Intellectual readiness as a component of school readiness. Intellectual School Readiness
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Introduction
Chapter 1. Theoretical analysis of the psychological readiness of the child for schooling
1.1 The concept of psychological readiness for schooling
1.2 The structure of psychological readiness for schooling
1.3 Age characteristics of older preschoolers
1.4 Indicators of intellectual readiness for school
1.5 Methods for diagnosing the intellectual readiness of older preschoolers
Conclusion
List of used literature
Introduction
Relevance. Entering school is the beginning of a new stage in a child's life, his entry into the world of knowledge, new rights and obligations, complex and diverse relationships with adults and peers. And every child is faced with the question of his readiness for schooling.
Modern studies show that 30-40% of children come to the first grade of a mass school unprepared for learning. The positions of most authors agree on the following: the main reason for the so-called unpreparedness of a child for school is “a low level of functional readiness (the so-called “school maturity”), i.e. the discrepancy between the degree of maturation of certain brain structures, neuropsychic functions and the tasks of schooling” and a relatively low level of intellectual readiness for learning. (I.V. Dubrovina, 1995, 1998).
Therefore, most domestic and foreign scientists believe that the selection of children for school should be carried out six months - a year before school. This allows you to determine the readiness for systematic schooling of children and, if necessary, to conduct a set of remedial classes.
Target: To study the intellectual readiness of children for school.
Thing: the level of intellectual readiness of the child to study at school.
An object: Preschool children.
To achieve the goal, it is necessary to solve the following tasks:
Conduct a theoretical analysis of the child's psychological readiness for schooling.
To study the psychological structure of readiness for schooling.
To identify the age characteristics of older preschoolers.
Consider indicators of intellectual readiness for school.
To analyze the methods of diagnosing intellectual readiness.
Work structure: The work consists of an introduction, a theoretical part, a conclusion, a list of references.
preschooler intellectual learning thinking
Chapter 1. Theoretical analysis of the child's readiness for schooling
1.1 The concept of school readiness
Preparing children for school is a complex task, covering all spheres of a child's life. Psychological readiness for school is only one aspect of this task. But within this aspect, different approaches stand out:
1. Research aimed at developing in preschool children the skills necessary for schooling.
2. Study of neoplasms and changes in the child's psyche.
3. Study of the genesis of individual components of educational activity and identification of ways of their formation.
4. The study of the child's ability to consciously subordinate his actions to given verbal instructions from an adult.
Readiness for school in modern conditions is considered, first of all, as a readiness for schooling or learning activities. This approach is based on the periodization of the child's mental development and the change of leading activities. According to E.E. Kravtsova, the problem of psychological readiness for schooling gets its concretization as the problem of changing the leading types of activity, i.e. this is a transition from role-playing games to educational activities. This approach is relevant and significant, but readiness for learning activities does not fully cover the phenomenon of readiness for school.
L.I. Back in the 1960s, Bozovic pointed out that readiness to study at school is made up of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one's cognitive activity and the student's social position. Similar views were developed by A.V. Zaporozhets, noting that the readiness to study at school is an integral system of interrelated qualities of a child's personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of the mechanism of volitional regulation.
To date, it is practically universally recognized that readiness for schooling is a multicomponent education that requires complex psychological research.
If foreign studies of school maturity are mainly aimed at creating tests and are much less focused on the theory of the issue, then the works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school as a subject of activity, which is expressed in the social formation and fulfillment of intentions and goals, or, in other words, in arbitrary behavior student.
Almost all authors who study psychological readiness for school give arbitrariness a special place in the problem under study. There is a point of view that the weak development of arbitrariness is the main stumbling block of psychological readiness for school. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a neoplasm of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntariness hinders the beginning of schooling.
D.B. Elkonin (1978), believing that voluntary behavior is born in a role-playing game in a team of children, allowing the child to rise to a higher level of development than he can do it in the game alone, because. in this case, the collective corrects violations in imitation of the intended image, while it is still very difficult for the child to independently exercise such control.
In the works of E.E. Kravtsova (1991), when characterizing the psychological readiness of children for school, the main emphasis is placed on the role of communication in the development of the child. There are three areas - attitudes towards an adult, towards a peer, towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.
It should be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also not an unimportant factor, but on the level of development of intellectual processes. “... the child must be able to distinguish the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different, he must learn to reason, find the causes of phenomena, draw conclusions” (L.I. Bozhovich 1968).
In addition to these components of the child's psychological readiness for school, we single out one more - speech development. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must have developed phonemic hearing.
1.2 Structure of school readiness
When studying theoretical approaches to considering the structure of school readiness, the following components can be distinguished, each of which has its own specific weight, both in the success of the child's educational activity and in his successful adaptation to new school conditions.
1. Intellectual readiness for schooling includes:
Development of cognitive interests (interest in new knowledge and interest in the process of cognition itself through the application of additional efforts);
The development of cognitive activity and mental processes (in perception - the formation of sensory standards, the ability to systematically examine objects and phenomena and highlight their various properties; in thinking - the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a sample, a high level of development of visual-figurative and figurative - schematic thinking; in mnestic activity - the ability to remember information for a long time and logically);
Formation of the arbitrariness of mental processes;
The development of speech, the formation of the ability to describe and explain phenomena and events in a coherent, consistent and understandable way for others, the ability to understand and use symbols;
Development of fine hand movements and hand-eye coordination.
Intellectual readiness also involves the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity in order to achieve a certain result.
2. Emotional-volitional readiness for schooling includes:
The arbitrariness of behavior, which expresses itself in the child's ability to subordinate actions to a given pattern;
Formation of such components of volitional action as setting a goal, making a decision, building an action plan, its implementation and final evaluation of the results;
The beginning of the development of such volitional qualities as discipline, organization and self-control;
A qualitatively new level of development of the emotional sphere of the child, which is manifested in an increase in restraint and awareness of emotions, the stability of his emotional states.
The development of the emotional-volitional sphere is associated with the formation of the regulatory function of the psyche. A typical feature of the development of this type of readiness is such a phenomenon as the subordination of motives, in accordance with which the child has the opportunity to control his behavior. At the same time, it should be noted that the main components of volitional action (setting a goal, making a decision, drawing up an action plan, its implementation and evaluation of results) have not yet been fully developed and are largely determined by the difficulty and duration of the task.
L.S. Vygotsky considered volitional behavior to be social, the source of which he saw in the relationship of the child with the outside world. At the same time, he assigned the leading role in the social conditioning of the will to the verbal communication of the child with adults.
3. Personal readiness for schooling includes:
The readiness of the child to accept a new "social position" of the student and the desire for a new social role that meets his needs;
The presence in the behavior of social and moral motives (for example, a sense of duty);
The beginning of the formation of self-awareness (awareness and generalization of one's experiences) and stable self-esteem, which presuppose an adequate attitude of the child to his abilities, work results and behavior.
In this context, the child's readiness for schooling implies that he has a desire to learn, to take a certain position in the society of people, which opens him access to the world of adults, as well as the presence of a cognitive need that he can no longer satisfy in the existing conditions. It is the fusion of these needs that prompts a new attitude to the environment, defined as the “internal position of a schoolchild” (L.I. Bozhovich). From this position, the way of life of a schoolchild as a person who is engaged in a socially significant and socially valued business in a public place is perceived by the child as an adequate path to adulthood for him.
4. Socio-psychological, or communicative readiness is manifested in following socially acceptable norms of behavior and communication with adults and peers and involves the formation of two forms of communication:
Extra-situational-personal communication of a child with an adult, which forms in the former the ability to perceive the latter in the role of a “teacher” and take the position of a “student” in relation to him.
In the context of this form of communication, it is assumed that an adult is endowed with authority and becomes a role model. At the same time, the ability to treat an adult as a standard helps to adequately perceive the position of the teacher and his professional role and understand the conventionality of educational communication.
Communication with peers and specific relationships with them, which involves the development of business communication skills with each other, the ability to successfully interact and perform joint learning activities.
It is in the joint activities of children that the qualities that are necessary for communicating with each other are formed, and which in the future will assist in entering the class team, finding their place in it and being included in common activities.
1.3 Age features of the elderspreschoolikaboutin
In human development, a number of age periods are distinguished, each of which represents a qualitatively special stage of mental development and is characterized by many changes, which together constitute the originality of the structure of the child's personality at a certain stage of development.
L. S. Vygotsky considered age as a certain stage of development, as a well-known, relatively closed period, the significance of which is determined by its place in the general cycle of development and in which general laws find a qualitatively unique expression. During the transition from one age stage to another, new formations arise that did not exist in the previous period, the very course of development changes and is restructured.
senior preschool age differs from other ages in the features of the living conditions and requirements that apply to children at this stage of development, the features of the relationship of children with the outside world, the level of development of the psychological structure of the child's personality, his knowledge and thinking, a combination of certain physiological features.
A. V. Zaporozhets noted, that children of older preschool age are no longer limited to the knowledge of individual specific facts, but strive to penetrate the essence of things, to understand the connection of phenomena. At this age, the formation of ideas and elementary concepts becomes possible. At 5-7 years old, the child undergoes a transition to thinking in general terms. The formation of new ways of generalization is available to the older preschooler, since it occurs on the basis of an expanded objective activity.
L. S. Vygotsky noted that in the elemental experience of preschoolers, pre-conceptual formations first arise - complexes, pseudo-understandings. Full-fledged concepts can be formed only in the process of purposeful, organized inclusion in active cognitive activity.
If at a younger age among the motives of cognitive activity the directly emotional attitude of the child predominates, then in senior preschool age- while maintaining the specified motive, new ones appear: the motive of a known social need and cognitive interest, which, under certain conditions, acquires sufficient stability and activity. The conditions for the formation of cognitive activity as motives for the educational and cognitive activity of older preschoolers are to ensure the active position of children in the process of cognition and the gradual complication of the content of knowledge (V. I. Loginova, P. G. Samorukova). New requirements are imposed on the knowledge of older preschoolers (systematic, which is expressed in the need to master essential connections in the field of social life and natural phenomena; relative generalization; association of objects and phenomena on the basis of essential features, connections). From the age of 5, children begin to master ordinary generalizations, learn to isolate the essential features of a generic generalization in objects, combine them on the basis of these features, and prove the correctness of a generalization. In older preschoolers, the arbitrariness of the cognitive process increases, the basic mental skills and mental operations (comparison, analysis, generalization, classification) are formed. There is a formation of the beginnings of abstract thinking and the foundations for understanding cause-and-effect relationships. Consequently, at the age of 5-6, there is a transition of children's knowledge to a higher level.
Preschoolers are characterized by a right-hemispheric type of activity, and only by the age of 8-10 does the left-hemispheric type develop. Children think, first of all, in images, but from individual images they gradually move on to some general concepts.
Leading activity for senior preschool age are the game, which affects the choice of methodology and the organization of work in kindergarten.
In physical development senior preschool age is characterized by an increase in coordination and motor abilities, which expands the use of active forms of cognitive activity (excursions, trips).
The driving forces of the development of the psyche preschooler are the contradictions that arise in connection with the development of a number of needs of the child.
The most important of them:
The need for communication, through which social experience is assimilated;
The need for external impressions, resulting in the development of cognitive abilities;
The need for movement, leading to the mastery of a whole system of various skills and abilities.
The development of leading social needs in preschool age is characterized by the fact that each of them acquires independent significance. The need to communicate with adults and peers determines the formation of the child's personality.
Communication with adults unfolds on the basis of the increasing independence of the preschooler, expanding his acquaintance with the surrounding reality. At this age, speech becomes the main means of communication.
When organizing the process of involving six-year-olds in active cognitive activity, it is necessary to take into account that "we are dealing with a growing child's body, with a growing child's brain, the maturation of which has not yet ended, the functional features of which have not yet taken shape and whose work is still limited."
The relationship of older preschool children with adults and peers is becoming more complicated. In the studies of M. I. Lisina and her collaborators, it was found that of the various types of communication between a child and an adult (business, cognitive, personal) at 6 years old, personal communication prevails.
Analysis of communication motives in children of older preschool age shows that their need for conversations on personal topics with adults is much greater than even among younger schoolchildren. The development of motives for communication provides them with a relatively deep and rich knowledge of the properties of the surrounding adults. In addition, by communicating with adults, children get to know themselves better, as they strive to get an assessment of themselves and their activities.
In communication with peers leading are business motives that arise in joint activities. Older preschoolers are sensitive to the extent to which their peers see a personality in them, but far from all have the ability to see a personality in a peer. The development of an orientation toward others depends to a decisive extent on the adult, who must organize the activities of children in such a way that they need to get to know the people around them and themselves better. To do this, you can use role-playing games in which children depict the relationship between characters. In addition, in the process of playing the game, children develop a number of ways to perform collective activities.
In accordance with the education programs in kindergarten, children of senior preschool age learn to understand the task that adults set for them, master some of the skills and abilities to complete it.
An important component of the prerequisites for learning activities is self-esteem. In older preschoolers, it is just beginning to develop. The ability to evaluate the result of one's activity is also formed in other types of activity. This is modeling, drawing, appliqué, and others. Children of this age are able to compare their work with the work of others, see their successes and failures, and think about how to do work at a higher level.
At senior preschool age intensive sensory development continues, and the processes of sensation, perception, and representation are developed in children much better than thinking.
At the age of 5-6, children distinguish well the features of the sounds of human speech and musical sounds, as well as the shape, size and color of objects. But, getting acquainted with the properties of objects, children are not able to single out among them the most significant ones that determine the appearance of the object and help create a correct idea about it. Usually they highlight those features that catch the eye.
Further development and the improvement of sensory processes goes along the line of a specially organized examination of objects. Children learn the ability to quickly isolate the necessary properties, navigate them, compare and group objects according to common features, correlate them with sensory standards, etc. Sensory development occurs in various activities of a preschooler.
At this age, the formation of such personal mechanisms continues (A. N. Leontiev, as the subordination of motives, the adoption of moral standards, a large arbitrariness of behavior.
It is in the senior preschool age that a very rapid development of personal communication takes place, the foundations of logical thinking are laid, and an internal plan of action is formed. Therefore, a special organization of the life and activities of older preschoolers is necessary. During this period, the preparation of children for school is carried out. The main task of training is in their general development. It is necessary to widely use didactic games, visual modeling of the sound composition of the word and various quantitative relationships, to encourage children to various practical actions.
Various studies of six-year-old children have shown that they have a somewhat difficult transition from an external plan of action to an internal one. Therefore, careful working out of actions in the external form is necessary. This, first of all, refers to the development of thinking.
Considering the problems of the formation of visual-figurative thinking, N. N. Poddyakov notes: “One of the most important moments of the material action stage is the formation in children of complete and accurate ideas about a voluntary action and its results.”
Studies of the psychological readiness for schooling of six- and seven-year-old children show that seven-year-old children are more ready to be included in the educational process.
The readiness of preschoolers for cognitive activity at school is determined not only by the number of ideas and concepts they have accumulated, but also by the quality of thinking, the level of thought processes, the ability to use analysis, synthesis, and comparison.
Psychological characteristics of children of senior preschool age (6 - 7 years old)
Senior preschool age (6 - 7 years) is characterized as a period of significant changes in the child's body and is a certain stage in the maturation of the body. During this period, there is an intensive development and improvement of the musculoskeletal and cardiovascular systems of the body, the development of small muscles, the development and differentiation of various parts of the central nervous system.
Attention . If during preschool childhood, involuntary attention is predominant in a child, then by the end of preschool age, voluntary attention begins to develop. When the child begins to consciously direct and hold him on certain objects and objects.
Memory. By the end of preschool age, the development of arbitrary visual and auditory memory occurs. Memory begins to play a leading role in the organization of mental processes.
Development of thinking. By the end of preschool age, the development of visual-figurative thinking reaches a higher level and logical thinking begins to develop, which contributes to the formation of the child's ability to distinguish the essential properties and signs of objects in the world, the formation of the ability to compare, generalize, classify.
The development of the imagination. By the end of preschool age, the development of creative imagination takes place, this is facilitated by various games, unexpected associations, brightness and concreteness of the images and impressions presented.
In the field of speech development
The activities of a child of 6-7 years old are characterized by emotionality and the great importance of emotional reactions.
The mental development and formation of the child's personality by the end of preschool age are closely related to the development of self-awareness. A child of 6-7 years of age develops self-esteem based on the awareness of the success of their activities, peer assessments, teacher assessments, approval of adults and parents. The child becomes able to realize himself and the position that he currently occupies in the family, in the children's group of peers.
In children of senior preschool age of 6 - 7 years, reflection is formed, that is, awareness of their social "I" and the emergence of internal positions on this basis.
As the most important neoplasm in the development of the mental and personal spheres of a child of 6-7 years of age is the subordination of motives. Awareness of the motive “I must”, “I can” gradually begins to prevail over the motive “I want”.
A child of 6-7 years of age strives for self-affirmation in such activities that are subject to public assessment and cover various areas.
Awareness of one's "I" and the emergence on this basis of internal positions by the end of preschool age gives rise to new needs and aspirations. As a result, the game, which is the main leading activity throughout preschool childhood, can no longer fully satisfy the child by the end of preschool age. He has a need to go beyond the limits of his childhood way of life, to take the place available to him in socially significant activities, i.e. the child strives to adopt a new social position - the “student position”, which is one of the most important outcomes and features of the personal and mental development of children of 6-7 years of age.
School readiness has several components : first of all, physical readiness, which is determined by the state of health, the maturity of the body, its functional systems, because schooling contains certain mental and physical loads.
What does psychological readiness for schooling include?
Under the psychological readiness for school education is understood the necessary and sufficiently formed level of mental development of the child, necessary for the development of the school curriculum in the conditions of training in the number of peers.
The constituent components of psychological readiness for schooling are motivational, social-personal, intellectual and emotional-volitional readiness.
The inner mental life of a child who has become a schoolchild acquires a completely different content, a different character than in preschool childhood: it is associated with learning and academic affairs, and the child’s adaptation to school and success in learning will depend on how psychological readiness is formed.
Motivational readiness for school characterized by the level of development of cognitive interest, a conscious desire to learn and the desire to achieve success in learning.
Social and personal readiness characterized by the formation of the internal position of the child, his readiness to accept a new social position - the "position of a schoolchild", which involves a certain range of responsibilities. Social and personal readiness is expressed in relation to the child to school, to educational activities, to the teacher, to himself, to his abilities and results of work, it implies a certain level of development of self-awareness.
Also, social and personal readiness includes the formation of the child's communication skills and qualities necessary for communication and interaction with peers and the teacher, the ability for collective forms of activity.
Intellectual School Readiness is an important prerequisite for successful learning. Because associated with the development of cognitive activity and mental mental processes - the ability to generalize, compare objects of the surrounding reality, classify according to an essential feature, establish cause-and-effect relationships, draw conclusions, generalizations, conclusions based on the available data.
An important component of psychological readiness for learning is emotional and volitional readiness, which includes the formation of certain skills of the ability to control one's behavior, emotional stability, and the formation of skills of arbitrary regulation of attention. Educational activity presupposes the necessary level of development of mental activity, the ability to overcome difficulties and fulfill certain requirements of the teacher.
Volitional readiness includes the formation of the following components of volitional action: the ability to set a goal, make decisions, outline an internal plan of action, carry it out, show a certain volitional effort if it is necessary to overcome an obstacle, and the ability to evaluate the result of one's action.
The formation of the components of volitional action is the basis for the development of skills of volitional behavioral self-regulation, which are necessary for successful learning activities.
Let's get acquainted with the requirements for knowledge and practical skills necessary for the future first grader
General erudition.
A first-grader should have knowledge and ideas about the world around him: the seasons (their signs), the flora and fauna, the life of people (clothes, shoes, dishes, appliances), knowledge of the rules of conduct, the rules of the road.
Mathematical knowledge.
The child should know:
numbers and signs "+" and "-";
adjacent numbers within 10 "neighbors of a number";
quantitative composition of numbers within 10 (number composition);
know the simplest geometric shapes.
solve arithmetic problems in one operation for addition and subtraction;
navigate on a sheet of paper, understand the expression "the length is one notebook cell";
solve examples within 10 (or 20);
use a clock without a second hand.
Requirements for the level of oral literacy.
The child should know:
means of intonation expressiveness (raising and lowering the voice);
a series of poems, nursery rhymes, riddles, counting rhymes.
The child must be able to:
conduct a sound analysis of simple words, consistently highlighting and naming all the sounds in the word;
distinguish and name vowels and consonants, hard and soft sounds;
highlight the stress in words;
verbally retell what you just read (text awareness);
trace and write off (copy) block letters and words.
Speech as an indicator of readiness for schooling (requirements for speech):
clear pronunciation of all sounds of the native language;
the child's ability to speak, changing the dynamics, quietly - loudly - quietly, changing the pace of speech: quickly - slowly - quickly;
use the means of intonational expressiveness in speech, be able to expressively read a poem;
the level of culture of speech communication should be formed;
must be able to talk, looking into the eyes of the interlocutor, not to interrupt without an apology two talking people;
the child should be able to conduct a dialogue, logically, without unnecessary repetitions, jumps and long pauses, tell fairy tales, stories;
be able to explain in your own words the meaning of a proverb, a poem.
Requirements for the level of grammatical skills:
development of fine motor skills of the fingers;
the ability to create tension and relaxation in the muscles of the arm and hand;
the ability to properly hold a hand, pencil, brush.
Requirements for the level of development of thinking and imagination:
the ability to perform the action classification;
the ability to define a familiar concept through the genus and species difference;
the ability to make simple inferences.
Development of mental processes
Perception continues to evolve. However, even in children of this age, errors can occur in cases where several different signs must be taken into account simultaneously.
Attention. The stability of attention increases - 20-25 minutes, the amount of attention is 7-8 objects. The child may see dual images.
Memory. By the end of the preschool period (6-7 years), the child has arbitrary forms of mental activity. He already knows how to consider objects, can conduct purposeful observation, voluntary attention arises, and as a result, elements of arbitrary memory appear. Arbitrary memory manifests itself in situations where the child independently sets a goal: to remember and remember. It can be said with confidence that the development of arbitrary memory begins from the moment when the child independently singled out the task for memorization. The desire of the child to remember should be encouraged in every possible way, this is the key to the successful development of not only memory, but also other cognitive abilities: perception, attention, thinking, imagination. The appearance of arbitrary memory contributes to the development of cultural (mediated) memory - the most productive form of memorization. The first steps of this (ideally endless) path are determined by the peculiarities of the material being remembered: brightness, accessibility, unusualness, clarity, etc. Subsequently, the child is able to strengthen his memory using techniques such as classification, grouping. During this period, psychologists and educators can purposefully teach preschoolers the techniques of classification and grouping for the purpose of memorization.
Thinking. The leader is still visual-figurative thinking, but by the end of preschool age, verbal-logical thinking begins to form. It involves the development of the ability to operate with words, to understand the logic of reasoning. And here the help of adults will definitely be required, since the illogicality of children's reasoning when comparing, for example, the size and number of objects is known. At preschool age, the development of concepts begins. Completely verbal-logical, conceptual, or abstract, thinking is formed by adolescence. An older preschooler can establish causal relationships, find solutions to problem situations. Can make exceptions based on all learned generalizations, build a series of 6-8 consecutive pictures.
Imagination. The senior preschool and junior school ages are characterized by the activation of the function of the imagination - first recreating (which allowed at an earlier age to present fabulous images), and then creative (due to which a fundamentally new image is created). This period is sensitive for the development of fantasy.
Speech. The sound side of speech, grammatical structure, vocabulary, and coherent speech continue to develop. Children's utterances reflect both an increasingly rich vocabulary and the nature of generalizations that are formed at this age. Children begin to actively use generalizing nouns, synonyms, antonyms, adjectives, etc. As a result of properly organized educational work, dialogic and some types of monologue speech are well developed in children.
In the preparatory group, the preschool age is completed. His main achievements are related to the development of the world of things as objects of human culture; children master the forms of positive communication with people, gender identification develops, and the position of the student is formed. By the end of preschool age, the child has a high level of cognitive and personal development, which allows him to successfully study at school in the future.
The main components of psychological readiness for school
The beginning of the systematic education of children in school puts forward a number of important tasks. How a child is prepared for school by the entire previous preschool period of development will depend on the success of his adaptation, entry into the mode of school life, his educational success, his psychological well-being. Psychological readiness for schooling is multicomponent. There are several parameters of a child's mental development that most significantly affect successful schooling.
*Personal readiness for school includes the formation of a child's readiness to accept a new social position of a schoolchild who has a range of important duties and rights, who occupies a different position in society compared to preschoolers. This readiness is expressed in relation to the child's school, teachers and learning activities.
*Motivational readiness . A child ready for school wants to learn, both because he already has a need to take a certain position in human society, namely, a position that opens access to the world of adulthood (the social motive for learning), and because he has a cognitive need that he cannot satisfy at home (cognitive motive of teaching).
*Intellectual readiness . Intellectual maturity is understood as differentiated perception, concentration of attention, analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization, the ability to reproduce the pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity, understood in this way, largely reflects the functional maturation of brain structures.
*Volitional readiness (arbitrary sphere) lies in the child's ability to work hard, doing what he is required to study, the regime of school life.
Age features of preschool children 6-7 years old.
Age (6 - 7 years) is characterized as a period of significant changes in the child's body and is a certain stage in the maturation of the body. During this period, there is an intensive development and improvement of the musculoskeletal and cardiovascular systems of the body, the development of small muscles, the development and differentiation of various parts of the central nervous system.
A characteristic feature of this age is also the development of cognitive and mental mental processes: attention, thinking, imagination, memory, speech.
Attention. If during preschool childhood, involuntary attention is predominant in a child, then by the end of preschool age, voluntary attention begins to develop. The child begins to consciously direct and hold him on certain objects and objects.
Memory . By the end of preschool age, the development of arbitrary visual and auditory memory occurs. Memory begins to play a leading role in the organization of mental processes.
Development of thinking . By the end of preschool age, the development of visual-figurative thinking reaches a higher level and logical thinking begins to develop, which contributes to the formation of the child's ability to distinguish the essential properties and signs of objects in the world, the formation of the ability to compare, generalize, classify.
Development of the imagination there is a development of creative imagination, this is facilitated by various games, unexpected associations, brightness and concreteness of the images and impressions presented.
In the field of speech development by the end of preschool age, the active vocabulary expands and the ability to use various complex grammatical structures in active speech develops.
The mental development and formation of the child's personality by the end of preschool age are closely related to the development of self-awareness. . A child of 6-7 years of age develops self-esteem based on the awareness of the success of their activities, peer assessments, teacher assessments, approval of adults and parents. The child becomes able to realize himself and the position that he currently occupies in the family, in the children's group of peers.
Reflection is forming, i.e. awareness of one’s social “I” and the emergence of internal positions on this basis. As the most important neoplasm in the development of the mental and personal spheres of a child of 6-7 years of age is the subordination of motives. Awareness of the motive “I must”, “I can” gradually begins to prevail over the motive “I want”.
Awareness of one's "I" and the emergence on this basis of internal positions by the end of preschool age gives rise to new needs and aspirations. As a result, the game, which is the main leading activity throughout preschool childhood, can no longer fully satisfy the child by the end of preschool age. He has a need to go beyond the limits of his childhood way of life, to take the place available to him in socially significant activities, i.e. the child strives to adopt a new social position - the “student position”, which is one of the most important outcomes and features of the personal and mental development of children of 6-7 years of age.
The success of education largely depends on the degree of preparedness of the child for school.
School readiness includes several components: first of all, physical readiness, which is determined by the state of health, the maturity of the body, its functional systems, because schooling contains certain mental and physical loads.
What does psychological readiness for schooling include?
Psychological readiness school includes the following components:
personal readiness includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. This personal readiness is expressed in the child's attitude to school, to learning activities, to teachers, to himself. Ready for schooling is a child who is attracted to school not by its external side, but by the opportunity to acquire new knowledge. Personal readiness also implies a certain level of development of the emotional sphere. By the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and flow of educational activities is possible;
intellectual readiness presupposes that the child has an outlook, a stock of specific knowledge. Analytical thinking should be developed (the ability to highlight the main features, similarities and differences of objects, the ability to reproduce a sample), arbitrary memory, spoken language, the development of fine motor skills of the hand and hand-eye coordination.
socio-psychological readiness this component of readiness includes the formation of those qualities that allow you to communicate with other children, the teacher. The child must be able to enter the children's society, act together with others, be able to obey the interests and customs of the children's group.
1.4 Indicators of intellectual readiness for school
The most important indicators of a child's intellectual readiness for schooling are the characteristics of the development of his cognitive sphere:
differentiated perception;
analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);
rational approach to reality (weakening of the role of fantasy);
logical memorization;
interest in knowledge, the process of obtaining it through additional efforts;
mastery of colloquial speech by ear and the ability to understand and apply symbols;
development of fine hand movements and hand-eye coordination.
Perception
By the senior preschool age, children, using the system of socially developed sensory standards (visual, auditory, kinesthetic, etc.), master some rational methods of examining the external properties of objects. Their use enables the child to perceive and analyze complex objects in a differentiated way. However, these abilities are limited to the range of children's knowledge.
Attention
At preschool age, attention is involuntary. A characteristic feature of the attention of a preschool child is that it is caused by outwardly attractive objects, bright, unusual, new. Focused attention remains as long as there is interest in the perceived objects: objects, events, people.
The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects. To a large extent, this is facilitated by the improvement of the planning function of speech, which is a "universal means of organizing attention" (V.S. Mukhina). If the child more often calls aloud what he should keep in the sphere of his attention, then he will be able to arbitrarily and for quite a long time keep his attention on certain objects and on their details and properties.
Thus, the possibilities of voluntary attention - by 6-7 years are already quite large. Basically, children of this age are able to actively and productively engage in the same thing for 10-15 minutes, without being distracted by extraneous objects. Sustainability of attention also depends on the individual characteristics of preschool children.
Thinking
Preschool age represents the most favorable opportunities for various forms of thinking.
Thinking is the process of human cognition of reality with the help of thought processes - analysis, synthesis, judgments, etc. There are three types of thinking:
1) visual-effective (knowledge by manipulating objects),
2) visual-figurative (cognition with the help of representations of objects, phenomena),
3) verbal-logical (cognition with the help of concepts, words, reasoning).
Visual-effective thinking develops intensively in a child from the age of 3-4: he comprehends the properties of objects, learns to operate with objects, to establish relationships between them.
On the basis of visual-effective thinking, a more complex form of thinking is formed - visual-figurative. It is characterized by the fact that the child can already solve problems on the basis of ideas, without the use of practical actions.
By the age of 6-7, a more intensive formation of verbal-logical thinking begins, which is associated with the use and transformation of concepts. However, visual-figurative thinking is the leading one at this age, since verbal-logical thinking is finally formed by the age of 14.
The development of all types of thinking and mental operations: generalization, classification, comparison, abstraction, understanding of relationships, establishing cause-and-effect relationships is facilitated by a variety of children's activities: various games, design, modeling, drawing, reading, communication, etc., as well as specially selected games and exercises, which are also provided for by the education program.
Memory
Memory underlies human abilities and is a condition for learning, acquiring knowledge, developing skills and abilities.
At preschool age, memorization is mostly involuntary (the preschooler does not care that everything that he perceives can be easily and accurately recalled later). But sometimes children's memory is characterized by a completely opposite property - this is an exceptional photographic quality. Children can easily memorize any poem or fairy tale. If an adult, retelling a fairy tale, deviates from the original text, then the child will immediately correct him, recall the missing detail.
But already at the age of 5 - 6 years, arbitrary memory begins to form. And this is one of the main achievements of preschool children. Some forms of this memorization can be noted at the age of 4-5 years, but it reaches significant development by 6-7 years. In many ways, this is facilitated by gaming activity, in which the ability to remember and reproduce the necessary information in time is one of the conditions for achieving success. An important feature of this age is the fact that a child of 6-7 years old can be set a goal aimed at memorizing certain material. The presence of such an opportunity is due to the fact that the child begins to use various techniques specifically designed to increase the efficiency of memorization: repetition, semantic and associative linking of material.
Imagination
One of the cognitive processes that are formed in preschool age is imagination. The essence of imagination, if we talk about its mechanisms, is the transformation of ideas, the creation of new images based on existing ones. Imagination is a reflection of reality in new, unusual, unexpected combinations and connections.
Preschool childhood is a sensitive period for the development of the imagination. For a long time it was widely believed that the imagination of a child is richer and more original than that of an adult. However, already in the 1930s, the outstanding Russian psychologist L. S. Vygotsky proved that the child's imagination develops gradually, as he acquires certain experience.
In children, the imagination follows the subject, and that's it. what it recreates is fragmentary, unfinished. Even in early childhood, the child for the first time demonstrates the ability to replace one object with another and use one object in the role of another. This imagination is called reproductive (recreating), which allows you to imagine fabulous images.
At the senior preschool age, when productivity in memorization appears, the imagination turns from reproductive into creative, which provides the opportunity to create a new image. The imagination of children of this age is already connected with thinking, is included in the process of planning actions, when the activities of children acquire a conscious, purposeful character. Such creative imagination of children is manifested in role-playing games.
By the age of 6, the focus of the child's imagination, the stability of his ideas, increases. This finds expression in an increase in the duration of the game on one topic.
Imagination in older preschoolers performs several functions:
1) Cognitive-intellectual (allows the child to get to know the world around him better, it is easier to solve the tasks assigned to him);
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Intellectual readiness of children for schooling
The child experiences, albeit positive, but still stress, walking to school for the first time. He smiles shyly, but anxiety still makes itself felt. Moms are worried, the first teacher is worried: “Will the baby cope with all the difficulties that will arise on his way? ..” For the first time in the first grade ... How often this phrase is repeated at the beginning of the school year! But is the child ready not only to step over the threshold of the school, but also to successfully study in the future? What are the criteria for school readiness (as they also say "school maturity").
This question is not new! Many publications have been devoted to the problem of school readiness, and many books have been written on this problem. But for some reason, the question still remains open - there is no single point of view. Agree, in fact, we are dealing with an incident: if there is an educational standard, then why is there no single approach to studying the readiness to master it?
The issues of school education are not only issues of education, the intellectual development of the child, but also the formation of his personality, issues of education. That is why the problem of readiness of the child for schooling is acute. For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L.S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of representations as in the level of development of cognitive processes. In his opinion, to be ready for schooling means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories.
In recent years, changes in the socio-economic and cultural conditions of society have led to an increase in the number of children who are insufficiently prepared for schooling. The reasons for this problem are different: family dysfunction (lack of a sense of comfort in the family for children, adults are little interested in the child’s activities and hobbies, lack of proper education), insufficient material standard of living of the family (children do not attend kindergarten), relationships with the outside world.
Relevance The problem of a child's readiness for schooling is of great importance at the present time for a number of reasons. A child entering school must be ready for schooling, i.e. correspond to the level of physical, mental and social development that is necessary for the successful assimilation of the school curriculum without compromising his health. But at present, in real school practice, the number of children who experience difficulties in learning, difficulties in communicating with classmates and a teacher is increasing. And all this negatively affects the further intellectual and personal development of the child.
Therefore, there are contradictions:
Between the achieved level of psychological readiness for schooling of certain categories of children, on the one hand, and the requirements for the level of their intellectual development in modern conditions of modernization of Russian education, on the other;
Between the educational standard, on the one hand, and the readiness to assimilate it, on the other;
Between the readiness of the child for systematic education at school and the level of his "school maturity".
Purpose of the study:determination of the level of psychological readiness for schooling of children aged 6.5-7 years.
psychological and pedagogical assessment of the child's readiness for the beginning of schooling.
Object of study:functional and mental development of the child.
Subject of study:level of intellectual readiness for learning
Research hypothesis:We assume that determining the level of readiness for schooling will make it possible to identify risk factors in the development of an individual child, and on their basis to develop an optimal system of work, taking into account the characteristics of this child.
To achieve the goal and test the hypothesis in the process of research, it is necessary to solve the following tasks:
1. To study and analyze the theoretical material on this issue;
2. Select methods for research;
3. Determine the level of "school maturity" of children aged 6.5-7;
4. Draw conclusions and compare results;
5. Develop practical recommendations for teachers on the use of research data in teaching practice.
For research methods:
Literature analysis method;
Method of observation;
Questionnaire method;
Test method;
Methodological foundations of the study according to: N. Semago, M. Semago
Research Base:
The study took place on the basis of the secondary school No. 1 of the city of Petrovsk-Zabaykalsky, Zabaikalsky Krai. The sample consisted of 20 children studying in the first grade at the age of 6.5-7 years. Of these, 13 boys, 7 girls.
Practical significancework is thatthis study and practical recommendations can be used in the work of teachers working with children of this age.
Chapter 1.
Theoretical foundations of the problem of studying the intellectual readiness of children for school
- The concept of school maturity.
Schooling is one of the most important stages in a child's life. Therefore, the concern that both adults and children show when approaching school entry is quite understandable. Some parents, educators, and the children themselves perceive this moment as a kind of examination of the child for the entire preschool period of life. Such an assessment of events, perhaps, is not without meaning, since in order to study at school, the child will need everything that he acquired during the period of preschool childhood. For many first-graders it is not at all easy to fulfill school requirements, for this they need considerable stress. Therefore, it is important to find out in advance, even before the start of schooling, how much the mental capabilities of the child meet the requirements of the school.
It is the knowledge of the characteristics of the child at a certain stage of development that provides material for the development of means and methods of effective pedagogical influence.
In modern psychology, unfortunately, there is no single and clear definition of the concept of "readiness" or "school maturity."
A. Anastasi interprets the concept of school maturity as "mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of assimilation of the school curriculum."
I. Shvantsara more capaciously defines school maturity as the achievement of such a degree in development when the child becomes able to take part in school education.
Undoubtedly, the better the child’s body is ready for all the changes associated with the beginning of schooling, for the inevitable difficulties, the easier it is to overcome them, the calmer and painless the process of adaptation to school will be.
The problem of readiness for school arose several decades ago (or rather, it was formulated as a problem, but it probably always existed) in connection with a change (decrease) in the timing of the start of systematic education. This problem arose not only in our country, but also in almost all European countries. Then they began to determine at what age it is better to start learning, when and under what condition of the child this process will not lead to disturbances in his development, adversely affect health.
Scientists, teachers, school hygienists, psychologists, physiologists, physicians joined the research. It was necessary to identify possible difficulties, to find the optimal time (age) when the child can go to school, more rational and optimal forms and methods of teaching.
Many ways have been proposed to determine a child's readiness for learning (as they said, the definition of "school maturity"). Some scientists and specialists considered the achievement of a certain degree of morphological development (for example, the change of milk teeth) to be a sufficient criterion, others associated readiness without fail with mental development, others considered a certain level of mental, and, above all, personal development to be a necessary condition. As a long-term study of this problem has shown, a child's readiness for school is determined by his physical and mental development, health status, mental and personal development, i.e. a whole range of factors matter. Therefore, it is generally accepted that school readiness (“school maturity”) is the level of a child’s morphological, functional and mental development at which the requirements of systematic education will not be excessive and will not lead to a violation of the child’s health.
Today, it is practically generally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.
The problem of a child's readiness for the beginning of schooling was also considered by other foreign authors. In Russian psychology, this topic is based on the works of the founders of Russian psychology L.S. Vygotsky, L.I. Bozhovich, A.V. Zaporozhets, D.B. Elkonin. For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L.S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of representations as in the level of development of cognitive processes. In his opinion, to be ready for schooling means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories.
The concepts of readiness for schooling as a set of qualities that form the ability to learn were followed by A.V. Zaporozhets, A.N. Leontiev, V.S. Mukhina, A.A. Lublin. They include in the concept of readiness for learning an understanding of the meaning of learning tasks, their difference from practical ones, awareness of how to perform an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, and achieve the solution of tasks.
According to E.E. Kravtsova, the problem of psychological readiness for schooling gets its concretization as the problem of changing the leading types of activity, i.e. this is a transition from role-playing games to educational activities. This approach is relevant and significant, but readiness for learning activities does not fully cover the phenomenon of readiness for school.
Back in the 1960s, L.I. Bozhovich pointed out that readiness to study at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one’s cognitive activity and for the social position of the student.
Similar views were developed by A.I. Zaporozhets, who noted that readiness to study at school "is an integral system of interrelated qualities of a child's personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of mechanisms of volitional regulation of actions, etc. d."
Scientific studies have proven that children with sufficient functional readiness can start school, i.e. "school maturity". If foreign studies of school maturity are mainly aimed at creating tests and to a much lesser extent focused on the theory of the question, then the works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school, rooted in the works of L.S. Vygotsky So L.I. Bozhovich (1968) singles out several parameters of a child's psychological development that most significantly affect the success of schooling. Among them is a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectuality of the sphere. She recognized the motivational plan as the most important in the psychological readiness of the child for school. Two groups of learning motives were distinguished:
1. Broad social motives for learning, or motives related “to the child’s needs in communicating with other people, in their assessment and approval, with the student’s desire to take a certain place in the system of social relations available to him”;
2. Motives directly related to learning activities, or
"cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge"
A school-ready child wants to learn because he wants to know a certain position in the society of people that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, named by L.I. Bozovic "internal position of a schoolboy". This neoplasm L.I. Bozhovich attached great importance, believing that the "internal position of the student" and the broad social motives of the teaching are purely historical phenomena.
The new formation "internal position of the student", which occurs at the turn of preschool and primary school age and is a fusion of two needs - cognitive and the need to communicate with adults at a new level, allows the child to be included in the educational process as a subject of activity, which is expressed in social formation and fulfillment of intentions and goals, or, in other words, the arbitrary behavior of the student.
Almost all authors who study psychological readiness for school give arbitrariness a special place in the problem under study. There is a point of view that the weak development of arbitrariness is the main stumbling block of psychological readiness for school. But to what extent arbitrariness should be developed by the beginning of schooling is a question that has been very poorly studied in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a neoplasm of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntariness interferes with the beginning of schooling.
D.B. Elkonin believed that voluntary behavior is born in a role-playing game in a team of children, which allows the child to rise to a higher level of development than he can do in the game alone, because. in this case, the collective corrects the violation in imitation of the intended image, while it is still very difficult for the child to independently exercise such control.
In the works of E.E. Kravtsova, when characterizing the psychological readiness of children for school, the main blow is placed on the role of communication in the development of the child. There are three areas - attitudes towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.
N.G. Sallina also singled out the intellectual development of the child as indicators of psychological readiness.
It should be emphasized that in Russian psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also not an unimportant factor, but on the level of development of intellectual processes. “... the child must be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions. For successful learning, the child must be able to single out the object of his knowledge.
Summing up all that has been said, we note that the concept of “a child’s readiness for school! - complex, multifaceted and covers all spheres of a child's life.
In all studies, despite the difference in approaches, it is recognized that schooling can become effective only if the first grader has the necessary and sufficient qualities for learning, which develop and improve in the learning process. Each child develops in his own way, each has his own way and pace of development. But still there is something in common that allows us to characterize children: these are age-related features, i.e. characteristics of a certain age.
The child enters school at the age of 6.5 - 7 years. But this may mean that children and a little older than 7 years old come to school. We are talking here about the passport age of children, but for the organization of education, the development of programs for preparing for school, it is important to know not only the passport, but the so-called biological age of the child. The differences between biological and passport age are quite significant, and often this discrepancy can range from six months to one and a half to two years. American researcher D. Wood believes that "a two-year gap is normal in any area of a child's development - physical, social, linguistic, cognitive." A 6-year-old child (like a 4-year-old) may not read, but at the same time seek leadership, strive to be the first, chief among peers, i.e. socially, this child may be age appropriate. In other children, the development of cognitive abilities may significantly outpace social development, and they will behave like children of a younger age.
Biological age - the age of development - the level of morphofunctional and mental development of the body, which can be comparable with the average age characteristics of the group. You can also give such a characteristic: the age of development is the age for which the child's behavior in the social, physical, linguistic and cognitive areas is characteristic.
The discrepancy between the biological and passport age is primarily due to the individual growth and development of the child: some children grow and develop more quickly, others more slowly, and this phenomenon cannot be approached with the criteria of “good - bad” (fast - good, slow - bad). ). The child will definitely go through all the stages of his development, some, maybe more quickly, others more slowly, and this is normal. We are well aware that not every child who starts talking very early has any advantages over his 6-7-year-old peers (while eliminating pronounced delays and developmental disorders), and not every child who starts walking early has advantages in movement coordination.
Individual differences in biological age are determined by a combination of many factors: genetic control, the influence of the sociocultural conditions in which the child grows and develops, the influence of environmental factors, climatic and geographical conditions, etc.
There are different approaches and methods for determining biological age. This can be the biological age of the bodily (morphological) structure, determined by indicators of general morphological maturity, bone (or skeletal) age, dental age, determined by the change of milk teeth, physiological age, determined by the maturity of functional systems, mental (psychological) age, etc. .P.
One of the ways to assess the physical development of children 6=7 years old can be the so-called Philippine test, which is associated with a change in the proportions of the child's body, indicating morphological maturity. This test was used in the Philippines in the late 30s of the 20th century to determine school readiness. What is this test? The child's right hand, with the head in a completely vertical position, is placed across the middle of the crown and extended in the direction of the left earlobe, while the arm and hand fit snugly against the head. If the child reaches at least the upper edge of the auricle, he was considered "mature" and ready for school work.
The timing of teething (dental age) to a certain extent reflects the processes of growth and development of the body. At the age that interests us, an indicator of dental age can be the eruption of medial incisors (at 7-8 years old) and lateral incisors (at 8-9 years old). It is believed that the rate of teething is largely determined by genetic influences, and this indicator has a fairly low individual variability.
There are other methods for determining biological age according to a number of parameters of physiological development, but most often this is not a single indicator, but a range of values for a certain age - a range of development. Therefore, we must know that each child is unique, each has a variety of paces and its own dynamics of development.
Each child develops in his own way, each at his own pace and path of development. But still there is something in common that allows us to characterize children: these are age-related features, i.e. characteristics of a certain age.
The age of 6-7 years refers to the period of first childhood, covering the age range of 4-7 years. At this time, the child grows "by leaps and bounds": in the sixth, seventh year, the annual increase in height is 8-10 centimeters, and body weight - 2.2-2.5 kg. Interestingly, in the winter months, many children grow little and gain weight, but in the summer they stretch so quickly that in September they simply cannot be recognized. At the same age, the first change in body proportions occurs. A large-headed and relatively short-legged man with a large body turns by the age of 6-7 into a harmoniously built boy or girl, whose head-to-body ratio is almost the same as in adults. And if before that, boys and girls almost did not differ in size and body size, then at 6-7 years the situation begins to change.
By the age of 6, some children have a slight increase in the growth rate, the change of milk teeth to permanent ones begins. At the age of 6-7 years, the development of the musculoskeletal system (skeleton, articular-ligamentous apparatus, muscles) is intensive. The change in body proportions is even used as an indicator of "school maturity". In this case, either the ratio “head circumference - body length” or “head height with neck - body length” is determined. And just imagine what kind of load the preschooler’s musculoskeletal system, which has not yet formed, has not completed its construction, experiences in situations where it is necessary to hold a motionless posture for a long time, it becomes clear why the child is restless and why the posture he holds for so long leads to postural disorders, chest deformities, etc.
The growth and formation of the bones of the skeleton and chest are not completed at this age. At 6-7 years old, the child still has a weak development of the small muscles of the hands, the ossification of the bones of the wrist and phalanges of the fingers is not completed. Therefore, complaints are heard so often when writing: “the hand is tired.”
The nervous regulation of movements is still imperfect, which largely explains the insufficient accuracy and speed of movements, the difficulty of completing them on a signal. When performing movements, the main control at this age belongs to vision, and in the process of movements, the field of activity is not simply fixed, but the entire movement is traced from beginning to end. That is why children so carefully, with such diligence draw letters, draw pictures, it is so difficult to draw several parallel lines, it is difficult to determine the size of the letters by eye.
At the age of 6-7, the development of the cardiovascular system continues, its reliability increases, and the regulation of blood circulation improves. But the body becomes more vulnerable and reacts sharply to the slightest adverse effects of the external environment and to excessive loads. At this age, the processes of development and transformation of the respiratory, digestive, endocrine and other systems are still far from complete.
But this age is a period of intensive brain development. Physician Glen Doman observed: “Nature has created the most wonderful invention - the human brain - in such a way that during the first six years of life it absorbs information with amazing speed. During these years, the child is actually a store of information that will be useful to him throughout his life, and we can hardly imagine the size of this "drive".
Perception, memory, attention, thinking are functions of the brain as a whole, but the leading role in the implementation of higher mental functions belongs to the cerebral cortex.
In the formation of attention, the following are distinguished: the line of natural development and the line of cultural development (L.S. Vygotsky). And if the first is determined by the maturation of the brain, then the second depends entirely on the social environment in which the child grows. During the entire preschool age, involuntary and voluntary attention develops, its stability increases, and its volume increases. The involuntary attention of the child becomes more effective and wider in scope. We can notice this when forming any complex arbitrary action. The child is much more attentive to the conditions of the proposed activity, performs indicative actions, accompanied by words that help him complete the task. The formation of voluntary attention begins with the fact that an adult with the help of a word, gesture, toy and other influences interested the child. In the future, he himself learns to organize his attention. The child is attentive for a long time in an attractive situation, but with difficulty concentrates when performing uninteresting work. One of the most acute problems of working with children of 6-7 years of age is the difficulty of concentration. They can, of course, by verbal instructions, direct attention to the desired object and its properties, to the organization of certain activities. But the volume and level of such attention, as well as the ability to distribute it, are still very low / Therefore, it is of great importance for a first grader to show a bright picture, a slide that is easier to remember, stronger than a story. At 6-7 years of age, attention is supported by interest: for a long time, children of this age cannot maintain and retain attention to activities devoid of direct interest. As early as the beginning of the 20th century, the Russian teacher E.N. Vodovozova warned: “Attention is an extremely complex and difficult process, requiring a very tense state of physical and mental strength. A tense state quickly tires an adult, especially a child. The attention of children of 6 years old cannot be strained with impunity for more than 8-10 minutes. Overwork leads not only to a weakening of attention, but also to a disorder of health.
Attention is supported not only by interest, but also by success, pleasure, the joy of good luck, which is why it is so important to create a situation in which children feel it.
In the process of activity, the child often has to switch attention. The switching speed is still low, and the child does not immediately see a change in the situation. Success depends on the clarity of the instructions given by the adult, on whether significant conditions and goals are highlighted in it. Tasks. We should not forget about another feature - the difficulty of dividing attention between different types of activities. When organizing a lesson, you need to take this into account and not give double tasks that can cause the strongest functional stress.
Memory is an important indicator of a child's development. Memory processes involve encoding information, which requires short-term memory, where information is stored for a short time and is retained through repetition. From short-term information, codes are received and stored in long-term memory.
Recollection and reproduction from memory, recognition are also special processes. Information gets into long-term memory, changes, is supplemented under the influence of new experience. Learning is based on these features of memory. In the preschool period, processes occur that lead to the formation of arbitrary memory. In a child of 6-7 years old, voluntary memorization approaches in its productivity to involuntary. He knows how to manage his memory using various mnemonic techniques and means. His verbal-logical memory develops significantly, while the productivity of memorizing verbal and visual material practically does not differ. In fact, by the age of 6-7, not only mechanical, but also verbal-logical, visual-figurative, emotional memory is formed.
Perception, attention, memory - all these cognitive processes are improved during preschool development, and with them the child's thinking is improved. In the period of preschool childhood, a transition is made from visual-effective thinking to visual-figurative and verbal. The nature of thinking at 6-7 years old is also sensual or visual-figurative, i.e. when analyzing a situation, event, phenomenon, children rely on real events, objects, and draw conclusions, as a rule, grasping some single external sign. If a child finds himself in a situation where he is forced to operate with knowledge and solve a problem abstractly, in his mind, then this is difficult, and although he tries to do this, the lack of experience and insufficient development of concepts do not allow him to make a judgment about objects and phenomena. And so the stories are dominated by visual images and description. They still do not know how to evaluate, although they already know how to compare, they do not know how to classify, but they know how to distinguish between the common and the different, however, according to one or two striking features. The reasoning of children of this age has its own logic, they even draw conclusions, but they are still hindered by limited experience and knowledge.
Visual-figurative thinking moves to a higher level to visual-schematic thinking, when a child of 6-7 years old operates not only with specific images, but is also able to draw a simple diagram himself, can use the diagram when working with a designer.In addition to these components of psychological readiness for school, we highlight one more component - the development of speech. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words i.e. he must have developed phonemic hearing. With proper upbringing and the absence of organic disorders by the age of 6, children should clearly pronounce all sounds, build sentences correctly, be able to tell a poem with expression, describe a picture, connect the beginning and end of a story. The development of the vocal apparatus and articulatory muscles provides all the possibilities for this. Dialogue is the main form of communication. The child actively communicates not only with adults, but also with peers. In children of this age, monologue speech is formed, but their own stories are still short, inconsistent, full of facial expressions and gestures. Speech also performs a very specific function of regulating activity. This is the so-called inner speech. The child learns to plan his action with words. The appearance of inner speech changes the entire structure of the child's activity, organizes it.
So, educational activity requires a certain stock of knowledge about the world around us, the formation of elementary concepts
Personal development before school, to a greater extent than its morphofunctional development, depends on social conditions, the environment in which the child grows up, the degree of social well-being, or, in other words, on the environment in which he is brought up.
Psychological studies have shown that the age of 6-7 years is the period of formation of the psychological mechanisms of the child's personality.
Child psychologist L.I. Bozhovich, characterizing the personality of a person, singled out in him the ability to control his behavior and activities, to perceive and “experience” himself as a whole, different from others and expressed in the concept of “I”, as well as the presence of his own views and relations, moral requirements and evaluations.
The essence of a person's personality is connected with his creative abilities, with his ability to create new forms of social life, and "creativity in a person, his need for creation and imagination as a psychological means of their implementation arise due to game activity" (V.V. Davydov). This feature of the development of the psyche cannot be underestimated, one cannot ignore the child, his interests, needs, on the contrary, it is necessary to encourage and develop creative abilities.
So, we have examined the main physiological and psychological characteristics of children entering school. It should be noted that a clear chronological division of the psychological and functional characteristics of the child is not stable and unchanged. Much here depends on individual rates of growth and development, on the established and existing system of raising a given child before school - in the family and kindergarten. Knowledge of the basic patterns of the functional and mental development of a first-grader is especially important for a teacher.
§2. Components of school readiness.
The different demands made by training on the child's psyche determine the structure of psychological readiness. In modern psychology, the components of school readiness are distinguished according to various criteria and on various grounds. Some authors (L.A. Wenger, A.L. Wenger, Ya.L. Kolominsky and others) follow the path of differentiating the general mental development of the child into emotional, intellectual and other spheres, and, therefore, highlighting intellectual, emotional, etc. .d. readiness. Other authors (G.G. Kravtsov, E.E. Kravtsova) consider the system of relationships between the child and the outside world and identify indicators of psychological readiness for school, associated with the development of various types of relations between the child and the outside world. The main aspects of psychological readiness are: arbitrariness in communicating with adults, arbitrariness in communicating with peers, an adequately formed attitude towards oneself.
We single out three main lines along which preparation for school should be carried out, i.e. psychological readiness is divided into three types of readiness: intellectual, personal and socio-psychological, volitional. Let's consider each of them.
2.1.Intellectual readiness
This type of readiness presupposes sufficient maturity of cognitive processes (perception, memory, thinking, imagination, speech). Formation, for example, of memory to the level of school requirements is manifested in the fact that the child is capable of arbitrary memorization, storage and delayed reproduction of information, and has the skills of mediated memorization. Indicators of the development of thinking to the level of readiness for schooling - the child's ability to carry out mental operations of analysis, synthesis, comparison, generalization in familiar material and the formation of visual-figurative thinking to a level that allows performing educational tasks characteristic of the initial period of study.
Intellectual readiness implies the possession of a sufficient amount of knowledge (the presence of an outlook on the basis of which work in the classroom can be built). Basically, this is sensory experience, ideas, some elementary concepts (“plants”, “animals”, “seasonal phenomena”, “time”, “quantity”) and factual information of a general nature (about work, native country, holidays).
The circle of knowledge of a child prepared for school certainly includes well-known ideas about space (“distance”, “direction”, “shape” and “size” of objects, their position in space), about time, its units of measurement (“hour”, “minute ”, “week”, “month”, “year”), about quantity, number series, set, equality and inequality, etc. Everything is the task of the kindergarten teacher.
In recent years, in preparing for school, increasing importance has been attached to the mastery of certain skills and abilities by children and the formation of the most important habits and behavioral skills: household, self-service, hygienic, cultural (polite treatment of each other). You also need to have some skills. Among them, especially important are: the ability to listen to speech, explanation, instructions from educators, the answers of comrades, the ability to look and see, the ability to focus on work, the ability to remember what is needed to understand the new, the ability to explain, the ability to reason, draw conclusions.
Intellectual readiness also implies the ability to act internally (perform some actions in the mind), the ability to single out a learning task and turn it into an independent activity, the ability to discover more and more properties of objects, to notice their similarities and differences. The vocabulary of a normal child coming to school is usually 4-5 thousand words.
Conclusions for chapter 1
Thus, the intellectual readiness of the child is characterized by the maturation of analytical psychological processes, the mastery of the skills of mental activity.
Intellectual readiness is understood as the development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, and draw conclusions. The child should have a certain breadth of ideas, including figurative and moral, appropriate speech development, cognitive activity.
In order to fully understand the child's readiness for school, to determine "school maturity", it is necessary to determine the psychophysiological status of a first grader.
Stage 1 - diagnostic and prognostic screening or an approximate definition of "school maturity". Conducted with a group of children and is aimed at identifying children with certain indicators, properties (a group of characteristics);
Stage 2 - an in-depth study of the psychophysiological prerequisites for learning activities. It is carried out after the selection of children with any developmental features that need additional developmental or corrective work.
Stage 3 - dynamic examination. With its help, the dynamics of development, the effectiveness of training developing or / and corrective measures are carried out.
We conducted a group examination of children - diagnostic and prognostic screening.
Chapter 2 Empirical study of children 6-7 years old to school.
2.1. Organization and research methods.
Research Base:
The study was conducted on the basis of a comprehensive school
No. 1. The sample consisted of 20 children, aged 6-7 years. Of these, 13 boys, 7 girls.
The study took place in 3 stages:
Stage 1 is preparatory, the purpose of which was the selection and analysis of available literature on the research problem, the definition of the research base, the selection of diagnostic methods.
Stage 2 is empirical, the purpose of which was to collect material for further processing and analysis.
Stage 3 is the final one, the purpose of which was to analyze the data obtained. At this stage, the results of the study were processed and analyzed.
For the following tasks were used to solve the tasksresearch methods:
Method of observation;
Questionnaire method;
Test method.
conversation method,
observation. This is a systematic, purposeful tracking of the manifestations of the human psyche in certain conditions. Scientific observation requires clear goal setting and planning. It is determined in advance which mental processes and phenomena will be of interest to the observer, by what external manifestations they can be traced, under what conditions the observation will take place, and how its results are supposed to be recorded.
A feature of observation in psychology is that only facts related to external behavior (movements, verbal statements, etc.) can be directly seen and recorded. Therefore, the correctness of the results of observation depends not only on the accuracy of registering the facts of behavior, but also on their interpretation - the definition of psychological meaning. Observation is usually used when it is necessary to get an initial idea about some aspect of behavior, to put forward an assumption about its psychological causes. Observation should be carried out systematically and not on a case-by-case basis. Therefore, psychological observation, as a rule, requires a more or less long time. The larger the observation, the more facts the observer can accumulate.
The method of conversation, the questionnaire method.A certain value and methods of psychological research related to the collection and analysis of the verbal testimonies of the subjects: the method of conversation and the questionnaire method. When carried out correctly, they allow you to identify individually - psychological characteristics of a person: interests, tastes, inclinations, attitudes towards life facts and phenomena, other people, oneself.
The essence of these methods lies in the fact that the researcher asks the subject pre-prepared and thoughtful questions, to which he answers (orally - in the case of a conversation, in writing - when using the questionnaire method). The content and form of questions are determined, firstly, by the objectives of the study and, secondly, by the age of the subjects. During the conversation, questions are changed and supplemented depending on the answers of the subjects. The answers are carefully, accurately recorded (you can use a tape recorder). At the same time, the researcher observes the nature of speech statements.
Questionnaire is a list of questions that are given to the studied persons for a written response. The advantage of this method is that it makes it possible to obtain mass material relatively easily and quickly. The disadvantage of this method in comparison with the conversation is the absence of personal contact with the subject, which does not make it possible to vary the nature of the questions depending on the answers. Questions should be precise, clear, understandable, should not inspire this or that answer. The material of conversations and questionnaires is valuable when it is reinforced and controlled by other methods, in particular, observation.
Tests. A test is a special type of experimental study, which is a special task or a system of tasks. The subject performs a task, the execution time of which is usually taken into account. Tests are used in the study of abilities, the level of mental development, skills, the level of assimilation of knowledge, as well as in the study of individual characteristics of the course of mental processes.
A test study is distinguished by a relatively simple procedure, it is short-term, carried out without complex technical devices, and requires the simplest equipment (often it is just a form with texts of tasks).
Unacceptable are attempts with the help of tests to set the limit, the ceiling of the capabilities of a given person, to predict, predict the level of his future success.
2.2. Analysis of the research results and practical recommendations for their use.
In order to test our hypothesis, at the first stage, a survey was conducted of children aged 6-7 who entered school.Five methods were used in the work (see Appendix 1), which allow assessing the level of formation of the prerequisites for learning activities, the ability to work in accordance with the frontal instruction, the ability to independently act according to the model and exercise control, the presence of a certain level of performance, as well as the ability to stop in time one task or another and switch to another. Thus, the formation of the regulatory component of activity as a whole is assessed. In addition, tasks make it possible to assess the formation of operations of sound-letter analysis, the correlation of number and quantity, the formation of ideas "more - less" - that is, the actual prerequisites for learning activities.
During testing, the general requirements for conducting a frontal examinations.
- Accounting for the features of the functioning of the nervous system of children. That is, the survey was conducted no more than 20-40 minutes. The best time to work is from 10 am to 1 pm.
- Adherence to the "do no harm" principle. During the examination, children must be given the opportunity to be successful.
- During the examination, pay attention to:
- Attitude to the psychologist and to the examination process itself;
- The degree of purposefulness of activity, interest in it, features of response to success and failure;
- Analysis of the dynamics of emotional and volitional manifestations;
- Analysis of observations of appearance and verbal manifestations (with which hand the child draws, how much he asks, asks again how he behaves)
- A specialist (psychologist, teacher) works with a group of children, consisting of no more than 12-15 children.
- All tasks (except for the additional task 2) are performed with a simple pencil.
- In the course of completing the task, in a pre-prepared observation sheet, note the characteristics of behavior, the needs of children for help and the pace of the child's activity.
Below is an analysis of the results obtained.
Analysis of the obtained data shows that 12 people (60%) successfully completed this task, keeping the sequence in the patterns without skipping double elements. Some students zoomed in on the pattern. 5 people (25%) made mistakes - there were extra corners, single errors in the task. The task is considered conditionally completed. 3 people (15%) failed to complete the task by allowing for additional elements or lifting the pencil from the paper, or not bringing the pattern to the edge of the line. The task is considered unsuccessful.
The second task was aimed at assessing the formation of counting skills within 9, determining the formation of the concepts "more - less", correlating the number and the number of figures depicted. As well as assessing motor skills. This is clearly shown in the diagram below.
Task 2 execution diagram.
Analysis of the performance of the second task shows that 10 people (50%) completed it most successfully, who completed it without errors or with 1 error. Conditionally successfully completed this task 9 people (45%), who made two mistakes each, marking with a simple, not a colored pencil (1 person), chose the wrong place for writing numbers, turned the writing of numbers.
Task 3 was aimed at assessing the child's formation of sound and sound-letter analysis of the material supplied by ear, the formation of graphic activity, arbitrary regulation of his own activity. This is clearly shown in the diagram.
Task completion diagram 3.
An analysis of the completion of task 3 indicates that 7 people (35%) successfully completed the task, who accurately filled in the squares with letters or corrected their mistakes on their own. The same number of people completed the task, scoring 3 points and allowing omissions of vowels and consonants, up to 3 errors. 6 people (30%) incorrectly filled in the boxes with letters or did not complete the task at all. That is, in these children there is clearly an insufficient formation of sound-letter analysis.
Task 4 was aimed at identifying arbitrary regulation of activity, distribution and switching of attention, performance, pace and purposefulness of activity. This is clearly shown in the diagram.
The analysis of task 4 performance showed that all students completed this task most successfully. The children reacted to it most emotionally, they liked it the most. 2 people had a random error already at the end of the work, when the child apparently stopped paying attention to the sample, 1 person had an independent correction.
Task 5 is a reflection of both the formation of the actual graphic activity and, to a certain extent, the maturity of the child's motivational-volitional and cognitive spheres. This is clearly shown in the diagram.
Task completion diagram 5.
An analysis of the “Drawing of a Person” test indicates that 0 people completed this test unsuccessfully, 6 people (30%) were conditionally successful, who made the following mistakes: a mismatch in the number of fingers on their hands, the absence of a neck, eyebrows, ears, the image of the head is too large compared to torso, unnatural attachment of arms and legs. 12 people (70%) completed this task with minor deviations and errors.
As a result, the success of all tasks was performed as follows (Appendix 2):
Level 1 - 12 people (60%); Level 2 - 4 people (20%); Level 3 - 4 people (20%; Level 4 - 0 people
This can be visualized in the form of a diagram.
Diagram of the execution of all tasks.
From this we can conclude that the majority of children aged 6.5-7 years old who entered school are ready for schooling.
It should be noted that children included in the level 1 group do not need an additional in-depth psychological examination focused on some more thorough assessment of individual aspects of their development.
Analyzing the quality of task performance and the behavioral characteristics of children who scored from 14 to 17 points in total, it is possible to predict not only difficulties in starting regulatory education (i.e., falling into the risk group for school maladaptation), but also the predominant direction of this maladaptation. Low arbitrariness, insufficiently formed motor skills, inability to keep an adult's instructions. With these children, it is desirable to conduct an additional psychological examination. But with proper pedagogical influence, these children are able to adapt to schooling within 2 months. School specialists should consult with teachers and parents and develop recommendations for organizing work with these children. If necessary, group or individual classes are organized with students on the development of cognitive processes (attention, thinking, etc.), the formation of the arbitrariness of their own activities, motor skills, etc.
Students who scored less than 11 points must be examined by a speech therapist, a psychologist, and a defectologist in order to identify compensatory possibilities and ways of helping. After an additional in-depth examination at the psychological, medical and pedagogical council, directions, forms and methods of corrective work with these children by all specialists working at the school (teacher, psychologist, speech therapist, defectologist) should be developed. In difficult cases or after corrective work carried out, which did not give the desired result, the PMPconsilium decides to send the child to the psychological, medical and pedagogical commission in order to determine his further educational route. In our case, among the surveyed, there were no children who scored a total result below 11 points.
Conclusion for chapter 2.
Thus, our hypothesis
Conclusion.
Recently, the problem of determining the readiness of children for schooling has occupied one of the important places in the development of ideas in practical psychology. The successful solution of the problems of the development of the child's personality, the increase in the effectiveness of education, and the favorable professional development are largely determined by how correctly the level of preparedness of children for schooling is taken into account. The topic of readiness for school is based on the works of the founders of Russian psychology L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonin. Back in the 1960s, L.I. Bozhovich pointed out that readiness to study at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one’s cognitive activity and for the social position of the student. In modern psychology, the components of school readiness are distinguished according to various criteria and on various grounds. Some authors (L.A. Wenger, A.L. Wenger, Ya.L. Kolominsky and others) follow the path of differentiating the general mental development of the child into emotional, intellectual and other spheres, and, therefore, highlighting intellectual, emotional, etc. .d. readiness. Other authors (G.G. Kravtsov, E.E. Kravtsova) consider the system of relationships between the child and the outside world and identify indicators of psychological readiness for school, associated with the development of various types of relations between the child and the outside world. The main aspects of psychological readiness are: arbitrariness in communicating with adults, arbitrariness in communicating with peers, an adequately formed attitude towards oneself.
If possible, combining all of the above, we can distinguish the following components: intellectual, personal, socio-psychological, volitional readiness.
Intellectual readiness implies sufficient maturity of cognitive processes (perception, memory, thinking, imagination, speech). Formation, for example, of memory to the level of school requirements is manifested in the fact that the child is capable of arbitrary memorization, storage and delayed reproduction of information, and has the skills of mediated memorization. Indicators of the development of thinking to the level of readiness for schooling - the child's ability to carry out mental operations of analysis, synthesis, comparison, generalization in familiar material and the formation of visual-figurative thinking to a level that allows performing educational tasks characteristic of the initial period of study.
If a child understands the speech addressed to him, has a certain vocabulary and competent everyday speech, if he can clearly perceive and pronounce speech sounds, distinguish similar sound combinations by ear, then this indicates speech readiness for learning at school.
Personal and socio-psychological readiness for school also includes the formation in children of such qualities that would help them communicate with classmates and the teacher. Every child needs the ability to enter into a children's society, to act together with others, to yield in some circumstances and not to yield in others. These qualities allow you to respond correctly to praise and censure, they are manifested in the ability to restrain, regulate the manifestation of one's feelings, in the predominance of positive emotions. These qualities ensure painless overcoming of the difficulties faced by
Volitional readiness provides for a significant arbitrariness of behavior and mental processes, i.e. the ability of the child to manage and control them, the formation of the will, allowing the child to perform the task given to him by adults is not very interesting, to show perseverance, perseverance when performing difficult tasks, the ability to complete the work.
Admission to school poses a number of tasks for teachers, psychologists during the period of work with first-graders:
To identify the level of his readiness for schooling;
If possible, compensate for possible problems and increase school readiness, thereby preventing school maladaptation;
Plan the training of first-graders, taking into account their individual capabilities.
The study of the level of readiness of first-graders for schooling with the help of the program and N.Ya.Semago and M.M.Semago showed that more than half of the children came successfully ready for schooling. Other students have conditional readiness and conditional unpreparedness for the beginning of schooling. There are no students who are completely unprepared for the beginning of regulatory education among children of 6.5-7 years of age.
Based on the data obtained, we have developed practical recommendations for using the results of the study in corrective work with children aged 6.5-7 years.
Thus, we analyzed the psychological and pedagogical literature, selected a program for examining children, studied the level of readiness of children for schooling, and identified risk factors in the development of children.
We believe that our hypothesisThe fact that determining the level of readiness for schooling will make it possible to identify risk factors in the development of an individual child, and on their basis to develop an optimal system of work, taking into account the characteristics of this child, was confirmed.
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Appendix 1.
Task 1. "Continue the pattern" (N.Ya. Semago, M.M. Semago).
The goal is to assess the features of fine motor skills and voluntary attention, the ability to work independently in the frontal instruction mode.
Instruction: two patterns are drawn here (show the place where the patterns are located). Take a simple pencil and continue the patterns to the end of the sheet. First, continue the first pattern (show it), and when finished, continue the second (show). When you draw, try not to take your pencil off the paper.
The option to continue the drawing is considered successfully completed when the child clearly holds the sequence in the first pattern, does not introduce additional angles when writing a “sharp” element and does not make the second element look like a trapezoid (score - 5 points). In this case, it is allowed to increase the size of the elements or reduce them by no more than 1.5 times and a single detachment of the pencil. This analysis provides an evaluation of the proposed sample programme. In each case of changing one or another task, an additional assessment of the correlation of the level of task performance with a score is required. Therefore, it is desirable that other tasks be built in a similar way, with the logic corresponding to this option.
It is considered acceptable (if there are no gaps, double elements, their sequence is clearly kept) for the second element to have a “somewhat trapezoidal” shape (the assessment is also
5 points). We also allow the “leaving” of the line by no more than 1 cm up or down. With a greater “leaving” of the line or an increase in the scale of the patterns (but holding the program), a score of 4.5 points is given. However, since the second pattern is objectively more difficult to continue (copy), its execution may be less accurate. It is allowed to tear off the pencil, the image of two large peaks as a capital printed letter M, and a small peak as L (score - 5 points). Reliance on familiar letter elements, even if they are of slightly different sizes and the line itself “is lowered” or “rises”, is considered correct (in the event that such reliance on familiar letters is an independent product of the child, and not a “tip” of a specialist, which, as we have already said, is not allowed).
Moderately successful (when performing the first pattern) is considered to be performed with only single errors (double elements of the pattern, the appearance of extra corners when moving from element to element, etc.) while maintaining the correct rhythm of the pattern in the future. When performing the second pattern, a slightly larger variation in the size of the elements and also the presence of single execution errors (score - 3 points) are allowed.
An option is considered unsuccessful when the child makes mistakes in the execution of the first pattern (extra elements, lower right angles), and in the second pattern rhythmically repeats a combination of large and small elements equal in number. For example, there may be two small peaks, and one large one, or this is an alternation of a large and a small peak - a simplification of the graphics program and likening it to the first pattern (score - 2.5 points).
The presence of isolated spelling of elements (breaks) is considered unsuccessful and is estimated at 2 points.
The inability to hold the program, including the "not bringing" the pattern to the end of the line, or the constant presence of additional elements, and / or frequent pencil tear-off and pronounced changes in the size of the pattern, or the complete absence of any particular rhythm (especially in the second pattern) is considered unsuccessful (estimated as 1 point).
If the child does not complete the task or starts and quits, while doing some of his own business, the score is 0 points.
Task number 2 . "Words" (O.G. Khachiyan).
Target. Evaluation of the formation of the child's sound and sound-letter analysis of the material supplied by ear, the formation of graphic activity (in particular, writing graphemes), arbitrary regulation of one's own activity.
Instruction. Look at the sheet. Here is task number 3. (Followed by a display on the form, where task number 3 is located.) Now look at the board.
Now I will say a word and put each sound in its own box. For example, the word HOUSE. At this point, the teacher clearly pronounces the word HOUSE and demonstrates to the children how to mark the sounds in the squares.
There are three sounds in the word DOM: D, O, M (writes letters in squares). You see, there is one extra square here. We will not mark anything in it, since there are only three sounds in the word HOUSE. There can be more squares than sounds in a word. Be careful!
If you don’t know how to write a letter, then just put a check mark instead of the letter - like this (letters are erased in the squares on the board - one or two, and ticks are put in their place).
Now take a simple pencil. I will say the words, and you will mark each sound in your box on the sheet (at this moment, the specialist shows on the form where it is necessary to put down the letters).
We started. The first word is BALL, we begin to note the sounds ... The specialist watches how the children complete the task and notes the features of their work in the observation sheet.
Words for analysis: BALL, SOUP, FLY, FISH, SMOKE.
Analysis of the results of the task.
Successful completion (score of 5 points) is the error-free filling of the squares with letters or the replacement of individual “complex” letters with checkmarks in the required number and without gaps. It is also important that the child does not fill in those extra squares, which (in accordance with the sound-letter analysis of the word) should remain empty. In this case, single independent corrections are allowed.
4 points are assessed for such a performance in which the child makes one mistake and / or several corrections of his own, and also if the child does everything correctly, but instead of all letters in all analyzed words, he correctly puts down signs, leaving the necessary squares empty. Filling in the squares with both letters and checkmarks with up to three errors, including omissions of vowels, is considered moderately successful. In this case, one or two independent corrections are permissible. This performance is worth 3 points. Incorrect filling of the boxes with only checkmarks is considered unsuccessful if there are three errors and one or two own corrections (score - 2 points). Incorrect filling of the boxes with letters or checkmarks (three or more errors) is estimated at 1 point, that is, in the case when there is a clearly insufficient formation of the sound-letter analysis. The unavailability of the task as a whole (checkmarks or letters in separate boxes, checkmarks in all boxes, regardless of the composition of the word, drawings in boxes, etc.) is estimated at 0 points.
Task number 3. "Encryption"(N.Ya.Semago, M.M.Semago)
Target. Identification of the formation of arbitrary regulation of activity (holding the algorithm of activity), the possibilities of distributing and switching attention, working capacity, pace and purposefulness of activity.
The time to complete this task is strictly limited to 2 minutes. After 2 minutes, regardless of the amount of work done, all children should go to task number 5 (drawing). The task of the specialist is to track this moment.
Four empty figures are drawn on the board (square, triangle, circle, rhombus), which, in the process of giving instructions, the specialist fills in with the appropriate signs, the same as in the sample task (the first line of four figures, which is underlined).
Before the start of the screening, the specialist must appropriately put “marks” in the sample figures of this task in all forms.
Instruction. Now turn the sheet over. Look carefully. Figures are drawn here. Each of them has its own icon. Now you will put signs in empty figures. This should be done like this: put a dot in each square (accompanied by showing and placing a dot in the middle of the square on the board), in each triangle - a vertical stick (accompanied by showing and placing the corresponding sign in a triangle on the board), in a circle you will draw a horizontal stick ( accompanied by the corresponding display), and the diamond will remain empty. You don't draw anything in it. On your sheet (the specialist shows a sample of filling on the form) it is shown what needs to be drawn. Find it on your sheet (point with your finger, raise your hand, who saw ...).
All figures must be filled in turn, starting from the very first row (accompanied by a hand gesture along the first row of figures from left to right in relation to the children sitting in front of the specialist). Don't rush, be careful. Now take a simple pencil and start working.
The main part of the instruction can be repeated twice: Put your sign in each figure, fill in all the figures in turn.
From this moment, the task execution time (2 minutes) is counted. The instruction is no longer repeated. One can only say: how to fill in the figures - it is shown on the sample on their form.
The specialist fixes in the observation sheet the features of the task and the nature of the children's behavior. Work lasts no more than 2 minutes. After this time, the teacher asks all the children to stop and stop working: And now everyone put down their pencils and looked at me.
Analysis of task results.
An error-free filling of geometric shapes in accordance with the sample for a period of up to 2 minutes is considered successful (score - 5 points). Your own single correction or single omission of a fillable shape is acceptable. At the same time, the child's graphics do not go beyond the limits of the figure and take into account its symmetry (graphic activity is formed in visual-coordinating components).
One random error (especially at the end, when the child stops referring to the filling standards) or the presence of two independent corrections is estimated at 4.5 points. With two gaps in the filled figures, corrections or one or two errors in filling, the quality of the assignment is estimated at 4 points . If the task is completed without errors, but the child does not have time to complete it to the end in the time allotted for this (no more than one line of figures remains unfilled), the score is also 4 points. one or two errors in filling, but also poor graphics of filling (going beyond the limits of the figure, asymmetry of the figure, etc.). In this case, the quality of the task is estimated at 3 points.
3 points is also estimated error-free (or with a single error) filling in the figures in accordance with the sample, but skipping the whole line or part of the line. As well as one or two self-corrections.
Such a performance is considered unsuccessful when, with one or two errors, combined with poor filling graphics and gaps, the child did not manage to complete the entire task in the allotted time (more than half of the last line remains unfilled). This option is worth 2 points. Such an execution option is estimated at 1 point when there are marks in the figures that do not correspond to the samples, the child is not able to keep the instruction (that is, he begins to fill in all the circles first, then all the squares, etc., and after the teacher’s remark continues to complete the task in the same style). If there are more than two errors (excluding corrections), even if the entire task is completed, 1 point is also given. Particular attention should be paid to such performance results when the child does not have time to complete the task in its entirety within the allotted time. This can characterize both a low pace of activity, the difficulty of the task itself, and the child's fatigue (since this task is one of the last).
The rate of completion of this task must be compared (including the observation sheet, where it can be noted whether the child manages to complete tasks simultaneously with other children or each task, even if not standardized in time, he performs more slowly than others) with the rate of completion of other tasks (in particular task number 1). If task number 4 is performed much more slowly than everything else, this indicates a high “price” of such an activity, that is, compensation for difficulties by slowing down the pace. But this is precisely the reflection of the child's physiological unpreparedness for regular learning.
If it is impossible to complete the task as a whole (for example, the child began to do, but could not finish even one line, or made several incorrect fillings in different corners and did nothing else, or made many mistakes), a score of 0 points is given.
Task number 4. "Drawing of a man"
Target. General assessment of the formation of graphic activity, assessment of topological and metric (observance of proportions) spatial representations, general level of development.
Instruction. And now the last task. On the remaining space on the sheet (the specialist shows a free space on the form with his hand), draw a person. Take a simple pencil and start drawing.
The time for completing the last task is generally not limited, but it does not make sense to continue the task for more than 5-7 minutes.
In the process of performing tasks, the specialist notes the nature of the behavior and work of children in the observation sheet.
Analysis of results.
This task is a reflection of both the formation of the actual graphic activity and, to a certain extent, the maturity of the motivational-volitional and cognitive sphere of the child. Since this task is the last one and is not actually educational, there may be discrepancies between the quality of the graphic execution of tasks No. 1, 2, 3 and the quality of the drawing itself. In general, the quality of the drawing (degree of details, the presence of eyes, mouth, ears, nose, hair, as well as not rod-shaped, but voluminous hands, legs and neck) indicates the maturity of graphic activity, the formation of ideas about the spatial characteristics and relative proportions of the human body. Such drawing of a person (with the presence of the above signs) is considered successful and normative (estimated at 5 points). At the same time, in the drawings of girls, the legs can be covered with a dress, and the shoes “peep out”. The number of fingers on the hand may not correspond to five, but it is important to note that these were not sticks sticking out of the hand, but some kind of brush, even if “mitten-shaped”. For a score of 5 points, the proportions of the face and body must be generally respected. A less proportional pattern is rated 4 points, which may have either a large head or too long legs. In this case, the neck, as a rule, is absent, and the image of the hand may not be, although the body is dressed, and the arms and legs are voluminous. On the face, with a score of 4 points, the main details should be drawn, but may be missing, for example, eyebrows or ears.
Moderately successful is a more conditional execution of a person's drawing (for example, a schematic face - only an oval, the absence of pronounced body contours). The task in this case is estimated at 3-3.5 points. Unnatural attachment of arms and legs, drawing legs or arms in the form of rectangles without fingers or feet is estimated at 3 points. Failure to comply with the basic proportions is also considered conditionally acceptable (score 3 points). A more gross violation of the graphic image of a person as a whole or individual parts is considered unsuccessful, it is estimated at 2.5 points. If, in addition to this, hair, ears, hands, etc. have not yet been drawn (at least an attempt has not been made to depict them). - The execution of the drawing is estimated at 2 points.
The image of a person in the form of several ovals and several sticks, as well as arms and legs in the form of sticks (lines), a combination of ovals and sticks, even if there are separate facial features and two or three stick fingers - all this is considered inappropriate for performance and is evaluated at 1 score. Completely unsuccessful and rated at 0 points is the image of a person in the form of a "cephalopod" or "cephalopod-like" person.
Evaluation of the results of the child's performance of all tasks is determined by the sum of points for all completed tasks.
ASSESSMENT OF BEHAVIORAL PECULIARITIES
CHILDREN UNDER SCREENING.
The observation sheet is a form that contains individual data, including the place where the child is when performing tasks, and, in addition, the features of the child's activities are noted.
They are grouped into the following assessment areas.
– In the column “Needs additional help”, the specialist notes those cases when the child repeatedly needs help in the process of completing tasks. The child himself calls an adult and asks him to help or cannot start work without stimulation from an adult - in any case, if the child needs additional help from an adult more than once, a “+” sign or a tick is put in front of his last name in this column. At the same time, if the child needs help in completing each task, this feature is additionally noted in the “Other” column (for example, “needs constant help”, “cannot work independently”, etc.).
- In the column “Works slowly”, the specialist notes those cases when the child does not fit in at the time for completing tasks, which is sufficient for all the children in the group. If a child has to wait and this is observed when working with more than one task, in this column, a “+” sign or a tick is placed opposite the child’s last name. When a child for some reason does not begin to complete a task and the specialist needs to further activate it, this can be more likely attributed to the need for additional help than to the slow pace of performance.
- If the child is disinhibited, interferes with other children, cannot concentrate himself, grimaces, is distracted, talks loudly, etc., this is noted in the appropriate column. If such behavior is noted practically throughout most of the work, this fact must be noted in the "Other" column.
In the "Other" column, the following features of the child's behavior should also be noted:
a complete refusal or a pronounced negative attitude towards the very process of completing tasks;
the child burst into tears and cannot stop;
showed a violent affective reaction or requires some special additional help from an adult;
demonstrates a complete lack of understanding of what is happening.
Correction factors are defined as follows:
1. If one sign of behavioral difficulties is marked on the observation list (it doesn’t matter which one), then the total score received by the child for completing all tasks is multiplied by
coefficient 0.85.
2. If two signs of behavioral difficulties are marked on the observation sheet (no matter what), then the total score received by the child for completing all tasks is multiplied by a factor of 0.72.
3. If three signs are marked on the observation sheet, reflecting behavioral difficulties, then the total score received by the child for completing all tasks is multiplied by
coefficient 0.6.
4. If four signs are marked on the observation sheet, reflecting behavioral difficulties, then the total score received by the child for completing all tasks is multiplied by a factor of 0.45.
TOTAL ASSESSMENT OF ASSIGNMENT PERFORMANCE
1st level. Readiness to start regular schooling from 17 to 25 points
2nd level. Conditional readiness to start training from 14 to 17 points.
3rd level. Conditional unpreparedness to start regular training from 11 to 14 points.
4th level. Unpreparedness at the time of the survey to start regular training, the total score is below 10 points.
Intellectual readiness for schooling.
1. The concept of intellectual readiness for school.
Intellectual readiness is understood as differentiated perception (perceptual maturity), including the selection of a figure from the background, the difference between letters or numbers that are close in spelling, the ability to work according to a model; sufficiently developed and stable forms of attention: concentration, switching and distribution; analytical thinking, expressed in the ability to analyze the conditions, signs of some objects, phenomena and in the possibility of establishing the main logical - causal relationships between them; in the possibility of selection and logical memorization, the formation of spatial orientation and fine motor skills of the hand; formation of visual-motor and auditory-speech coordination.
Even L.S. Vygotsky believed that the readiness for schooling on the part of the intellectual development of the child lies not only in the amount of knowledge acquired by the child, although this is also not an unimportant factor, but in the level of development of the intellectual processes themselves: “... the child must be able to highlight the essential in phenomena of the surrounding reality, to be able to compare them, to see similar and different; he must learn to reason, find the causes of phenomena, draw conclusions ... have the ability to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories.
In the study of intelligence from the point of view of readiness for schooling, the characteristics of speech should also come to the fore, i.e. the level of its formation necessary to start schooling, since the development of intelligence (thinking) depends on speech development.
Intellectual readiness for school presupposes that the child has an outlook, a stock of specific knowledge. The child must have a systematic and complete perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically thinking remains figurative, based on real actions with objects, their substitutes. Intellectual readiness also implies the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity. Summarizing, 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 relationships between phenomena, the ability to reproduce a pattern);
rational approach to reality (weakening of the role of fantasy);
logical memorization;
interest in knowledge, the process of obtaining it through additional efforts;
mastery of colloquial speech by ear and the ability to understand and apply symbols;
development of fine hand movements and hand-eye coordination.
The child must overcome his preschool egocentrism and learn to distinguish between different aspects of reality. Therefore, to determine school readiness, J. Piaget's tasks are usually used to preserve the amount that clearly and unambiguously reveals the presence or absence of cognitive egocentrism (transfusion of liquid from a wide vessel into a narrow one, comparison of two rows of buttons at different intervals, comparison of the length of two pencils located on different levels, etc.) f. Piaget understood mental development primarily as the development of the intellect, which is carried out as a result of the maturation of cognitive structures, as a transition from one stage to another.
An important aspect of intellectual readiness for school is the mental activity and cognitive interests of the child: his desire to learn something new, to understand the essence of the observed phenomena, to solve a mental problem. The intellectual passivity of children, their unwillingness to think, to solve problems that are not directly related to the game or everyday situation, can become a significant brake on their educational activities. The educational content and educational task should not only be singled out and understood by the child, but become the motive of his own educational activity.
2. Features of mental processes.
Intellectual readiness for schooling is associated with the development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, and draw conclusions. The child should have a certain breadth of ideas, including figurative and spatial, appropriate speech development, cognitive activity. (1; 43)
The study of the features of the intellectual sphere can be started with memory research- a mental process that is inextricably linked with the mental process. Memory develops in two directions - arbitrariness and meaningfulness. Children do not voluntarily memorize educational material that arouses their interest, presented in a playful way, associated with vivid visual aids or memory images, etc. In order for a child to be able to master the school curriculum well, it is necessary that his memory becomes arbitrary, that the child has various effective means for memorizing, preserving and reproducing educational material. To determine the level of mechanical memorization, a meaningless set of words is given, for example: year, elephant, sword, soap, salt, noise, hand, sex, spring, son. The child, having listened to this whole series, repeats the words that he remembered. Can be used (in difficult cases) repeated playback - after additional reading of the same words - and delayed playback, for example, an hour after listening. L.A. Wenger cites the following indicators of mechanical memory, characteristic of 6-7 years of age: from the first time, the child perceives at least 5 words out of 10; after 3-4 readings reproduces 9-10 words; after one hour, forgets no more than 2 words reproduced earlier; in the process of sequential memorization of the material, “failures” do not appear when, after one of the readings, the child remembers fewer words than earlier and later (which is usually a sign of overwork). (6; 84)
A. R. Luria's method allows to reveal the general level of mental development, the degree of mastery of generalizing concepts, the ability to plan one's actions. The child is given the task of memorizing words with the help of drawings: for each word or phrase, he himself makes a concise drawing, which will then help him reproduce this word. THOSE. the drawing becomes a means to help memorize words. For memorization, 10-12 words and phrases are given, such as, for example, a truck, a smart cat, a dark forest, a day, a fun game, frost, a capricious child, good weather, a strong person, punishment, an interesting fairy tale. After 1-1.5 hours after listening to a series of words and creating the corresponding images, the child receives his drawings and remembers for which word he made each of them. (7; 57)
In addition to accepting and not accepting the task, partial acceptance occurs at the age of 6: the child remembers the word in the course of drawing, but forgets it when playing, replacing it with a specific description of his drawing. The general level of mental development of the child and in the analysis of other features of the task - the adequacy of the drawings, the degree of their conciseness, conventionality (or, on the contrary, concreteness, detail), the location of the drawing on the sheet (which indicates the level of planning, organization (etc.
Thinking 6 - year-old child figuratively and quite specifically. When entering school, thinking must be developed and presented in all three main forms: visual-effective, visual-figurative, verbal-logical. But in practice, we often encounter a situation where, having the ability to solve problems well in a visual-effective way, a child copes with them with great difficulty with great difficulty, when these tasks are presented in a figurative and, even more so, verbal-logical form. It happens, and vice versa, a child can tolerably reason, have a rich imagination, figurative memory, but is not able to successfully solve practical problems due to insufficient development of motor skills and abilities. The level of development of visual-figurative communication is usually determined using the technique of split pictures. The child is given parts of the drawing that need to be folded in such a way that a complete image is obtained - a donkey, or a rooster, or a teapot, etc.
The level of development of spatial thinking is revealed in different ways. The method of A.L. Wenger “Labyrinth” is effective and convenient. The child needs to find a way to a certain house among others, wrong paths and dead ends of the labyrinth. In this he is helped by figuratively given instructions - by which objects (trees, bushes, flowers, mushrooms) he will pass. The child must navigate in the labyrinth itself and in the scheme that displays the sequence of the path, i.e. problem solving. (see appendix) (7;107)
The most common methods for diagnosing the level of development of verbal-logical thinking are the following:
a) "Explanation of complex pictures": the child is shown a picture and asked to tell what is drawn on it. This technique gives an idea of how correctly the child understands the meaning of the depicted, whether he can highlight the main thing or is lost in individual details, how developed his speech is.
b) "Sequence of events" - a more complex technique. This is a series of story pictures (from 3 to 6), which depict the stages of some action familiar to the child. He must build the correct row from these drawings and tell how the events developed. A series of pictures can be content of varying degrees of difficulty. For example, the sequence of events that unfolds in the kitchen is easy: the family has dinner, then the dishes are washed, and at the very end they dry themselves with a towel. Difficult ones include plots that involve understanding the emotional reactions of characters, their relationships, let's say the interaction of two boys, one of whom built a tower of cubes, and the second destroyed it; the series ends with a picture in which the first child cries. The "sequence of events" gives the psychologist the same data as the previous method, but, in addition, the child's understanding of cause-and-effect relationships is revealed here. (10;108)
Intellectual readiness of children for schooling
Rashchikulina E. N.
The ever-increasing flow of diverse information requires special attention to the development of the mental abilities of children. In many ways, this depends on the correct preparation of the child for schooling, taking into account the maturation of all body functions, the formation of high-quality neoplasms in all areas: physical, motivational, emotional-volitional, intellectual, communicative.
Intellectual readiness for schooling is considered by us as an appropriate level of the internal organization of the child's thinking, which ensures the transition to learning activities. This implies a developed ability of the child to penetrate into the essence of objects and phenomena, to master mental operations: analysis and synthesis, comparison and generalization, classification skills, etc. contradictions, which plays an important role in mastering the system of scientific concepts and generalized methods for solving practical problems at school.
We proceed from the fact that human thinking functions in accordance with three main principles: natural conformity, cultural conformity and complementarity. The principle of conformity to nature corresponds to the "first nature" of a person (which is dominated by imagery, contemplation, irrationality, intuition), allows us to take into account that the process of thinking obeys the laws of nature, manifests itself in its active creative nature, aimed at obtaining deep knowledge not only about the laws of objective reality, but and about the laws of origin, change and development of thinking itself.
The natural character of children's thinking is determined primarily by the predominance of a holistic emotional-sensory knowledge of the world, a special form of reflection of reality through emotional images (L.S. Vygotsky, A.V. Zaporozhets, K.K. Platonov, G.Kh. Shingarov, etc.) .
Features of the nature-like nature of children's thinking suggest the importance of analogies, which are based on the idea of similarity between various phenomena of reality, the ability to transfer what is known to little-known phenomena.
The principle of cultural conformity corresponds to the "second nature" of a person, which determines the general direction of activity and behavior, taking into account one's own and the social experience accumulated by previous generations. According to the cultural-historical theory of L.S. Vygotsky, the research of A.N. Leontiev, D.B. Elkonina and others, the child, in the process of its development, actively penetrates into the surrounding world of human relations, assimilating the social functions of people, the developed norms and rules of behavior, which is reflected in the child’s thinking, influences his orientation in the context of a particular culture, including the principle of cultural conformity in his work. .
In accordance with the principle of complementarity, the interaction of natural and cultural principles leads to their relatively stable asymmetric harmony in the child's thinking, with the dominance of natural, emotional-sensual, intuitive-figurative principles.
Analyzing the nature of thinking of a preschooler, it is necessary to dwell on the characteristics of its forms. Traditionally, the forms of thinking of preschool children are distinguished in the context of the main types of activity: visual-effective, visual-figurative, logical (A.V. Zaporozhets, A.A. Lyublinskaya, G.I. Menchinskaya, etc.).
The visual-effective thinking of a child (S.L. Novoselova, N.N. Poddyakov) is characterized as a kind of practical thinking, the main feature of which is the inseparable connection of thought processes with practical actions. Visual-figurative thinking of a preschooler is the solution of mental problems as a result of internal actions with images (L.A., Wenger, A.V. Zaporozhets, A.A. Lyublinskaya). The logical thinking of a preschool child is traditionally identified with speech, verbal, but the one-sidedness of this approach has been proven in the studies of L.A. Wenger, L.L. Gurova, I.S. Yakimanskaya and others. Indeed, the logic of the child, all forms of logical thinking (concepts, judgments, conclusions) have a figurative foundation.
In developing indicators of intellectual readiness for schooling, we were based on the idea of the integrity of the thought process, the unity of the figurative and verbal components of thinking (R. Arnheim, L.M. Wecker, L.A. Wenger, etc.), as well as the above principles of thinking.
In addition, we took into account the idea of N.N. Poddyakova on the self-development of children's thinking. His model of the cognitive sphere includes two poles: on the one - stable, clear, stable knowledge of the conceptual type, on the other - flexible, mobile mental formations that are in the process of becoming. Self-development of children's thinking occurs when each step of thinking, on the one hand, clarifies something, forms new stable clear knowledge, on the other hand, clear knowledge serves as the basis for the emergence of new, diffuse, "obscure knowledge", right hemispheric, intuitive images, reflecting the little-known aspects of the cognizable object.
Such an approach to developing indicators of the development of a child's intellectual readiness for school helps, firstly, to avoid a one-sided bias in assessing the child's intellectual abilities. Secondly, such a combination of criteria makes it possible to take into account the specifics of the thinking of preschool children, and hence the inherent value of preschool childhood.
In the process of developing the intellectual readiness of children for schooling, it is necessary to keep in mind the following methodological provisions:
Accounting for the integrity, asymmetric harmony of all forms of thinking of preschoolers in the organization of a full-fledged process of cognition. Understanding it from the point of view of self-movement, self-development of the child. This requires the teacher's attention not only to the content of the material, but also to the process of developing concepts, methods and forms of organizing the cognitive activity of children;
The process of cognition of the essence (concept) has two aspects: logical-discursive - conscious, having a verbal form, as well as intuitive-irrational, associated with conjectures, insights, based on figurative thought processes. In this regard, the concept is "the process and outcome of awareness and intuitive feeling of the essence of an object or subject, associated with emotional experiences";1
The concept has a content-resultative and procedural side, reflected in its features such as generalization, irreversibility, curtailment, stages, consistency, reflexivity. These properties of the concept have specific features in the thinking of preschoolers associated with the dominance of figurative and emotional components in them;
Accounting for the emotional attitude of the child to the material being studied, which creates a kind of dominant in thinking, supporting curiosity and interest in the process of cognition. An important manifestation of cognitive interest is the questions of children, which act as the driving forces of the process of understanding. Therefore, the justified and correct formulation of questions by the teacher, directing the child's thought to an independent search for answers, is so significant;
Methods for developing intellectual readiness for schooling are based on the unity of the image, word and action in the child's activity using sign-symbolic means as a link between the figurative and verbal components of thinking. This should involve various types of activities based on the leading activity and creativity of the child;
Intellectual readiness for schooling involves the development of ways of cognitive activity of the child. Here it is important to take into account the stages, stages of cognition. The sequence or stages of development of the concepts of preschoolers can be different. It depends on the content of the studied material, the individual characteristics of the child, the level of mastery of the concept.
These provisions, based on the principles of developmental education, contribute to the implementation of the continuity of preschool and primary education, the basis of which is the following areas of development of a child aged 3-10 years.
Mental neoplasms: reflection as awareness of oneself and one's activity; arbitrariness, imagination, cognitive activity, understanding and operation of sign-symbolic means.
Social development: awareness of social rights and obligations, interaction with the outside world.
Activity development: the priority of leading activity based on creativity.
Readiness for further education, for the study of academic subjects.2
The implementation of these directions will give the necessary result only in the conditions of personality-oriented education, addressed to the feelings, the individually unique inner world of a person, to his attitude, worldview, worldview.3
Such education contains an activity foundation, is based on the principles of "psychological pedagogy" (4), has a dialogical, reflective, understanding, empathetic character. This is largely determined by the personality of the teacher, the degree of his pedagogical skills, the level of pedagogical reflection, the depth of professional and pedagogical thinking.
Indicators of intellectual readiness
figurative component
1. The ability to perceive the diverse properties, signs of the subject.
2. Visual memory on a figurative basis.
3. The ability to generalize the existing ideas about the subject (phenomenon).
4. Development of mental operations of analogy, comparison, synthesis.
5. Heuristic thinking.
Verbal component
1. The ability to enumerate the various properties of objects, to single out the essential ones from them.
2. Auditory memory based on speech.
3. The ability to generalize many single concepts using familiar or self-chosen terms.
4. Development of mental operations of classification, analysis.
5. Critical thinking.
Bibliography
1. Granatov G.G. Complementarity method in the development of concepts (pedagogy and psychology of thinking). Magnitogorsk, 2000. P. 1.
2. Vinogradova N.F. Modern approaches to the implementation of continuity between preschool and primary levels of the education system // Primary school. 2000. No. 1. S. 7 - 12.
3. Gershunsky B.S. Philosophy of education for the XXI century. M. 1997.
4. Zinchenko V.P. Principles of psychological pedagogy // Pedagogy. 2001. No. b. pp. 9 - 17.
When a child reaches the age of 6-7 years, the question arises of his readiness for schooling. Most often, under the concept of “readiness for schooling”, the parents of the child understand his ability to read, write and count. But, as practice shows, this is far from enough for the child to successfully master the school curriculum and achieve high academic results.
The modern education system places special demands on children. And, unfortunately, not all younger students are able to cope with the requirements placed on them. Almost all researchers involved in the study of the success of education believe that the problem of such learning for the first time manifests itself as a problem of readiness for schooling.
In the psychological and pedagogical literature there is a wide variety of approaches to the consideration of the essence, structure, content, conditions of readiness for learning at school.
Sh Zaporozhets A.V. readiness of the child to study at school is considered as a system of qualities that characterize his physical, mental, moral development. The readiness of children for school includes Zaporozhets A.V. Selected psychological works. In 2 vols. T. 1 Mental development of the child. - M. Pedagogy, 2006. - p. 142.:
The general development of the child, that is, the stock of knowledge, skills and abilities;
special training of the child, that is, possession of the elements of educational activities;
a positive attitude towards school, which includes the intellectual, emotional and volitional components of a preschooler's personality.
b Proskura E.V. highlights in readiness for school:
mental readiness,
motivational readiness,
emotional readiness,
readiness for learning.
e E.I. Radina understands readiness for school as:
mental development;
physical development,
development of the child's collective behavioral skills,
orientation in the social environment.
But all the authors are unanimous in the idea that the readiness of the child to study at school is a new stage in the mental development of the child, which is a combination of morphological and psychological characteristics of a child of older preschool age, ensuring a successful transition to a systematic organized school education.
The readiness of a child to study at school depends on his entire previous development, on what skills, abilities, knowledge, or, as it is now commonly expressed, what competencies the child has accumulated in previous years of life. To be ready for school, a child must be able to do a lot. And this "a lot" is not reduced to a simple set of school skills, such as knowing letters and numbers, the ability to write and count, having some knowledge about the world around us, that is, to a certain mental development. In addition to an elementary stock of knowledge, a preschooler must also have special knowledge and skills. He must have willpower, patience, adequate self-esteem, communication skills, the ability to control and manage his behavior. A preschooler must have a desire to learn, he must have a certain level of development of mental cognitive processes, such as perception, imagination, thinking, memory, attention, speech, necessary for schooling.
Thus, the concept of "readiness for learning" includes a variety of concepts: physiological, intellectual, personal readiness.
Intellectual readiness is understood as the totality of knowledge, skills and mastered actions that have been formed in the process of acquiring this knowledge and skills.
According to many psychologists, intellectual development does not take the main place in the development of the child's psyche, but it is on the basis of the development of the intellect that its further maturation takes place. Such scientists as Jean Piaget, L.I. Bozhovich, L.A. Wenger and A.L. Wenger, V.S. Mukhina, N.G. Salmina, V.G. Maralov and others.
In this chapter, we will consider precisely the intellectual readiness of a preschooler for schooling.
So, what is the intellectual readiness of the child for schooling? Bozhovich L.I. believed that several components Bozhovich L.I. are included in intellectual readiness. Selected Psychological Works / Ed. DI. Feldstein / [Text]. - M.: Pedagogical literature, 2005. - p. 174.:
An older preschooler should have a stock of quality, that is, correct and clear knowledge about the world around him.
· Must have an understanding of the surrounding reality and understand the patterns of these phenomena.
· An older preschooler should have an interest in the process of acquiring knowledge, that is, a cognitive interest.
A child of this age should have the following cognitive activities:
l be able to examine objects and phenomena, highlighting their properties;
l be able to identify the essential properties of objects and phenomena and compare them, find similarities and differences, identify causes and draw conclusions;
- to have a high level of development of visual-figurative thinking, which allows you to highlight the main thing in objects and phenomena and establish relationships between them;
to have the formation of the symbolic function of thinking and imagination.
· A preschooler, who will soon begin schooling, should have formed the arbitrariness of mental processes, such as attention, memory.
· A child, being considered a future first-grader, must have a well-developed speech, which can reflect the level of his intellect and logical thinking. The ability to coherently and consistently express the train of thought should be formed, phonemic hearing should be developed.
So, having knowledge about the world around him, a preschooler must have information about his family and life: know his address, the names of his parents and their place of work. A preschooler should have a stock of information about the life around him, navigate the seasons and their signs, know the days of the week, the names of the months, distinguish between trees, flowers, animals. The child should be able to establish causal and spatio-temporal relationships, formulate their own judgments and ideas. All this knowledge about the world around the child should be formed in the system and under the guidance of an adult. This is due to the fact that all the knowledge that the child receives sensitively, from contact with the world around him, is difficult for the child to put together in a general picture, this knowledge can remain separate from each other. Therefore, the child needs the help of an adult in order to systematize his knowledge about the world around him.
Intellectual readiness for learning at school also implies the formation of certain skills in the child. Such skills include the ability to perceive information, identify and set a task, look for the causes of phenomena, be able to systematize and classify the signs of objects, highlight the similarities and differences of objects, their new properties Tikhomirova L.F., Basov A.V.. The role of kindergarten in preparing children for school, chapter 2. Reasons for the unpreparedness of children for school. [Text]. - Yaroslavl: Academy of Development, 2006. - p. 185..
Intellectual readiness for schooling implies that the child must develop cognitive needs, interest in new facts, objects and phenomena. To this end, adults should provide the child with a sufficient flow of information to enhance mental activity, develop his interest in learning new things. Most successfully, this process occurs through reading books to the child, through instilling in him an interest in reading and books.
The preschooler should be taught how to examine objects and the ability to follow the standard. Such a skill as following the standard ensures the ability of the future student not to confuse similar letters and numbers when writing, to distinguish between geometric shapes, regardless of their position in space. The ability to navigate in space is also necessary for schooling. The ability not to confuse the directions to the right-left, up-down, to understand what is higher-lower, further-closer, narrower-wider are simply necessary for the future student. This skill then translates into the fact that the child can easily calculate in a notebook whether there is enough space on the line for writing text, how many lines should be counted from the edge of the page, and so on.
Another skill is the development of phonemic hearing. The development of phonemic hearing will ensure the correct spelling of consonant words, will not allow such a type of error as omissions in words, and will read well. The development of colloquial speech leads to the development of the ability to correctly, emotionally, coherently and clearly express one's thoughts. A child with such skills easily copes with the task of highlighting the main idea in the story, compiling the story according to a certain plan. The ability to speak clearly and clearly, not in fragments, but in a whole coherent story, so that one can understand the situation is also an important skill in the intellectual readiness of a child.
As for the ability to count, here the preschooler must operate with numbers from 1 to 10. But this does not mean that he must already solve examples and problems within these numbers. Often children like a verse know the numbers from 1 to 10 and vice versa, but do not understand what is behind these numbers. Therefore, before school, the child must understand what a value and a number are. It should represent what is behind the number 2 or 5.
Preparing a hand for writing is an important skill for a future student. Developed fine motor skills of the hand are directly related to the future ability to write correctly and beautifully, with the development of speech, and finally, intelligence.
Thus, intellectual readiness for learning at school is a certain level of development of cognitive processes that occurs throughout the preschool age. The intellectual readiness of the child for school lies in a certain outlook, a stock of specific knowledge, in understanding the basic laws.
In addition to these skills, the child must be at the required level of development of all mental processes. The development of perception, memory, attention, thinking allows him to master new information, compare it with already familiar things, find similarities and differences in them, highlight the main and minor details, analyze, generalize and draw conclusions.
The development of such a mental cognitive process as perception is associated with the formation of a child's ideas about the external properties of objects, that is, color, shape, size, taste, smell, location in space. Cognition of the world begins with perception, therefore it is the foundation of the mental development of the child. The sensory development of a preschooler is necessary for the assimilation of many subjects at school, since there the process of perception becomes already meaningful, purposeful, acquires an arbitrary character, gradually turning into examination, observation, during which the properties and qualities of objects can be identified and named.
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