Plan of a fox sister and a gray wolf. Analysis and significance of folk tales in children's reading

The main components of a child’s psychological preparation for school and their characteristics………………………………………………………3

The work of a teacher in preparing a child for school……………….6

Features of the formation of voluntary behavior of an older preschooler………………………………………………………8

Range of problems modern society related to psychological preparation child to study at school……...14

List of references on the topic “Psychological readiness of a child for school”…………………………………………………………………………………..15

Organization of work on the development of children scientific concepts……………………………………………………………………16

7. Scheme of the main indicators characterizing the educational activity of a preschooler……………………………………………………………….…..18

8. The range of problems of developmental education in modern society....18

The main components of a child’s psychological readiness for school.

Child's intellectual readiness for school

The most important indicators of a child’s intellectual readiness for school are the characteristics of the development of his thinking and speech.

By the end of preschool age, the central indicator of children’s mental development is their formation of figurative and the foundations of verbal and logical thinking.

In addition, studies have found that by older preschool age, children, using a system of socially developed sensory standards, master some rational ways of examining the external properties of objects. Their use allows the child to differentiate and analyze complex objects. However, these abilities are limited by the range of children's knowledge. Within the limits of what is known, the child successfully establishes cause-and-effect relationships, which is reflected in his speech. He uses expressions “if, then”, “because”, “therefore”, etc., his everyday reasoning is quite logical. The rudiments of logical thinking are also manifested in the ability to classify objects and phenomena in accordance with generally accepted concepts; by the end of preschool age, the child can already combine objects into “conceptual” groups: “furniture”, “dishes”, “clothing”, etc.

Summarizing the above and taking into account the age-related characteristics of the development of the child’s cognitive sphere, we can say that the development of intellectual readiness for learning at school presupposes:

 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;

 listening comprehension colloquial speech and the ability to understand and use symbols;

 development of fine hand movements and hand-eye coordination.

Intellectual readiness is important, but not the only prerequisite

Child’s personal readiness for school

For the person himself, personality acts as his image-I, I-concept. It is in preschool age that the formation of a child’s personality begins.

The motivation of a preschooler plays a decisive role in the personal component of psychological readiness for school. Much attention The role of the motivational sphere in the formation of a child’s personality was emphasized in the theoretical works of L.I. Bozovic. From the same perspective, psychological readiness for school was considered, i.e. The most important was the motivational plan. Two groups of teaching motives were identified:

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

Analyzing the prerequisites necessary for successful mastery of educational activities, D.B. Elkonin and his colleagues identified the following parameters:

 the ability of children to consciously subordinate their actions to a rule that generally determines the method of action;

 ability to navigate a given system of requirements;

 the ability to listen carefully to the speaker and accurately complete tasks proposed orally;

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

In fact, these parameters can be considered as that lower level current development randomness on which learning in the first grade is based.

G.G. Kravtsov considered the problem of the development of voluntariness through its relationship with will, emphasizing that the direction of development of the child’s personality towards his own individuality “coincides with the expansion of the zone of his own freedom, the ability to consciously control his psyche and behavior, that is, with the formation of voluntariness.”

In this case, you can make a series of practically significant conclusions, one of which is the determination of the leading activity for each age stage of a child’s development, depending on the type and level of arbitrariness of his mental activity.

At the same time, the levels of randomness are not formed in a linear sequence, but have periods of “overlapping”.

Socio-psychological (communicative) readiness of the child for school

In addition to personal readiness, one more component of a child’s psychological readiness for school can be identified - socio-psychological readiness, defining it as 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 engaged in common activities, and he needs to have fairly flexible ways of establishing relationships with other children, be able to enter the children's society, act together with others, be able 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 schoolchild in a school learning situation.

According to a number of researchers, the following substructures can be distinguished in the structure of the socio-psychological component of school readiness:

 communicative competence,

 social competence,

 linguistic competence.

The authors associate the use of the concept of competence with the fact that it is not so often used in child psychology and, therefore; in this way differences in its interpretation can be avoided. The word “competence” itself means knowledge of something. Based on this, social competence is knowledge of the norms and rules of behavior accepted in a certain socio-cultural environment, attitude towards them; implementation of this knowledge in practice. Linguistic competence is understood as a level of speech development that allows a person to freely use his knowledge of language in the process of communication. These two types of competence can be considered as elements of communicative competence, or more broadly - competence in communication, which also includes knowledge and understanding of non-verbal language of communication, the ability to communicate both with peers and with adults.

Communicative, social and speech competences, which are formed in the process of socialization and upbringing of the child, by the end of preschool childhood have a certain level of development, which reflects the level of the child’s socio-psychological readiness for schooling.

2. The work of a teacher to prepare a child for school.

Preparing a child for school is one of the most important tasks training and education of preschool children, its solution in unity with other tasks of preschool education makes it possible to ensure the holistic harmonious development of children of this age.

As practice shows, the formation and objective assessment of the required level of school readiness is impossible without active participation educators and parents, and for this they need certain knowledge about the characteristics of children of senior preschool age, methods of developing school readiness and possible difficulties at the beginning of schooling. In order to answer the most frequently asked questions of parents of future first-graders, to help them properly organize classes with preschoolers, you can organize a system of events in the form of group events (parent meetings, " round tables", organizational and activity games, etc.), individual (interviews) consultations, and involve a preschool psychologist in working with parents.

Preparing children for school begins long before entering school and is carried out in classes kindergarten based on activities familiar to the child: playing, drawing, designing, etc.

A child can acquire knowledge and ideas about the world around him in a variety of ways: by manipulating objects, imitating others, visual arts and in play, in communication with adults. Whatever activity a child engages in, there is always an element of cognition in it; he constantly learns something new about the objects with which he acts. It is important to remember that at the same time he is not faced with the special task of learning the properties of these objects and how to operate with them; the child is faced with other tasks: draw a pattern, build a house out of cubes, sculpt an animal figurine from plasticine, etc., obtained in this case knowledge is a by-product of his activities.
The child’s activity takes the form of learning, educational activity when the acquisition of knowledge becomes the conscious goal of his activity, when he begins to understand that he is performing certain actions in order to learn something new.
In a modern public school, education takes a class-lesson form, while the activities of students are regulated in a certain way (a student must raise his hand if he wants to answer or ask the teacher about something, he must stand up when answering, during a lesson he cannot walk around the class and engage in outside activities affairs, etc.) In the recent past, in preschool institutions, preparing children for school and the formation of educational activities came down to developing in children the skills of school behavior in the classroom: the ability to sit at a desk, “correctly” answer the teacher’s questions, etc. Of course, if a preschooler enters the first grade of a school operating according to the traditional system, skills academic work he needs. But this is not the main thing in developing readiness for educational activities. The main difference between educational activities and others (games, drawing, design) is that the child accepts learning task and his attention is focused on ways to solve it. In this case, a preschooler can sit at a desk or on a carpet, study individually or in a group of peers. The main thing is that he accepts the learning task and, therefore, learns. It should be noted that the content of education in the first grade and in the preparatory and senior groups of kindergarten is largely the same. So, for example, children of the senior and preparatory groups have a fairly good command of the sound analysis of words, they know letters, they can count within 10, they know basic geometric shapes. In fact, in the first half of the year at school, the knowledge that students receive in class was, for the most part, known to them in the preschool period. At the same time, observations of the adaptation of kindergarten graduates to school conditions show that the first half of the year at school is the most difficult. The whole point is that the acquisition of knowledge in a mass school is based on different mechanisms than was previously the case in the types of activities familiar to the child. At school, mastering knowledge and skills is the conscious goal of a student’s activity, the achievement of which requires certain efforts. In the preschool period, children acquire knowledge mostly involuntarily; classes are structured in a form that is entertaining for the child, in activities familiar to him.
When preparing a child for school, it is not enough to simply develop memory, attention, thinking, etc. The child’s individual qualities begin to work to ensure the assimilation of school knowledge, that is, they become educationally important when they are specified in relation to educational activities and the content of education. For example, a high level of development of imaginative thinking can be considered as one of the indicators of school readiness when a child has developed the ability to analyze complex geometric shapes and synthesize a graphic image on this basis. A high level of cognitive activity does not guarantee sufficient motivation for learning; it is necessary that the child’s cognitive interests be related to the content and conditions of school education.

3. Features of the formation of voluntary behavior of an older preschooler.

In the overwhelming majority of sources, awareness, or conscientiousness of behavior, is considered as a fundamental characteristic that determines the specificity of a person’s will and volition. Can be carried out a large number of definitions in which consciousness is the main quality of volitional and voluntary action. In this case, awareness of the action can occur both in the form of complex judgments and in the form of elementary sensations that the subject considers to be the cause of his movements. A.V. Zaporozhets, based on Sechenov’s thoughts, put forward the hypothesis that involuntary human movements turn into voluntary ones due to the fact that they become perceptible, i.e. conscious. M.I. Lisina confirmed this hypothesis in her original genetic research. This study still remains a unique experiment in transforming involuntary reactions into voluntary ones through the purposeful formation of sensation or awareness of one’s own movements.

These parameters for the development of voluntariness are part of psychological readiness for school. As indicators of psychological readiness for school, voluntariness is one of the prerequisites for educational activity.

However, despite the generally recognized fundamental nature of this problem in Russian psychology and its undoubted significance for the practice of raising children, interest in the problem of the development of voluntariness has gone beyond last years decreased noticeably. The scientific lack of development of this problem is reflected in the practice of raising children. Most available methodological recommendations limited to only some advice addressed to teachers and parents. These recommendations do not provide specific methods for shaping the will and volition of a child and a general strategy for nurturing these most important qualities in an individual.

Thus, the development of voluntary behavior is an urgent goal in scientific terms. Determining the essence and specificity of voluntary and volitional behavior at different stages will make it possible to identify the main conditions that contribute to the formation of the most important personality qualities in preschool age, and, therefore, will provide an opportunity to build practical work with kids.

Practical teachers note that the use of basic types of movements in a dosage accessible to children and corresponding to their age capabilities helps to increase the mental and physical performance of children, and also contributes to the development of volitional qualities and the formation of a motivational-need sphere. While performing basic types of movements, children develop volitional qualities: determination, perseverance, endurance, courage, etc., and the ability to independently select a method of action depending on the specific conditions that have developed at the moment is formed.

The ways of forming will and volition are different and involve various participation adult. These differences are as follows:

Volitional action is always proactive: its motivation must always come from the child himself. The goal and task of a voluntary action can be set from the outside, by an adult, and can only be accepted or not accepted by the child.

Voluntary action is always indirect, and its formation requires the introduction of certain means, which will subsequently be consciously used by the child himself. Volitional action can be direct, i.e. carried out by a strong immediate impulse.

Voluntariness is amenable to training, learning, which consists of mastering the means of mastering one’s behavior. The will does not lend itself to such training. Its formation occurs in joint life activities with an adult, aimed at nurturing sustainable motives and actions.

Arbitrariness, as a function of the psyche, always has elementary forms and prerequisites for its development at the previous stage, and therefore it is impossible to draw a strict dividing line between the presence and absence of arbitrariness (and will). However, in early ontogenesis this process does not occur in individual life child. Therefore, in preschool age it is impossible to consider the will and arbitrariness of an isolated child. At every stage age development the adult reveals to the child new aspects of activity, which become his motives, and new means of mastering his behavior.

The levels and stages of development of volitional and voluntary behavior are determined by the specific content of the motives of the child’s activity for each age and the forms of mediation of his behavior in joint life activities with an adult.

The development of movements in children of senior preschool age is closely related to everything educational process kindergarten, determining general development the child, his mental qualities, behavior, direction of interests.

Older preschoolers can master a variety of movements, primarily their main types - running, walking, jumping, throwing, climbing, new complex forms of these movements, as well as improving some elements of their technique, without which it is impossible to actively participate in outdoor games, and in the future successfully engage in sports. The use of basic types of movements in a dosage accessible to children and corresponding to their age capabilities helps to increase the mental and physical performance of children, and also contributes to the development of volitional qualities and the formation of the motivational-need sphere.

Children of senior preschool age master various movements and practice them consciously. In the process of mastering the basic movements, they acquire a wide range of knowledge, the ability to analyze their actions, highlight essential links, change and rebuild them depending on the result obtained, assessment and situation, i.e. master the basics of voluntary behavior, which involves the ability to set a goal, plan one’s activities to achieve the desired result, show endurance and perseverance in overcoming emerging obstacles. All this contributes to the activation of children’s motor activity in the learning process, the manifestation of volitional efforts, initiative, and the cultivation of children’s interest in classes. physical culture.

While performing basic types of movements, children develop volitional qualities: determination, perseverance, endurance, courage, etc. Therefore, an important point when teaching basic types of movements is to maintain children’s desire and ability to overcome obstacles (run, jump, climb, etc.) independently choosing a method of action depending on the specific conditions that have developed at the moment.

Teaching older preschoolers the basic types of movements contributes to the development of arbitrariness in their behavior; allows you to form the motivational-need sphere, moral and volitional qualities, self-regulation and self-control skills, the ability to independently complete tasks; provides positive influence on the volitional and emotional sphere of the child, increases interest in physical education, develops the need for physical improvement, and increases the performance of older preschoolers.

Training in basic types of movements takes place in several stages.

At the initial stage learning is of a low-variable nature, an action can be performed in only one way, and the formation of arbitrariness of behavior consists of facilitating the child’s desire to achieve the desired result through certain volitional efforts. However, the child’s actions are under the direct control of the adult. At this stage, the child often acts correctly only in a specially created environment, and the slightest change in the situation leads to disruption of motor action.

Transition to stage of improvement of air traffic control possible if performance indicators such as accuracy, strength and stability are available. The presence of initial knowledge and skills allows you to use various options motor action. The greater the strength of a given motor skill, the greater the variability. In the formation of voluntary behavior, variability in the performance of OVD can be considered as a consequence of overcoming difficulties and finding other ways to solve the same problem. The search for another option for action here is proactive on the part of the child himself, despite the fact that the goal is set by an adult, and the child accepts it and acts in accordance with his plan. At the same time, the child himself reflects his actions (that is, voluntary actions are indirect in nature) and subsequently these actions will be used by the child himself consciously to achieve this goal.
It has been noted that children willingly perform new, even difficult movements, but do not show interest in improving them, which requires multiple repetitions. It is more interesting for children if their knowledge and skills are expanded through variations of exercises and a variety of conditions for their implementation. This leads to the fact that children, having correctly mastered the basic elements of the technique of jumping, throwing, and climbing in games during classes, do not improve the corresponding motor skills, but make mistakes in performing these movements and use them inappropriately. This indicates that the results of motor experience accumulated in the process of learning motor skills in a specially organized environment are not automatically transferred to everyday motor activity. This suggests that in the process of training ATS, due attention was not paid to awareness and comprehension of motor actions, i.e. self-control (reflection). This transfer requires the ability to perform the same movement in different ways in accordance with the current situation, i.e. formation of voluntary behavior.

At the final stage of improving air traffic control it is necessary to teach preschoolers to use learned motor actions in different situations, in different combinations with other movements, and perform them at different paces. This is possible in the processarbitrariness training , which consists in the assimilation of fundsmastering one’s behavior, nurturing stable motives, developing the ability of self-control and regulation of volitional efforts .

For the purposeful distribution of physiological load and the formation of strong skills in children during physical education classes in the preparatory kindergarten group for school, we include in the main part of the lesson not one, but 2-4 basic movements in order to learn them. The methodologically correct use of various combinations of basic movements at different stages of training involves the use of adequate ways of performing exercises and organizing children. Active motor activity of children should reach 60-80% of the total class time. Compliance with all these conditions has a significant impact on improving the quantitative and qualitative indicators of the performance of basic movements, which is evidence of their good assimilation by children, as well as the formation of the motivational-need sphere and voluntary behavior, which is expressed in the manifestation of will, endurance, endurance, patience, courage, determination and perseverance.

The results of the work show that preschoolers show a desire to perform these types of movements correctly (corresponding to the pattern), the quality of their movements, rhythm and coordination improves. They own different ways performing movements, consciously use one or another of them. Children understand the interconnection of motor actions, they are able to independently plan their activities, behave regardless of circumstances and even in spite of them, guided only by their own goals. This confirms the formation of the motivational-need sphere of preschool children.

Children have developed the ability to independently set goals, organize their activities, and achieve the desired results. They are characterized by conscious purposefulness of behavior when performing basic types of movements, overcoming difficulties and obstacles on the way to achieving the goal.

Thus, we can conclude that the process of children mastering basic types of movements contributes to the formation of voluntary behavior, which manifests itself in the ability to overcome obstacles and difficulties, control one’s own actions and correlate them with rules, and the ability to build a chain of goals based on certain motives; and also contributes to the development of strong-willed qualities: determination, perseverance, endurance, courage, etc.

So, arbitrariness is the most important quality personality. In children of senior preschool age, voluntariness develops gradually. Even when children enter school, this quality remains at a low level. With targeted, systematic work, using various types of movements, exercises, games with rules, and classes, you can observe an increase in indicators that characterize volition.

The process of development of volitional and voluntary behavior has a single direction, which consists in overcoming the motivating power of situational influences and in developing the ability to be guided by some extra-situational regulators - be it a verbal instruction of a moral motive.

The development of will and arbitrariness consists in changing the place of the regulator of behavior in the structure of the action, namely in its shift from the end to the beginning of the action.

In older preschool age, the child becomes capable of relatively long-term volitional efforts. The development of a child’s will is closely related to the change in motives of behavior that occurs in preschool age and the formation of subordination of motives. It is the emergence of a certain direction, the highlighting of a group of motives that become the most important for the child, that leads to the fact that he consciously achieves his goal, without succumbing to the distracting influence of motives associated with other, less significant motives. In the development of volitional actions of a preschooler, three interconnected aspects can be distinguished:

1) development of purposefulness of actions;
2) establishing the relationship between the purpose of actions and their motive;
3) the increasing role of self-control in performing actions.

The ability to subordinate one’s actions to a predetermined goal, to overcome obstacles that arise on the way to its implementation, including giving up immediately arising desires - all these qualities characterize volitional behavior. This is the most important condition for a child’s readiness to study at school.

Preschoolers’ mastery of basic types of movements is based on turning the rules for performing these movements into the motive for their own actions, which mark not only the development of voluntariness, but also the child’s will. The preschooler no longer simply obeys the instructions and control of adults, but also acts on his own, controlling his own actions and correlating them with the standard.

Thus, systematic and purposeful work on mastering the main types of movements contributes to the development of volitional qualities: independence, perseverance, courage, determination, initiative and the development of voluntary behavior and activity: self-awareness, self-esteem, self-control. The formation of voluntary behavior is important for the development of a child’s personality.

4. The range of problems of modern society related to the psychological preparation of a child for school.

Preparing children for school is a complex, multifaceted task, covering all areas of a child’s life. When deciding it, it is customary to highlight a number of aspects. First, the continued development of the child's personality and cognitive processes, which underlie successful educational activities in the future, and, secondly, the need to teach primary school skills and abilities, such as elements of writing, reading, and counting.

The first aspect reflects psychological readiness for school. Research has shown that not all children, by the time they enter school, reach the level of psychological maturity that would allow them to successfully transition to systematic schooling. Such children, as a rule, lack educational motivation, low level arbitrariness of attention and memory, underdevelopment of verbal-logical thinking, incorrect formation of methods of educational work, lack of orientation to the method of action, poor command of operational skills, low level of development of self-control, underdevelopment of fine motor skills and poor speech development.

Conducting research on psychological readiness, scientists, on the one hand, determine the school requirements imposed on the child, and on the other, examine new formations and changes in the child’s psyche that are observed towards the end of preschool age. So, for example, L. I. Bozhovich notes: “... the carefree pastime of a preschooler is replaced by a life full of worries and responsibility - he must go to school, study those subjects that are determined school curriculum, do in class what the teacher requires; he must strictly follow the school regime, obey the school rules of conduct, and achieve a good assimilation of the knowledge and skills required by the program.” The author emphasizes that a child entering school must have a certain level of development of cognitive interests, readiness to change social position, desire to learn; in addition, he must have indirect motivation, internal ethical authorities, and self-esteem. The combination of these psychological properties and qualities constitutes psychological readiness for schooling. At the same time, according to A.V. Zaporozhets, when determining ways to study this issue, as well as “when determining the general strategy for the mental education of preschool children and preparing them for school, it is necessary to keep in mind the special role that preschool childhood plays in the process of formation of human thinking and the human personality as a whole” . In his opinion, the initial unit of analysis of psychological readiness for schooling is the specifics of preschool childhood, taken in the context of personality ontogenesis, determining the main lines of mental development of the child at this age and thereby creating the possibility of transition to a new, higher form of life activity. From this point of view, issues related to psychological readiness for schooling are included in the context of a more common problem child and developmental psychology - problems of critical ages and age-related psychological developments.

5. List of literature on the topic “Psychological readiness for school”

Avramenko N.K. Preparing a child for school. M., 1972 – 48 p.

Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation " Primary School» 1999 No. 1 61-63 p.

Amonashvili Sh.A. Hello children, M. 1983 – 180 p.

Bugrimenko E.A., Tsukerman G.A. “School difficulties of prosperous children M. 1994 - 189 p.

Storm R.S. “Preparing children for school M., 1987 – 93 p.

Wenger L.A., " Home school» M. 1994 – 189 p.

Wenger L.A. Wenger L.A. "Is your child ready for school?" M. 1994 – 189 p.

Wenger L.A. “Psychological issues of preparing children for school,” Preschool Education, 1970 – 289 p.

Readiness for school / Edited by Dubrovina M. 1995 – 289 p.

Gutkina N.N. Diagnostic program for determining the psychological readiness of 6-7 year old children for schooling " Psychological education"1997 - 235 pp.", 1980.

Thinking and speech are inseparable. By developing thinking, we develop speech, and by developing speech, we develop thinking.

The level of informatization of modern society is quite high, however, due to their age and individual characteristics, each child of preschool and primary school age chooses from the flow of information available to himsomething of his own and does not always understand it adequately .

A child’s vocabulary is formed as he masters new concepts, as he develops the ability to classify acquired concepts and generalize them.

Language is a unique system of concepts. The connection of words in a sentence allows you to understand speech.

As a rule, the child does not experience difficulties with understanding speech at the everyday level when communicating with parents, friends, etc. The situation changes with the start of training.

For children of primary school age, the most difficult thing is to understand and master scientific concepts related to a particular subject, since each of them contains its own special terminology.

Of course, every teacher tries to convey the necessary educational material in the lesson to each student, using a variety of techniques.

However, it is not always possible for a child to master the necessary concepts within the required time frame.He seems to understand, but he is confused and cannot answer clearly .

Ways to form concepts

Playing with terms in class, on a walk, at home.

It is very important to listen carefully to your child. Sometimes children convey very figuratively in their own wordsthread of the teacher's reasoning in the lesson . From the child’s story, it immediately becomes clear whether he understood the teacher correctly or whether the information received was incorrectly refracted and the parents need to once again analyze the studied material together with the child.

In some cases, the teacher’s explanation does not leave a trace in the child’s memory (he was distracted, felt bad, did not understand, etc.). There's nothing scary about it.I forgot what a noun is? Is play a noun?

The child can learn the rule on his own. It is important to see whether the child understands the essence of the new concept. It is necessary to help the child.

2. Association with concepts present in the child’s speech experience.

We divide oe - to share something with someone. When you share, it becomes less than it was.Divisible, divides spruce, often no. Frequently new - part of what was originally.

The names of the components of addition, subtraction, multiplication and division are often poorly remembered by children. It is easier for them to reason “6 divided by 2 equals 3” because in this line of reasoning the necessary sign immediately appears.

Associations help the child learn the necessary terminology

 Expanding the situations in which this concept can be used.

Capital letter in proper names – simple theme, however, many mistakes happen precisely because of this rule. While walking around the city or traveling on public transport, it would be a good idea to draw your child’s attention to the names of streets, stops, and road signs. Naturally, casually ask what letter these names are written with and why, reinforcing the conceptproper names .

Drawing diagrams, symbols with repeated speaking of the concept out loud.

Together with parents, inventing stories where this or that concept appears.

You can also use the following methods for developing concepts:

Classification technique (from particular to general: a dog, horse, cat are domestic animals; a general concept is domestic animals. Or from general to specific: what applies to geometric shapes? – circle, square, trapezoid).

Method of semantic associations (pair the word dot with several words related to it in meaning (dot, question mark, Exclamation point). It is necessary to limit the context of the task).

Hierarchical development of concepts, for example: doll - toys - children's objects - objects.

7. Main indicators characterizing educational activities preschooler.

Main indicators of educational activity of preschool children

Motivational development

8. The range of problems of developmental education in modern world:

1. Coexistence of developmental education with traditional system within the same educational institution.

2. Training of specialists in developmental education.

3. The teaching technology that is new to the teacher is not described holistically. educational system, where old methods and forms of work are not effective.

Components of a child’s psychological readiness for school.

Components psychological readiness of a child for school are:

Motivational (personal),

Intelligent,

Emotionally – strong-willed.

Motivational readiness is the child’s desire to learn.

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

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

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 desire to take a certain place in the system of social relations available to him.

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

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

Intellectual readiness presupposes that a child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. 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.

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

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

Discussing the problem of school readiness, D.B. Elkonin put first place the formation of the necessary prerequisites for educational activities. Analyzing these prerequisites, he and his collaborators identified the following parameters:

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

Ability to navigate a given system of requirements,

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

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

These parameters for the development of voluntariness are part of psychological readiness for school; learning in the first grade is based on them. D.B. Elkonin believed that voluntary behavior is born in play in a group of children, which allows the child to rise to a higher level.

Research by E.E. Kravtsova showed that in order to develop voluntariness in a child when working, a number of conditions must be met: it is necessary to combine individual and collective forms of activity, take into account the age characteristics of the child, and use games with rules.

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

In addition to the indicated components of psychological readiness for school, researchers highlight the level of speech development. R.S. Nemov argues that children’s speech readiness for teaching and learning, first of all, is manifested in their ability to use it for voluntary control of behavior and cognitive processes. No less important is the development of speech as a means of communication and a prerequisite for mastering writing. This function of speech should be taken special care during middle and senior preschool childhood, since the development of written speech significantly determines progress intellectual development child.

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

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

Completely separate linguistic and psychological types speech analysis is not possible, nor is it possible to conduct separate psychodiagnostics of thinking and speech. The fact is that human speech in its practical form contains both linguistic (linguistic) and human (personal psychological) principles. Summarizing what was said above in the paragraph, we see that in cognitive terms, a child has already achieved quite a lot by the time he enters school. high level development, ensuring free assimilation of the school curriculum.

In addition to the development of cognitive processes: perception, attention, imagination, memory, thinking and speech, psychological readiness for school includes developed personal characteristics. Before entering school, a child must have developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be ready to learn and acquire knowledge, it is necessary that each of these characteristics be sufficiently developed, including the level of speech development. At preschool age, the process of mastering speech is basically completed: by the age of 7, language becomes a means of communication and thinking of the child, also a subject of conscious study, since in preparation for school, learning to read and write begins; The sound side of speech develops.

Younger preschoolers they begin to realize the peculiarities of their pronunciation, the process of phonemic development is completed; the grammatical structure of speech develops. Children acquire patterns of morphological order and syntactic order. Mastering the grammatical forms of language and acquiring a larger active vocabulary allows them to move on to concrete speech at the end of preschool age.

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

Article: “The main components of the readiness of a child of senior preschool age for school.”

The baby is 6 years old, and we are asking the question: “Should we send him to school or wait another year? Are you ready for school already or let him grow up a little more.” Perhaps sometimes you are overcome by doubts: “After all, he is still so small! Why take away his childhood?” These and similar questions sometimes haunt us.

Or maybe you have already made your decision and just want to understand what a child should know and be able to do before entering school?

To help you, let's understand the concept of school readiness. It is complex and consists of several components that are equally important.

Readiness is a certain level of human mental development. Not a set of some skills and abilities, but a holistic and rather complex education. Moreover, it is wrong to narrow it down solely to “readiness for school.” Each new level life requires a certain readiness from the child - readiness to engage in role-playing games, readiness to go to camp without parents, readiness to study at a university. If a child, due to his developmental problems, is not ready to enter into detailed relationships with other children, he will not be able to participate in role-playing game. If he is not ready to go to camp without his parents, a recreational holiday will turn into torture for him. If you are not ready to play by the rules of the university, you will not be able to study successfully. But it is naive to believe that it is possible to prevent any difficulties in his life by getting ahead of events.

Success young man at a university are in no way related to whether university teachers read or do not read lectures in the senior classes of their school. University teachers, as a rule, when working with high school students, use teaching methods that are familiar to them—university methods. And schoolchildren need to be taught using school methods. And a brilliant university professor can do no more, but less, for a child’s development than a good school teacher. In the same way, introducing school teaching methods into kindergarten does not prevent school difficulties. Quite the contrary – it gives birth to them.

For a child to turn from a preschooler into a schoolchild, he must change qualitatively. He must develop new mental functions. They cannot be developed in advance because they are absent in preschool age. “Training” is generally an incorrect word in relation to to a small child. Motor skills, thinking, memory - it's all great. This is not the only thing that applies to school readiness.

1. Physical fitness

Physical development + health status + biological age = morphological readiness.

It is determined by doctors by filling out a medical card before school. Often this happens formally, the necessary information is entered into a card: weight, height, other indicators, specialized specialists put their marks and that’s it. Then it's up to the parents to decide. If you want to get complete information, go through the examination as required, be sure to ask the doctor what school-related recommendations he can give for your child.

Pay attention to the level of development of the nervous system, ask the doctor how this manifests itself in the child’s behavior in order to better understand the child.

So, full information I have information about physical development; I have received recommendations from a surgeon, neurologist, ophthalmologist and other specialists. The pediatrician made his own conclusion.

Along the way, it is important to note that going to the doctors is such a torment, there are queues, the child cannot stand it, gets tired, and is capricious. You shouldn’t go through all the doctors in 1-2 days.

Consult your physical education instructor. physical education director

2. Psychological readiness is the next important component.

And it also consists of many components.

*** Intellectual readiness.

This componentreadiness presupposes that the child has an outlook and a stock of specific knowledge. The child must ownsystematic and dissected perception, elements of 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. 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); Particularly high demands are placed on schooling, the systematic acquisition of knowledge, and on the child’s thinking. The child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, and draw conclusions.

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.

The following exercises will provide invaluable assistance in the development of logical thinking:

“The fourth odd one”: the task involves eliminating one item that does not have some characteristic common to the other three.

Exercises with matches or sticks (lay out a figure from a certain number of matches, move one of them to get another image: connect several points with one line without lifting your hand) also help develop spatial thinking. Cognitive interests develop gradually, over a long period of time, and cannot arise immediately upon entering school if sufficient attention was not paid to their upbringing during preschool age.

Good orientation of the child in space and time is important. Literally from the first days of being at school, the child receives instructions that cannot be followed without taking into account the spatial characteristics of things and knowledge of the directions of space. So, for example, the teacher may suggest drawing a line “obliquely from the upper left to the lower right corner” or “straight down the right side of the cell”, etc. The idea of ​​time and the sense of time, the ability to determine how much time has passed is an important condition organized student work in class, completing assignments within the specified time frame. Preschool researchers have found that preschool children are characterized by a general curiosity. This is the age of “whys”.

But it often happens that curiosity fades, and in school, even elementary school, children develop intellectual passivity. This passivity leads them to be among the laggards. How to avoid this? Psychologists advise to always answer questions that a child asks, since communication with parents is a great joy and value for a child. If you support his interest in learning with your attention, it will be easier for the baby to develop. Unfortunately, parents often brush aside annoying questions - this is the basis of intellectual passivity. “Stuffing” a child with ready-made knowledge also leads to this.

By the age of six or seven, a preschooler should know well his address, the name of the city where he lives, the name of the country, the capital. Know the names and patronymics of their parents, where they work and understand that their grandfather is someone’s dad (father or mother). To navigate the seasons, their sequence and main features. Know the names of months, days of the week, current year. Know the main types of trees and flowers, distinguish between domestic and wild animals.

Main play activity. Various games are useful. Even “frivolous” games: “hospital”, “mothers and daughters”, “school”. It is especially valuable when several children participate in such games at once. This develops collectivism, the child learns to build relationships and resolve conflicts. Children master adult life, system of behavior, responsibilities. They learn to follow the instructions of an “adult”.

And most importantly, everything happens without coercion, easily and willingly. Imagination develops - the ability to imagine “what would happen if...”.

Games with plasticine, pencils, etc. are also useful. That is, modeling, appliqué, drawing, and design occupy an honorable place in preparation for school. These activities develop an understanding of the world, objects, animals, and people. The ability to mentally imagine objects and “consider” them in the mind also develops. Later, this will turn out to be important when studying physics, geometry, etc. By drawing and building, the child experiences the joy of creativity and expresses himself. Building with bricks requires solving engineering problems. He learns in his mind to answer many questions about how to make a house so that it does not fall apart, etc. Parents can join the game process and unobtrusively offer interesting story or design.

The main thing is not to infringe on the child’s independence. We must encourage him to independently search for ideas and means of implementing them.

Parents must understand that the best preparation for school is the child’s natural desire to play, and not serious studies. given topic. Don't lose interest!

*** Speech readiness.

An important component in preparing for school is speech readiness: this is not only the pure pronunciation of sounds, it is the development vocabulary in children, the development of the grammatical structure of speech and, of course, the development of coherent speech - the ability to tell something on accessible topics, including basic information about oneself, the ability to conduct a dialogue.

Therefore, it would be useful to discuss with your child the film or even a cartoon you watched, ask a few questions about what you read to make sure that the child understands a certain natural phenomenon, the actions of animals and people.

The conversation with the child should be simple and not too long, as he may feel bored and tired. Interest is the main thing in communication. Leading questions spark interest, for example, about the similarities and differences between two objects (ball, balloon), two phenomena (rain, snow), concepts (country, city). Differences are most often easily established, but similarities are more difficult. Let the child generalize objects into a group (bed, table, chair, armchair - furniture). Gradually complicate the task, ask to name objects in which you can put something, objects that glow, etc. This game is useful and interesting for the child.

Ask your child to retell a movie or book, especially when he has read it on his own. If you do not understand what is being said, it means that the child did not understand the meaning of what he read or watched.

Useful games: b) inventing the missing parts of the story when one of them is missing (the beginning of the event, the middle or the end).

*** Volitional readiness.

And, of course, do not forget about strong-willed maturity. You will probably encounter a lack of willpower. It might look like this. It’s time to sit down for homework, but he delays for hours, either to drink or eat, or is tired, exhausting you and himself. There is a lack of will, and this is often found in first-graders, and in older schoolchildren too. What to do then, because you have to do your homework. This is where your help is needed.

Share “a piece of your will” with the child, find an approach to the child. Choose a lesson preparation time that suits your child. Maybe he needs a rest after school, many children still sleep during the day, and some want to sleep again, despite the fact that they had already given up daytime sleep. It is important to show faith in your child that he is doing better and better every day, that after lessons other interesting things await you, encouragement and support can also help. Little by little, the child will develop the ability to exert volition, but not immediately. Help him.

By the age of 6, the basic structures of volitional action are formed. The child is able to set a goal, create an action plan, implement it, overcome obstacles, and evaluate the result of his action. Of course, all this is not done entirely consciously and is determined by the duration of the action performed. But playing can help strengthen your strong-willed knowledge about yourself.

Understanding parents, during housework, turn the apartment into the deck of a ship, a cosmodrome, or a hospital, where certain tasks are performed with pleasure, without threats or violence. At the age of 6 years, a child is already able to analyze his own movements and actions.

Therefore, he can deliberately memorize poems, refuse to play in order to complete some “adult” task, is able to overcome his fear of a dark room, and not cry when he is bruised. This is important for the development of a harmonious personality. Another important aspect is the formation of a child’s cognitive activity. It consists in developing in children a fear of difficulties, the desire not to give in to them, and to resolve them independently or with a little support from adults. This will help the child manage his behavior at school. And this behavior develops when there is a friendly, partnership relationship between an adult and a child.

Why is it difficult for a child to study? And what should a child be taught from the very beginning of his student life?

Solution. In this matter, parents play a big role. They often allow the child to stop somewhere halfway: he knows - okay, he’ll learn how to do it beautifully later - and then they make a mistake. It is necessary to immediately orient the child to complete any task from beginning to end - when cleaning the room, helping parents, completing a task, etc.

It is necessary to teach the child to think about the result, not to finish quickly, finish writing, finish reading, run and forget everything.

Parents often reassure the child that he does not want to think about the quality of his work when they try to protect him from unnecessary worries about the grades he receives, no matter what he is given; the main thing is that he is interested and that he tries, does the best he can; It's enough.

A child should strive for a good result, not just as best he can, but as good as he is capable of. We must focus on the fact that tomorrow he will do better than today. Studying is a constant improvement of skills; a child must be taught this from the first days of school.

Properly organized Homework constantly accustoms the child to independent, patient, painstaking educational work.

It is better to point out the child’s mistakes indirectly. If there are mistakes, ask the child to find them himself; this is the first form of self-control.

An effective means of developing strong-willed qualities is labor education.

Labor, hard, toil – have the same root. After all, any work involves some kind of difficulty; you have to overcome something to achieve a result.

After all, it is through work that a child can be taught the ability to complete a job he has started, and to cultivate responsibility, independence, and perseverance in a child.

*** Motivational readiness.

An important point is motivation.

Forming motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of a kindergarten and family in preparing children for school.

The work of a kindergarten teacher in developing children’s motives for learning and a positive attitude towards school is aimed at solving three main tasks:

1. formation in children of correct ideas about school and learning;

2. formation of a positive emotional attitude towards school;

3. formation of experience in educational activities.

To solve these problems, I use various forms and methods of work: excursions to school, conversations about school, reading stories and learning poems on school topics, looking at pictures that reflect school life and talking about them, drawing a school and playing school.

Stories and poems about school are selected to show children different sides school life: joy of children going to school; the importance and significance of school knowledge; content of school education; school friendship and the need to help school friends; rules of behavior in the classroom and at school. At the same time, it is important to show children the image of a “good student” and “ bad student", build a conversation with children on comparing examples of correct and incorrect (from the point of view of organizing school education) behavior. Children of older preschool age perceive with interest and better remember texts with humorous content.

When organizing a game for school, you can use plots of various content: a game for school after an excursion to a lesson in 1st grade (consolidating acquired knowledge and ideas), modeling a school of the future (forming an emotional attitude towards school, developing creative imagination and freedom of thinking. The plot of the game can play the role of Dunno - a student who does not want to study, interferes with everyone, and violates the established rules.

The family plays a decisive role in the formation of learning motives and educational motives in a preschooler. Interest in new knowledge, basic skills in searching for information of interest (in books, magazines, reference books), awareness of the social significance of school teaching, the ability to subordinate one’s “want” to the word “need,” the desire to work and bring the job started to completion, the ability to compare the results of one’s work with an example and to see one’s mistakes, the desire for success and adequate self-esteem - all this is the motivational basis of school teaching and is formed mainly in the conditions of family education. If family education built incorrectly (or missing altogether), positive results It is not possible to achieve this with the help of a preschool institution alone.

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.

3. Social or personal readiness is the next important component.

Third important component– social readiness.

The personal or social readiness of a child for school lies in the formation of his readiness to accept a 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.

Simply observing a child will allow you to determine whether the child knows how to communicate with children, whether he takes the initiative in communication or waits for other children to call him. Does he feel the norms of communication accepted in society, is he ready to take into account the interests of other children or collective interests, and is he able to defend his own. Does he feel a difference in his interactions with children, teachers, other adults, and parents? Children usually manage to master these skills in kindergarten. “Home” children have a more limited social circle, they have no experience of communicating in a group of peers, but this does not always mean that their social skills are less developed. There are also “kindergarten” children with their own communication problems. The child must be able to communicate with both the teacher and peers.

Attitude to peers. Such personality qualities must be developed that would help to communicate and interact with peers, to yield in some circumstances and not to yield in others. Each child should be able to be a member of the children's community and act together with other children.

Relationship with family and friends.Having personal space in the family, the child should experience the respectful attitude of his relatives towards him. new role student. Relatives should treat the future schoolchild and his studies as an important meaningful activity, much more significant than the play of a preschooler. For a child, learning becomes his main activity.

Attitude towards yourself, to their abilities, to their activities, their results. Have adequate self-esteem. High self-esteem can cause the wrong reaction to the teacher's comments. As a result, it may turn out that “the school is bad,” “the teacher is evil,” etc.

The child must be able to correctly evaluate himself and his behavior.

The normally developed personality traits of a child listed above will ensure his rapid adaptation to new social conditions schools.

Solution. Even if a child has the necessary stock of knowledge, skills, abilities, level of intellectual and volitional development, it will be difficult for him to study if he does not have the necessary readiness for the social position of the student.

Solution. Everything that is said in the family about school, about its role in preparing students for future work by profession, should cause positive emotional attitude, big interest to a new social position of the student. It is important that the information conveyed evokes a lively response, a feeling of joy, and empathy.

All activities organized in the family should include the child in activities that activate both consciousness and feelings.

Joint reading of fiction, watching films about school, television shows about school life, followed by discussion are appropriate here; display of photographs, certificates related to school years parents, school games; organizing family celebrations to celebrate the school successes of older children. Conversations about school should emphasize the importance of books and teaching. Don't intimidate your child at school!

The emergence of a negative attitude towards school can be influenced not only by adults, but also by older children. To change a child’s attitude towards school, to instill faith in own strength, will require a lot of attention, time and patience.

Remember that for the child himself, his first steps at school will not be easy. It is much wiser to immediately form the right ideas about school, a positive attitude towards it, the teacher, the book, and towards yourself.

The child should know:

Know the rules of communication;

Be able to communicate with peers and adults;

Be able to manage your behavior without aggression;

Be able to quickly get used to a new environment.

How to check your child's readiness for school?

Solution. To answer these questions, you need to carefully observe the child’s behavior during any game according to the rules with the participation of several peers or adults (lotto, educational games, etc.). During the game you can see:

1) does the child follow the rules of the game;

2) how the child establishes contacts;

3) whether others are considered as partners;

4) whether he knows how to manage his behavior;

5) whether it requires concessions from partners;

6) does the game quit if it fails?