinate his behavior to will, and not to feelings. It is not easy for him to follow both someone else's and his own will. Play games to develop arbitrariness (controllability) of behavior.
a) Game "Yes and No, don't say"
It is necessary to prepare simple questions in order to use them to activate the child’s attention.
What is your name? How old are you? etc.
Occasionally ask questions that require affirmation or denial.
- "Are you a girl?" etc.
If the child wins, he will be able to control his attention at school. For variety, include prohibitions on other words: “black”, “white”, etc.
b) Regime and order
Make a strip of whatman paper with a groove into which insert a piece of colored paper that can be moved with your finger.
Attach the strip to a visible place on the wall. Explain to the child: done the job - move the circle to the next mark. If you reach the end - get a prize, a surprise, something pleasant.
This is how you can teach your child to have order: putting away scattered toys, getting dressed for a walk, etc. A rule, a sequence of actions, thanks to external guidelines, turns from external into internal (mental), into a rule for oneself.
In a visual form, you can indicate getting ready for school, preparing lessons, and replaying any life situation. So private ability be organized in at the moment will contribute to the development of arbitrariness (controllability of behavior).
c) Report
Let the child imagine that he is a scout and is “writing” an encrypted report to headquarters. The text of the report is dictated by the parent - the “liaison”. The child must encrypt objects with symbols - icons that will remind him of the object. This is how the symbolic (sign) function of consciousness develops.
METHODOLOGY 1. (determination of learning motives)
It is worth conducting this test with a preschooler in order to understand whether the child is ready for school and what can be expected from him after September 1st. Also, if problems arise with first-graders, using this technique you can understand the origins of these problems.
The following motives are typical for 6-year-old children:
1. educational and cognitive, rising to the cognitive need (I want to know everything!)
2. social, based on the social need for learning (everyone is learning and I want to! This is necessary for the future)
3. “positional”, the desire to take a new position in relations with others (I’m an adult, I’m already a schoolboy!)
4. “external” motives in relation to the study itself (my mother told me that it was time to study, my father wants me to study)
5. play motive, inadequate, transferred to the school sphere (perhaps the child was sent to school too early, it’s worth it and could have waited a little longer)
6. motive for receiving high mark(learning not for the sake of knowledge, but for the sake of assessment)
Sit down with your child so that you are not distracted. Read the instructions to him. After reading each paragraph, show your child a drawing that matches the content.
Instructions
Now I'll read you a story
Boys or Girls (talk about children of the same gender as your child) were talking about school.
1. External motive.
The first boy said: “I go to school because my mother forces me to.” If it weren’t for my mother, I wouldn’t go to school,” show or post Figure 1.
2. Educational motive.
The second boy said: “I go to school because I like to study, do my homework, even if there was no school, I would still study,” show or post Figure 2.
3. Game motive.
The third boy said: “I go to school because it’s fun and there are a lot of kids who are fun to play with.”, show or post picture 3.
4. Positional motive.
The fourth boy said “I go to school because I want to be big, when I’m at school I feel like an adult, but before I was small,” show or post picture 4.
5. Social motive.
The fifth boy said: I go to school because I need to study. Without learning you can’t do anything, but once you learn, you can become whoever you want,” show or post Figure 5.
6. The motive for getting a high grade.
The sixth boy said: “I go to school because I get A’s there,” show or post picture 6.
After reading the story, ask your child the following questions:
Which guy do you think is right? Why?
Which one would you like to play with? Why?
Which one would you like to study with? Why?
The child makes three choices sequentially. If the content of the answer does not come clearly enough to the child, he is reminded of the content of the story corresponding to the picture.
After your child has chosen and answered the questions, try to analyze the answers and understand his motives for learning. This will help you get to know your child better, help him with something, or understand whether a psychologist’s consultation is needed regarding current or future schooling. Don’t be alarmed, a psychologist is not a doctor, he is a person who helps people, children and their parents to correctly build their relationships and attitude towards any problem area of life.
For example, a child, when answering questions, chooses the same card with a boy or a girl. For example, a child chooses card 5 ( social motive) answering all questions. That is, he believes that a child who studies in order to know a lot in order to later become someone in life and earn a lot is right. He would like to play and study with him. Most likely, it is the social motive that drives a child’s learning.
If a child chooses, for example, the right child with an external motive (1), would like to play with a child with a play motive, and study with a child with a motivation for a high grade, then most likely your child is not ready to go to school. He perceives school as a place where his parents take him, but he has no interest in studying. He would like to play, and not go to a place that is not interesting to him. And if he still has or will have to go to school, at the request of his mother or father, then he wants to be noticed there and given good grades. In this case, it is worth paying more attention to the child, maybe doing something together, studying something (English, breeds of dogs, cats, the surrounding nature, etc.). Show that studying is not a parent’s whim, but a very interesting, necessary, educational process. To prevent your child from always expecting an excellent grade in the future, praise him only in cases where he really deserves praise. Let the child understand that a good grade can only be obtained for good knowledge.
Yulia Pavlovskaya
Social and personal readiness of older preschoolers for school education and its components
Social and personal readiness of an older preschooler for school- this is a certain level social child development on the threshold schooling, which characterized:
Aspiration preschooler enter new conditions school life, take a position schoolboy;
It is expressed in a certain level of independence, allowing one to successfully solve practical problems accessible to the child’s age. (related to educational activities) and communicative (communication with peers and adults) tasks;
Manifesting in positive self-esteem and confidence in your future.
Characterized by formation internal position child, his readiness to accept a new social position –"positions schoolboy» , which assumes certain circle responsibilities. Social and personal readiness expressed in the child's attitude towards school, to educational activities, to the teacher, to oneself, to one’s abilities and work results, presupposes a certain level of development of self-awareness.
In accordance with this understanding social and personal readiness for school was determined by a comprehensive her assessment indicator older preschoolers, including:
Children's interest in educational and cognitive activities;
Having motivation to schooling;
Formation of self-esteem and self-control;
The child's position among his peers, social status in the group, a typical position in communication (leader, partner, subordinate);
Activity, initiative in communicating with adults and peers;
Manifestations of independence, self-confidence, the nature of self-esteem.
We can share
Let us consider separately the motivational readiness of older preschoolers for school.
L. I. Bozhovich (1968) identifies several parameters of a child’s psychological development that most significantly influence success schooling. Among them is a certain level motivational development child, including cognitive and social motives of teaching, sufficient development of voluntary behavior and intellectuality of the sphere. The most important in psychological child's readiness for school it recognized the motivational plan. Two groups of motives were identified teachings:
1. Wide social motives of teaching, or motives associated “with the child’s needs for communication with other people, for their assessment 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 “ cognitive interests children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge" (L.I. Bozhovich, 1972). Child, ready for school, wants to study because he wants to know a certain position in human society, which opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called by L. I. Bozhovich "internal position schoolboy» (1968) . L. I. Bozhovich attached great importance to this new formation great value, considering that "internal position schoolboy» , and wide social The motives of the teaching are purely historical phenomena.
L. I. Bozhovich characterizes "internal position schoolboy» , as a central personal new formation that characterizes the child’s personality as a whole. It is this that determines the child’s behavior and activity, and the entire system of his relationships to reality, to himself and the people around him. Lifestyle schoolboy as a person, engaged in public place a socially significant and socially valued matter, is recognized by the child as an adequate path to adulthood for him - it meets the motive formed in the game to become an adult and actually carry out his functions.
However, the desire to GO to school and the desire to LEARN are significantly different from each other. The child may want to school because that all his peers will go there, because I heard at home that getting into this gymnasium is very important and honorable, finally, because in school he will receive a new beautiful backpack, pencil case and other gifts. In addition, everything new attracts children, and in school Almost everything - the classes, the teacher, and systematic classes - are new. This does not mean that children have realized the importance of studying and ready to work hard. They just realized that the status place schoolboy much more important and honorable than preschooler who goes to kindergarten or stays at home with his mother. Children see that adults can interrupt their most interesting game, but don't interfere older brothers or sisters, when they sit too long at lessons. Therefore, the child strives to school, since he wants to be an adult, to have certain rights, for example, to a backpack or notebooks, as well as responsibilities assigned to him, for example, to get up early, prepare homework(which provide him with a new status place and privileges in the family). Let him not yet fully realize that, in order to prepare a lesson, he will have to sacrifice, for example, a game or a walk, but in principle he knows and accepts the fact that homework NEEDS to be done. It is this desire to BECOME SCHOOLBOY, follow the rules of conduct schoolboy and have his rights and obligations and constitute "internal position schoolboy» . In the child's mind the idea of school acquired the features of the desired lifestyle, which means that the child psychologically moved into a new age period of his development - junior school age.
Internal position schoolboy in the broad sense of the word is defined as a system of needs and aspirations of the child associated with school, that is, such an attitude towards school when involvement in it is experienced by the child as his own need ( “I want to school!» ). Availability of an internal position schoolboy is revealed in the fact that the child resolutely refuses preschool play, individually direct way of existence and manifests brightly positive attitude To school- educational activity in general and especially those aspects of it that are directly related to learning.
Today, the most important condition for successful learning in primary school is whether the child has appropriate motives. There are six groups of motives that determine the attitude of future first-graders to learning (Bozhovich, Nezhnova, V.D. Shadrikov, Babaeva T.I., Gutkina N.I., Polyakova M.N., etc.):
Social motives. The child’s understanding of the social significance and necessity of learning and the desire for social role schoolboy(“I want to school, because all children should study, it is necessary and important”).
When dominating social motives for younger schoolchildren They have a responsible attitude towards learning, they are focused on the lesson, complete tasks diligently They worry if they can’t do something, they successfully master the educational material, and they are respected by their classmates.
Educational and cognitive motives. The desire for new knowledge, the desire to learn to write and read, wide circle interests.
These students are characterized by high learning activity, they tend to ask a lot of questions and do not like exercises based on repeated repetition of a given pattern that require perseverance. Mastering material based on rote memorization causes great difficulties. Teachers about them They say: "Smart but lazy".
If underdeveloped social motive of teaching, then declines in activity are possible, the pace and productivity of learning in this case is intermittent character: the student is attentive and active only when the educational material is unfamiliar and interesting to him.
Evaluative motives. The desire to get highly appreciated adult, his approval and location (“I want to school, because there I will only get A’s”). The evaluative motive is based on the inherent need for children to social recognition and approval of an adult. The child studies in class because the teacher praises him for it. These children react very sensitively to the mood of a significant adult. Praise and positive evaluation from an adult are effective incentives for a child to be active. Insufficient development of the evaluative motive is manifested in the fact that the student does not pay attention to the teacher’s assessment and comments.
Students with dominant evaluative motivation and underdeveloped cognitive and social motives may shape undesirable ways of learning activities: low level of independence when performing a task, inability to evaluate the correctness of one’s actions. Children constantly ask the teacher if they are doing the right thing, and when answering, they try to catch his emotional reaction.
Positional motives. Interest in external attributes school life and the student’s position(“I want to school, because there are big ones, and in kindergarten there are small ones, they will buy me notebooks, a pencil case and a briefcase").
The child studies when the lesson has a lot of paraphernalia and visual aids.
The positional motive is present to one degree or another in all future first-graders. As a rule, by the end of the first month schooling this motive fades away and has a significant impact on success does not provide training.
If the positional motive occupies a dominant position when underdevelopment educational and social, then interest in school fades away quite quickly. Due to the lack of other incentives to study (external and game motives do not fulfill this function) a persistent reluctance to learn is formed.
External to school and learning motives. "I'll go to school because mom said so", "I want to school, because I have a beautiful, new backpack.” These motives are not related to the content of educational activities and do not have a significant impact on activity and success. training.
In the case of dominance of external motives with insufficient development of cognitive and social motivation , as in the previous case, there is a high probability of formation negative attitude To school and learning.
Game motives. Motives inadequately transferred to educational activities (“I want to school, because there you can play with friends"). The gaming motive, by its nature, is inadequate for educational purposes. activities: in the game the child himself determines what and how he will do, and in educational activities he acts in accordance with educational task, set by the teacher.
Domination game motives negatively affects the success of learning educational material. Such schoolchildren In the lesson they do not do what is assigned, but what they want.
Researchers have indicated that motivational school readiness component is formed by a trinity of such motives as social motive, cognitive motive, evaluative motive. Availability is important complex motives with a leading strong stable motive (cognitive or social so that we can say that the child has a strong motivation to schooling.
Social readiness of children for school
Lavrentieva M. V.
Social, or personal, readiness for learning at school represents the child’s readiness for new forms of communication, a new attitude towards the world around him and himself, determined by the situation of schooling.
In order to understand the mechanisms of formation of social readiness for learning at school, it is necessary to consider the senior school age through the prism of the seven-year crisis.
In Russian psychology, for the first time the question of the existence of critical and stable periods was raised by P.P. Blonsky in the 20s. Later, the works of famous domestic psychologists were devoted to the study of developmental crises: L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, L.I. Bozovic et al.
As a result of research and observations of the development of children, it was found that age-related changes in the psyche can occur abruptly, critically, or gradually, lytically. In general, mental development represents a natural alternation of stable and critical periods.
In psychology, crises mean transition periods from one stage child development to another. Crises occur at the junction of two ages and are the completion of the previous stage of development and the beginning of the next.
During transitional periods of child development, a child becomes relatively difficult to educate because the system of pedagogical requirements applied to him does not correspond to the new level of his development and his new needs. In other words, changes pedagogical system do not keep up with the rapid changes in the child’s personality. The greater the gap, the more acute the crisis.
Crises, in their negative understanding, are not obligatory concomitants of mental development. It is not crises as such that are inevitable, but turning points, qualitative shifts in development. There may be no crises at all if the child’s mental development does not develop spontaneously, but is a reasonably controlled process - controlled by upbringing.
The psychological meaning of critical (transitional) ages and their significance for the child’s mental development lies in the fact that during these periods the most significant, global changes in the child’s entire psyche occur: attitudes towards oneself and others change, new needs and interests arise, cognitive processes and activities are restructured the child acquires new content. Not only individual mental functions and processes, but is being rebuilt and functional system consciousness of the child as a whole. The appearance of crisis symptoms in a child’s behavior indicates that he has moved to a higher age level.
Consequently, crises should be considered as a natural phenomenon of a child’s mental development. The negative symptoms of transitional periods are the flip side of important changes in a child’s personality, which form the basis for further development. Crises pass, but these changes (age-related neoplasms) remain.
The seven-year crisis was described in the literature earlier than others and was always associated with the beginning of schooling. Senior school age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolchild. It has long been noted that during the transition from preschool to school age, the child changes dramatically and becomes more difficult in educational terms. These changes are more profound and complex character than in the crisis of three years.
The negative symptoms of crisis, characteristic of all transitional periods, are fully manifested at this age (negativism, stubbornness, obstinacy, etc.). Along with this, features specific to a given age appear: deliberateness, absurdity, artificiality of behavior: clowning, fidgeting, clowning. The child walks with a fidgety gait and speaks in a squeaky voice, makes faces, pretends to be a buffoon. Of course, children of any age tend to say stupid things, joke, mimic, imitate animals and people - this does not surprise others and seems funny. On the contrary, the behavior of a child during the crisis of seven years has a deliberate, clownish character, causing not a smile, but condemnation.
According to L.S. Vygotsky, such behavioral features of seven-year-olds indicate a “loss of childish spontaneity.” Older preschoolers cease to be naive and spontaneous, as before, and become less understandable to others. The reason for such changes is the differentiation (separation) in the child’s consciousness of his internal and external life.
Until the age of seven, the child acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of these desires in behavior (i.e. internal and external) represent an inseparable whole. The behavior of a child at these ages can be roughly described by the scheme: “wanted - done.” Naivety and spontaneity indicate that the child is the same on the outside as he is on the inside; his behavior is understandable and easily “read” by others.
The loss of spontaneity and naivety in the behavior of an older preschooler means the inclusion in his actions of a certain intellectual moment, which, as it were, wedges itself between the experience and can be described by another scheme: “wanted - realized - did.” Awareness is included in all areas of the life of an older preschooler: he begins to become aware of the attitude of those around him and his attitude towards them and towards himself, his individual experience, the results of his own activities, etc.
It should be noted that the possibilities of awareness in a seven-year-old child are still limited. This is only the beginning of the formation of the ability to analyze one’s experiences and relationships; in this, an older preschooler differs from an adult. The presence of an elementary awareness of their external and internal life distinguishes children of the seventh year from younger children.
In older preschool age, the child first becomes aware of the discrepancy between the position he occupies among other people and what his real capabilities and desires are. A clearly expressed desire appears to take a new, more “adult” position in life and to perform new activities that are important not only for himself, but also for other people. The child seems to “fall out” from usual life and the pedagogical system applied to him, loses interest in preschool types activities. In the conditions of universal schooling, this is primarily manifested in the desire of children for the social status of a schoolchild and for learning as a new socially significant activity (“In school - great, and in kindergarten- only kids"), as well as in the desire to carry out certain instructions from adults, take on some of their responsibilities, and become a helper in the family.
In recent years, there has been a shift in the boundaries of the crisis of seven years to six years of age. In some children, negative symptoms appear as early as 5.5 years old, so now they talk about a crisis of 6-7 years. There are several reasons that determine the earlier onset of the crisis.
Firstly, changes in socio-economic and cultural conditions The life of society in recent years has led to a change in the normative generalized image of a child of six years old, and, consequently, the system of requirements for children of this age has changed. If recently a six-year-old was treated as a preschooler, now he is looked at as a future schoolchild. A six-year-old child is required to be able to organize his activities, follow rules and norms that are more acceptable at school than in preschool institution. He is actively taught knowledge and skills of a school nature; the lessons themselves in kindergarten often take the form of a lesson. By the time they enter school, most first-grade students already know how to read, count, and have extensive knowledge in various areas of life.
Secondly, numerous experimental studies show that the cognitive capabilities of modern six-year-old children exceed the corresponding indicators of their peers in the 60s and 70s. The acceleration of the rate of mental development is one of the factors in shifting the boundaries of the seven-year crisis to an earlier date.
Thirdly, senior preschool age is characterized by significant changes in work physiological systems body. It is no coincidence that it is called the age of change of baby teeth, the age of “extension in length.” In recent years there has been more early maturation basic physiological systems of the child’s body. This also affects the early manifestation of symptoms of the seven-year crisis.
As a result of changes in the objective position of six-year-old children in the system of social relations and the acceleration of the pace of psychophysical development, the lower boundary of the crisis has shifted to more early age. Consequently, the need for a new social position and new types of activities now begins to form in children much earlier.
Symptoms of a crisis indicate changes in the child’s self-awareness and the formation of an internal social position. The main thing here is not negative symptoms, but the child’s desire for a new social role and socially significant activity. If there are no natural changes in the development of self-awareness, this may indicate a lag in social (personal) development. Children aged 6-7 years with a delay in personal development are characterized by uncritical assessment of themselves and their actions. They consider themselves the best (beautiful, smart), they tend to blame others or external circumstances for their failures and are not aware of their experiences and motivations.
In the process of development, the child develops not only an idea of his inherent qualities and capabilities (the image of the real “I” - “what I am”), but also an idea of what he should be, how others want to see him (the image of the ideal " I" - "as I would like to be"). The coincidence of the real “I” with the ideal is considered an important indicator of emotional well-being.
The evaluative component of self-awareness reflects a person’s attitude towards himself and his qualities, his self-esteem.
Positive self-esteem is based on self-esteem, a sense of self-worth and a positive attitude towards everything that is included in one’s self-image. Negative self-esteem expresses self-rejection, self-denial, and a negative attitude towards one’s personality.
In the seventh year of life, the beginnings of reflection appear - the ability to analyze one’s activities and correlate one’s opinions, experiences and actions with the opinions and assessments of others, therefore the self-esteem of 6-7 year old children becomes more realistic, in familiar situations and familiar types of activities it approaches adequate . IN unfamiliar situation and unusual types of activities, their self-esteem is inflated.
Low self-esteem in preschool children is considered a deviation in personality development.
What influences the formation of a child’s self-esteem and self-image?
There are four conditions that determine the development of self-awareness in childhood:
1. the child’s experience of communication with adults;
2. experience of communicating with peers;
3. individual experience of the child;
4. his mental development.
The experience of a child’s communication with adults is the objective condition without which the process of forming a child’s self-awareness is impossible or very difficult. Under the influence of an adult, a child accumulates knowledge and ideas about himself, and develops one or another type of self-esteem. The role of an adult in the development of children's self-awareness is as follows:
Telling the child information about his qualities and capabilities;
Assessment of his activities and behavior;
Formation of personal values, standards with the help of which the child will subsequently evaluate himself;
Encouraging the child to analyze his actions and actions and compare them with the actions and actions of other people.
Experiences with peers also influence the formation of children's self-awareness. In communication, in joint activities with other children, the child learns such individual characteristics that are not manifested in communication with adults (the ability to establish contacts with peers, come up with an interesting game, perform certain roles, etc.), begins to understand the attitude towards themselves from other children. It is in joint play in preschool age that the child identifies the “position of the other,” as different from his own, and children’s egocentrism decreases.
While an adult throughout childhood remains an unattainable standard, an ideal to which one can only strive, peers act as “comparative material” for the child. The behavior and actions of other children (in the child’s mind “the same as him”) are, as it were, externalized to him and therefore easier to recognize and analyze than his own. In order to learn to correctly evaluate himself, a child must first learn to evaluate other people whom he can look at as if from the outside. Therefore, it is no coincidence that children are more critical in assessing the actions of their peers than in assessing themselves.
One of the most important conditions development of self-awareness in preschool age - expansion and enrichment of the child’s individual experience. Speaking about individual experience, in this case we mean the total result of those mental and practical actions that the child himself undertakes in the surrounding objective world.
The difference between individual experience and communication experience is that the first accumulates in the “child – physical world of objects and phenomena” system, when the child acts independently outside of communication with anyone, while the second is formed through contacts with the social environment in the “child” system - other people." At the same time, the experience of communication is also individual in the sense that it is the life experience of the individual.
Individual experience gained in a specific activity is real basis to determine by the child whether or not he has certain qualities, skills and capabilities. He may hear every day from those around him that he has certain abilities, or that he does not have them, but this is not the basis for forming a correct idea of his capabilities. The criterion for the presence or absence of any abilities is ultimately success or failure in the relevant activity. By directly testing his strengths in real life conditions, the child gradually comes to understand the limits of his capabilities.
At the initial stages of development, individual experience appears in an unconscious form and accumulates as a result everyday life, as a by-product of childhood activity. Even among older preschoolers, their experience may be only partially recognized and regulates behavior at an involuntary level. The knowledge acquired by a child through individual experience is more specific and less emotionally charged than knowledge acquired in the process of communicating with other people. Individual experience – main source specific knowledge about oneself, which forms the basis of the content component of self-awareness.
The role of an adult in shaping the child’s individual experience is to draw the preschooler’s attention to the results of his actions; help analyze errors and identify the cause of failures; create conditions for success in his activities. Under the influence of an adult, the accumulation of individual experience becomes more organized and systematic. It is the elders who set the child the task of understanding and verbalizing his experience.
Thus, the influence of adults on the formation of children's self-awareness is carried out in two ways: directly, through the organization of the child's individual experience, and indirectly, through verbal designations of his individual qualities, verbal assessment of his behavior and activities.
An important condition for the formation of self-awareness is the mental development of the child. This is, first of all, the ability to be aware of the facts of your internal and external life, to generalize your experiences.
At the age of 6-7, a meaningful orientation in one’s own experiences arises, when the child begins to realize his experiences and understand what it means “I am happy,” “I am sad,” “I am angry,” “I am ashamed,” etc. More Moreover, the older preschooler not only becomes aware of his emotional states in specific situation(this can also be accessible to children 4-5 years old), a generalization of experiences, or affective generalization, occurs. This means that if several times in a row he experiences failure in some situation (for example, he answered incorrectly in class, was not accepted into the game, etc.), then he develops a negative assessment of his capabilities in this type of activity (“ I can’t do this”, “I can’t do this”, “No one wants to play with me”). In older preschool age, the prerequisites for reflection are formed - the ability to analyze oneself and one’s activities.
The new level of self-awareness that arises at the turn of preschool and primary school age is the basis for the formation of an “internal social position” (L.I. Bozhovich). In a broad sense, the internal position of a person can be defined as a relatively stable conscious attitude towards oneself in the system of human relations.
Awareness of one’s social “I” and the formation of an internal position is a turning point in mental development preschooler. At the age of 6-7, the child first begins to realize the discrepancy between his objective social position and his internal position. This is expressed in the desire for a new, more adult position in life and new socially significant activities, in particular in the desire for the social role of the student and studying at school. The emergence in the child’s awareness of the desire to be a schoolchild and study at school is an indicator that his internal position has received new content - it has become the internal position of a schoolchild. This means that the child has moved into a new age period in his social development - junior school age.
The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations associated with school, that is, such an attitude towards school when involvement in it is experienced by the child as his own need: “I want to go to school!” The presence of an internal position of a schoolchild is revealed in the fact that the child loses interest in the preschool way of life and preschool classes and activities and shows an active interest in school and educational reality in general and, especially in those aspects of it that are directly related to learning. This is a new (school) content of classes, a new (school) type of relationship with an adult as a teacher and peers as classmates. Such a positive focus of the child on school as a special educational institution is the most important prerequisite for successful entry into school and educational reality, acceptance school requirements, full inclusion in the educational process.
References
To prepare this work, materials from the site http://www.portal-slovo.ru were used
