Khapacheva Sara Muratovna, Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Pedagogical Technologies of the Federal State Budgetary Educational Institution of Higher Professional Education "Adyghe state university", Maykop [email protected]
Dzeveruk Valeria Sergeevna, second-year student of the Faculty of Pedagogy and Psychology of the Adyghe State University, Maykop [email protected]
Socially psychological readiness children for school as a significant component of a child’s general psychological readiness for school
Abstract. The article discusses the issue of children's readiness for schooling. The authors reveal in particular detail the socio-psychological readiness of children for schooling during the transition from preschool educational institutions to primary school. The socio-psychological readiness of children for schooling significantly increases the effectiveness of children's adaptation to schooling. Key words: psychological and pedagogical readiness, social readiness, adaptation to schooling, motivation, individual characteristics of the student, school readiness. Section: (02) comprehensive study of a person; psychology; social problems of medicine and human ecology.
Links to sources 1. Belova E.S. Influence within family relations on the development of giftedness in preschool age // Psychologist in kindergarten.–2008.–№1. – pp. 27–32.2. Vygotsky L. S. Collected works: v6 vol. – M., 1984. – 321 p.
3. Vyunova N.I., Gaidar K.M. Problems of psychological readiness of 6–7 year old children for schooling // Psychologist in kindergarten. –2005.–№2. -WITH. 13–19.4. Dobrina O. A. A child’s readiness for school as a condition for his successful adaptation. –URL:http://psycafe.chat.ru/dobrina.htm (07/25/2009). 5. School readiness (2009). Ministry of Education and Science. –URL:http://www.hm.ee/index.php?249216(08.08.2009). 6. Dobrina O.A. Decree. Op.7. Readiness for school (2009).
Sarah Khapacheva,Candidate of Pedagogical Sciences, Associate Professor at the chairt of Pedagogy and Pedagogical Techniques, Adyghe State University, Maikop
[email protected] Jewery,
Student, Pedagogy and PsychologyDepartment, Adyghe State University, [email protected] and psychological readiness of children for schooleducationas a significant component of common psychologicalreadiness for schoolAbstract.The paperdiscusses the readiness of children for schooleducation. The authors detail social and psychological readiness of children for school in the period from preschool educationtoprimary schooleducation. Social andpsychological readiness of children for school significantly increases the effectiveness of the adaptation of children to schooleducation.Keywords:psychopedagogical readiness, social readiness, adaptation to school learning, motivation, individual characteristic of a pupil, school readiness.References1.Belova,E. S. (2008) “Vlijanie vnutrisemejnyh otnoshenij na razvitie odarennosti v doshkol"nom vozraste”, Psycholog v detskom sadu, No. 1, pp. 27–32 (inRussian). 2. Vygotskij, L. S. (1984) Sobranie sochinenij: v 6 t .,Moscow,321 p.(in Russian).3.V"junova,N. I.&Gajdar,K. M. (2005) “Problemy psihologicheskoj gotovnosti detej 6–7 let k shkol" nomu obucheniju", Psycholog v detskom sadu, No. 2, pp. 13–19 (in Russian). 4. Dobrina, O. A. Gotovnost" rebenka k shkole kak uslovie ego uspeshnoj adaptacii. Available at: http:,psycafe.chat.ru/dobrina.htm (07/25/2009)(in Russian). 5.Gotovnost" k shkole (2009). Ministerstvo obrazovanija i nauki. Available at: http:,www.hm.ee/index.php?249216 (08.08.2009)(in Russian). 6.Dobrina,O. A. Op. cit .7.Gotovnost" k shkole (2009).
Gorev P. M., candidate of pedagogical sciences, editor-in-chief of the magazine “Concept”
We would like to devote this article to the topic of social readiness for school and games. By social readiness, the authors understand the sufficient formation of the emotional-volitional component...
We would like to devote this article to the topic of social readiness for school and games. By social readiness, the authors understand the sufficient formation of the emotional-volitional component and the “pretense” of the child. You might be surprised that the terms “social readiness” and “play” are used in the same context. However, we will try to show you that they are inseparable.
The fact is that the teachers we interviewed noted the following trends.
The first situation: children come to school without having played enough. They bring toys to school and find it difficult to refuse play activities during lessons; they strive to include their peers and teachers in this process. The problem is not that the child brings toys, but that he cannot refuse them in favor of studying. This applies even to school-prepared children. Another problem, seemingly unrelated to the game, is the expressed desire to be the first and only for the teacher. It is difficult for such children to be in a team, to adhere to the rules existing in this team. They want to always be asked, called to the board, so that the teacher is only for them. At the same time, they are offended that they ask Vasya or Lena, that Sasha was given a “four”, but he got nothing. Such children regard the actions of the teacher as ignorance and lack of self-love. At home they complain that the teacher loves other children more, but does not pay attention to him. This situation may make you reluctant to go to school at all. This behavior is most pronounced in children who did not attend kindergarten, who prepared for school one-on-one with a tutor or parents.
What's the matter?
Many modern parents pay great attention to the intellectual development of children, believing that intelligence and broad knowledge are the key to successful schooling. And good grades at school, in turn, are a guarantee of successful labor activity in the future. However, intellectual readiness is not the only prerequisite for successful learning. The readiness to accept a new social role is also very important - the role of a schoolchild, which involves taking on important responsibilities, the ability to subordinate one’s own desires to the requirements of the teacher, school curriculum. In other words, the child must have formed emotional and volitional readiness.
But not all parents know that the volitional component is formed mainly in the game.
Some of you, dear parents, will probably be surprised how the game is connected with the development of will. After all, many people believe that the game is a waste of time and is not worth dedicating to it. special attention. What better time, which the child spends on “childish” games, can be occupied with more “useful” things, for example, English or chess, ballroom dancing or drawing. Parents are proud if a child can do what they consider to be such important things for several hours in a row. But often such a child cannot choose a game on his own (we do not mean intellectual, developmental games). And even if he chooses and finds partners (for example, when friends with children come to visit), he cannot play without organizational help, attracts the attention of adults by aimlessly asking questions, or sits down with the children at the same computer.
So how do the games chosen by modern parents (aimed at developing intelligence) differ from games that contribute to the formation of the emotional-volitional sphere? By the way, you will probably be surprised that the latter are the games of our childhood, the childhood of our parents and forefathers: “tag”, “hide and seek”, “Cossack robbers”; role-playing games (“mother-daughter”, “war games”). The significance of “old-fashioned” games, half-forgotten by modern parents, is very great! Judge for yourself.
- It is in the game that the ability to voluntarily, on one’s own initiative, comply with the rules and laws is initially manifested. Where else but here does the desire to subordinate the emotional impulse to the will appear? Remember how, as a child, you did not dare to leave your post, because you are a border guard. Or not helping a patient when you were a doctor. And the classics! If you step on the line, start over: rules are rules and they are for everyone!
- The game develops memory. The child learns to purposefully remember and remember. While playing, he learns more new things than when he is specially trained. Because he himself wants to learn and remember.
- During the game, imagination develops (children build houses from chairs, design and make rockets from boxes). Imagination is an important basis for creativity. By creativity we mean the ability to create new things in various areas of life. The child gains the ability non-standard solution tasks, the opportunity to look at the same problem differently. The ability to see figures of some animals, castles, landscapes in the clouds, or to make something very beautiful out of old driftwood is creativity. Creativity is also the ability to saturate, gain pleasure and satisfaction from work and life in general.
- In the game, new movements are developed and improved, motor skills are developed. Can you imagine how a child has to move while pretending to be a hare jumping on the lawn?! In role-playing games, children love to pour or pour something - the accuracy of movements is formed. Some children like to repeat the actions and movements of their favorite heroes and artists (dancers and Spider-Man, circus acrobats and Batman) - the ability to regulate and coordinate movements develops. At the same time, there is an opinion that motor dexterity indirectly affects intellectual development.
- Children's communities are formed through play. Children learn to communicate with each other, including in the context of a certain activity, learn to negotiate and independently, without the participation of adults, to resolve conflict situations, come up with games and rules, exchange roles (“Now I’m a teacher, tomorrow you’ll be”). Children learn to play with each other, and not just in the same area. Watch how your children play in the sandbox: each one individually digs a hole and builds something, or Roma digs, and Valya and Yulia make pies from this sand, and then they all sit down to “lunch” together?
It should be noted that children attending kindergarten have better developed play than those who do not go to kindergarten, especially for only children or if there are, for example, two children in the family, but there is a large age difference between them (more than 7 years). In kindergarten there are always playmates. Home child either he is deprived of a gaming company at all, or the company appears, but so rarely that the relationship for the game does not have time to form. It turns out that children communicate more often with adults, but they don’t know what to do, how to play with other children.
Another situation is when parents bring their children to leisure centers. And there the child’s time is scheduled: now everyone is sliding down the slide, then a clown will come and make you laugh. Children play, but not independently. If these children are brought together, only without the clown, they often do not know what to do or how to play. Educators kindergarten, with whom the authors talked before writing the article, noted that the game can be destroyed, and this happens in stages. The game begins to break down when, for example, one of the children brings some kind of electronic toy, and the rest of the children stand in line to play, and the usual games are abandoned. This is the first stage. But there is still a distribution of roles and rules. However, then the kids come home and ask their parents to buy the same toy. This is the second stage. And if the parents agree and, moreover, give it to their child in kindergarten, the game is completely destroyed. Communication between children comes down to discussing who has passed what stage, etc.
What to do if you discover that your child does not know how to play? We will give you some recommendations.
If the child does not attend kindergarten, you need to make sure that he has company to play with (these could be the children of your friends, for example). But please do not think that your participation ends here. The child needs to be taught to play. Start with a simple game of hide and seek, play with him yourself, because it’s so nice to plunge into the happy moments of childhood and relive these moments with your child! Remember what you yourself loved to play and tell your children about it.
Play “mother-daughter” and be the daughter in this game. But be careful, listen to what the child wants, do not replace his desires with yours. Respect the rules your child makes. Be spontaneous and sincere, but do not forget that the child is he, and the adult is you.
In conclusion, we want to remind you that mental development includes three components: intellectual, emotional and physical development (development of fine and gross motor skills). This development occurs in different types of activities. But the game is of particular importance. It is the leading activity in the preschool period, since it corresponds to the characteristics of the child’s psyche and is most characteristic of him.
Brost Ekaterina Pavlovna, clinical psychologist,
teacher at NSMU, Novosibirsk,
Ponomarenko Irina Vladimirovna, medical psychologist
City children's and adolescent psychoneurological dispensary,
specialist in the field of family relations, Novosibirsk
Discussion
A very correct article - it’s just a shame that there are practically no reviews.
Indeed, it seems paradoxical that the will is formed in play... Nowadays children come to school intellectually overdeveloped, but they cannot study, the will is not developed, there is no voluntary attention, they do not know how to interact. And why all? Role-playing games and games with rules are practically dead. They only play in gardens or with psychologists - but before, how many times they played in courtyards! A whole children's play culture existed; it was not adults, but older children who taught younger ones to play... These games cannot be replaced by any playful teaching methods - after all, in learning, the guidance of an adult is inevitable, and in free play there is scope for children's initiative. Unfortunately, many parents do not realize the role of games for the development of a child; they keep him busy even before school to the eyeballs with various “school preparations” and sports training... So thank you so much for the article!
In general, you need to give birth to several children with a small difference and everyone will be happy - and you don’t have to go to kindergarten, and they play all the time. Tested by personal experience.
Comment on the article "Social readiness for school and play"
Psychological and physiological readiness of the child for school. Print version. 4.1 5 (46 ratings) Rate There are two components of a child’s readiness for school. I would like to draw the attention of parents to psychological readiness for school.
Psychologist's opinion. A child’s psychological readiness for school: how to assess. Readiness for school is not about counting and reading at all! And about the ability to hold voluntary attention, the ability to understand and follow...parents with preschool children - how to determine...
Data on school readiness remains in the kindergarten and is not transmitted to the school. They are needed only for the psychologist and educator himself, so that Preparing for school is one of the most exciting and pressing topics, especially for i.e. not only a familiar group, but also children of the same...
Discussion
I have been monitoring school maturity since the mid-90s (the overall dynamics are negative). For 6 years I worked in a lyceum with specialized classes, where the goal of diagnosis was to determine the child’s orientation and the opportunity to study according to a complicated program (2nd foreign language from 2nd grade). I have been working in a regular school for about 20 years, where the goal of diagnostics is to form EQUIVAL classes, since there is only one program, and there is no point in ranking children (and in principle I do not think this is correct). Those. In each class there are children with different levels of readiness in approximately equal numbers. And my task is a forecast: to determine the resource (what you can rely on) and the deficit (what you have to work on), determine the level of psychophysiological maturity and adaptability of the child, his energy potential (working capacity, fatigue, exhaustion), emotional characteristics...
The methodology I use is very reliable, certified, standardized - complex, but predictive. My task is to WARN, since parents decide the fate of the child.
According to the Education Law, a child can start school from 6.5 to 8 years of age (he will be enrolled in school based on registration). Parents are present during the interview, then I give a conclusion, interpret the results, tell you HOW you can work with certain problems, etc. And I think parents are sometimes dissatisfied with my conclusions)). However, later these conclusions are confirmed...
For example, “Exclusion of the superfluous”, which takes into account HOW the child excludes: according to the main feature, analyzing (liquid-solid, living-non-living, birds-insects, domestic and wild animals, etc.) or specifically, according to external sign(dog, hare, squirrel, hedgehog - excludes the hedgehog because it is prickly), according to the functional (“this one swims, and these ones run”), without yet understanding the main one. This different levels comprehension - completely preschool (concrete) or “preschool” (intuitive analysis-synthesis).
In any task, the instructions are given very precise and clear - the child can retain it or perform it superficially - this is a different level of perception, this is the arbitrariness of the activity (the main indicator of school maturity). The main question: ripe or not ripe - PRICE for the body, for the psyche, for self-esteem...
A child can count quickly and read decently, but at the same time he cannot separate the main from the secondary, he thinks like a preschooler... He will learn at the expense of his general outlook and good mechanical memory - that’s enough until the fifth grade, then he will slide down to C grades, they say, “not interesting”
Yes, you have a super boy, I wouldn’t listen to anyone if I were you;)
Parents with children of preschool age - how to determine the child’s psychological readiness for school and how to prepare him for the first one. That the good old game of school, which is now neglected by parents and the children themselves, will help the child master that very role like nothing...
Discussion
I also want to take the test
12/18/2018 06:05:14, Raisa AndreevnaConference "School and additional education children "" School and additional education of children ". My elders were once tested by a psychologist at the school where we were then enrolled. But now, apparently, the system has changed...
Psychological testing of future first-graders. Preparing for school. Child from 3 to 7. Education, nutrition, daily routine, visiting kindergarten and relationships with teachers, illness and physical development of a child from 3 to 7 years.
Child from 3 to 7. Education, nutrition, daily routine, visiting kindergarten and relationships with teachers, illnesses and Section: Development, education (Everyone says that it is not intellectual, but psychological readiness for school that is important. And what does it consist of...
Discussion
Go to the next conference, read about problems in 1st grade. What to expect? You must be prepared for the fact that school consists of 2 parts: academic and extracurricular. During a lesson, there may be problems sitting quietly for 4 lessons and still understanding everything that the teacher says. At recess, a child should know what to do if he is a stupid fourth-grader ( they are on the same floor) he just walked up and gave a smack or tripped him. In most schools, teachers don’t monitor children during recess. In our country, all injuries happen during recess. In the cafeteria, a child may not understand why high school students throw bread and call them “little ones.” ". I won’t say anything about the after-school program at all. On the playground I saw first-graders from the after-school program: fighting with sticks, throwing stones, yelling, screaming. I looked through the eyes of the teacher - and now she was gone, gone. Until she herself came up and occupied the children with a game of hide and seek. And so on in most schools. At work, we exchange school events - well, as they are written as a carbon copy - fights, the teacher transfers teaching to parents, injuries.
Len, it seems to me that the first thing you need to do is calm down yourself! If Yaroslav feels your insecurity, then what should he think? About a month in advance, I started telling Maya that we were going to kindergarten, describing how great it was there, and always adding every time that there were children there without a mother. True, I have a sociable child, so there were no problems. And by the way, in the first days she was fascinated not so much by children, but by the huge number of new toys, children, it seems. I noticed it later :))
So I’m trying to understand for myself: if a child was sent to school earlier, and he was not ready in a purely emotional sense, then can, in other words, can entering school in the absence of psychological readiness for it (“school maturity”) provoke. ..
Discussion
and how to define a psycho. readiness?
They can, unfortunately. And new ones will develop, and all the old ones will worsen:(.
In any case, I have a lot of them, although they are relatively harmless (like tearing off hangnails or plucking hair): (((. Mom scolded me and thought that it was just stupidity and promiscuity. If Sanka had this, I’ll go straight to a psychologist. :) And to this day, if I’m nervous, all this “good” comes out, and my aunt is already an adult:((
psychological intellectual readiness training
The development of socio-psychological readiness for schooling is one of the most important problems of educational psychology.
Social, or personal, readiness for learning at school represents the child’s readiness for new forms of communication, a new attitude towards the world around him and himself, determined by the situation of schooling. This component of readiness includes the formation in children of qualities through which they could communicate with other children and adults. A child comes to school, a class where children are engaged in a common task, and he needs to have enough in flexible ways Establishing relationships with other children requires the ability to enter into children's society, act together with others, the ability to give in and defend oneself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.
D.B. Elkonin writes that “in preschool children, in contrast to early childhood, relationships of a new type develop, which creates a special social development situation characteristic of this period.”
In order to understand the mechanisms of formation of social readiness for learning at school, it is necessary to consider the senior preschool age through the prism of the crisis of seven years. The critical period of seven years is associated with the beginning of schooling. Senior preschool age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolchild. It has long been noted that during the transition from preschool to school age, the child changes dramatically and becomes more difficult educationally. Along with this, age-specific features appear: deliberateness, absurdity, artificiality of behavior; clowning, fidgeting, clowning.
According to L.S. Vygotsky, such behavioral features of seven-year-olds indicate a “loss of childish spontaneity.” The reason for such changes is the differentiation (separation) in the child’s consciousness of his internal and external life. His behavior becomes conscious and can be described by another scheme: “wanted - realized - did.” Awareness is included in all areas of the life of an older preschooler.
One of the most important achievements of this age period is the awareness of one’s social “I”, the formation of an “internal social position”. For the first time he realizes the discrepancy between his position among other people and what his real capabilities and desires are. A clearly expressed desire appears to take a new, more “adult” position in life and to perform new activities that are important not only for oneself, but also for other people. The emergence of such a desire is being prepared with all its might. mental development child and arises at the level when he becomes aware of himself not only as a subject of action, but also as a subject in the system of human relations. If the transition to a new social status and new activities do not occur in a timely manner, the child develops a feeling of dissatisfaction, which finds its expression in the negative symptoms of the seven-year crisis.
We can conclude by considering the senior preschool age as a crisis or transitional period of development:
1. Development crises are inevitable in certain time occur in all children, only in some the crisis proceeds almost unnoticed, while in others it is very painful.
2. Regardless of the nature of the crisis, the appearance of its symptoms indicates that the child has become older and is ready for more serious activities and more “adult” relationships with others.
3. The main thing in a developmental crisis is not its negative nature, but a change in children's self-awareness - the formation of an internal social position.
4. The manifestation of a crisis at the age of six or seven indicates the child’s social readiness for school.
Speaking about the connection between the seven-year crisis and the child’s readiness for school, it is necessary to distinguish the symptoms of a developmental crisis from the manifestation of neurosis and individual characteristics of temperament and character. It has long been noted that developmental crises manifest themselves most clearly in the family. This happens because educational institutions They work according to certain programs that take into account age-related changes in the child’s psyche. The family is more conservative in this regard; parents, especially mothers and grandmothers, tend to take care of their “babies”, regardless of their age. And therefore, there are often differences of opinion between educators and parents in assessing the behavior of six- to seven-year-old children.
During preschool age, the child communicates both with his family and with other adults and peers. Various types of communication contribute to the formation of a child’s self-esteem and the level of his socio-psychological development. Let's take a closer look at these relationships:
1. Family is the first step in a person’s life. About Us early age guides the consciousness, will, and feelings of children. Much depends on what the traditions are here, what place the child occupies in the family and the future schoolchild, what the educational line of the family members is in relation to him. Under the guidance of parents, the child acquires his first life experience, basic knowledge about the surrounding reality, skills and abilities of living in society. Therefore, it is necessary to pay attention to how family influences shape the child’s readiness for schooling, as well as the dependence of the child’s development on the nature of family relationships and on parents’ understanding of the importance of proper upbringing in the family.
The power of family influence is that it is carried out constantly, long time and in the most different situations and conditions. Therefore, the role of the family in preparing children for school cannot be underestimated.
Adults remain a constant center of attraction around which the child’s life is built. This gives rise to children’s need to participate in the lives of adults, to act in their way. At the same time, they want not only to reproduce individual actions of an adult, but also to imitate all complex forms his activities, his actions, his relationships with other people - in a word, the entire lifestyle of adults.
The most important social function of the family is the upbringing and development of children, the socialization of the younger generation. The educational potential of the family and the effectiveness of its implementation are determined by many social (political, economic, demographic, psychological) factors of an objective and subjective nature, these include:
· Family structure (nuclear and multigenerational, complete and incomplete, large and small);
· Personal characteristics of parents (social status, level of education, general and psychological-pedagogical culture);
· Psychological climate of the family, the system and nature of the relationships between its members, their joint activities;
· Help for the family from society and the state in the education and upbringing of children, socialization of the younger generation.
The experience of a child’s communication with adults is the objective condition without which the process of forming a child’s self-awareness is impossible or very difficult. Under the influence of an adult, a child accumulates knowledge and ideas about himself, and develops one or another type of self-esteem. The role of an adult in the development of children's self-awareness is as follows:
· Providing information to the child about his quality and capabilities;
· Assessment of his activities and behavior;
· Formation of personal values, standards with the help of which the child will subsequently evaluate himself;
· Encouraging the child to analyze his actions and actions and compare them with the actions and actions of other people.
Throughout childhood, the child perceives an adult as an unquestioned authority, especially in younger age. By older preschool age, the knowledge acquired in the process of activity acquires a more stable and conscious character. During this period, the opinions and assessments of others are refracted through the prism of the child’s individual experience and are accepted by him only if there are no significant discrepancies with his own ideas about himself and his capabilities.
Domestic psychologist M.I. Lisina considered communication between a child and an adult as a “peculiar activity”, the subject of which is another person. Throughout childhood, four different forms of communication appear and develop, from which one can clearly judge the nature of the child’s ongoing mental development. During the normal development of a child, each of these forms develops at a certain age. Thus, the first, situational-personal form of communication appears in the second month of life and remains the only one until six or seven months. In the second half of life, situational business communication with adults is formed, in which the main thing for the child is joint play with objects. This communication remains central until about age four. At the age of four or five years, when the child already has a good command of speech and can talk with an adult on abstract topics, non-situational - cognitive communication becomes possible. And at six years old, that is, towards the end of preschool age, verbal communication with adults on personal topics arises.
The presence of a leading form of communication does not mean that all other forms of interaction are excluded; in real life, the most coexist different types communications that come into play depending on the situation.
2. The readiness of children for schooling assumes that the child’s communication with adults does not cover all aspects of the problem being solved, and along with the child’s relationship with the adult, it is also necessary to consider the children’s relationships with their peers. It also influences the formation of children's self-awareness. In communication, in joint activities with other children, the child learns such individual characteristics that do not appear in communication with adults, and begins to understand the attitude of other children towards him. It is in joint play in preschool age that the child identifies the “position of the other” as different from his own, and children’s egocentrism is also reduced.
While an adult throughout childhood remains an unattainable standard, an ideal to which one can only strive, peers act as “comparative material” for the child. In order to learn to correctly evaluate himself, a child must first learn to evaluate other people whom he can look at as if from the outside. Therefore, children are more critical in assessing the actions of peers than in assessing themselves.
Imitating adults, children transfer various forms and methods of communication to their children's groups. The nature of communication between an adult and a preschooler has a huge impact on the characteristics of children’s interpersonal relationships.
Where democratic tendencies predominate (soft influencing appeals dominate over hard ones; positive assessments dominate over negative ones), there is high level communication skills and a high level of friendliness are created optimal conditions To form positive relationships between children, a favorable emotional microclimate reigns there. And vice versa, the teacher’s authoritarian tendencies (harsh forms of treatment, negative evaluative appeals) cause conflict in children’s relationships, thereby creating unfavorable conditions for moral education and the formation of humane relationships.
When solving the problem of forming collective relationships, an adult must use various methods and techniques. These are: ethical conversations, reading fiction, organizing work and play activities, developing moral qualities. In relation to preschoolers, it is still impossible to talk about a team in the full sense of the word, however, by uniting in groups, under the guidance of adults, they establish the initial forms of collective relationships.
Children communicate with peers mainly through joint games; play becomes a unique form of social life for them. There are two types of relationships in the game:
1. Role-playing (game) - these relationships reflect relationships in plot and role.
2. Real - these are the relationships between children as partners, comrades doing a common task.
The role that a child plays in the game depends very much on the child’s character and temperament. Therefore, in every team there will be “stars”, “preferred” and “isolated” children.
During preschool age, children's communication with each other, as well as with adults, changes significantly. In these changes, three qualitatively unique stages (or forms of communication) of preschoolers with peers can be distinguished.
The first of them is emotional and practical (the second is the fourth year of life). In early preschool age, the child expects his peers to participate in his fun and craves self-expression. It is necessary and sufficient for him to have a peer join in his pranks and, acting together or alternately with him, support and enhance the general fun. Each participant in such communication is concerned, first of all, with attracting attention to himself and receiving an emotional response from his partner. Emotional-practical communication is extremely situational, both in its content and in its means of implementation. It depends entirely on specific situation in which the interaction takes place, and on the practical actions of the partner. It is typical that the introduction of an attractive object into a situation can destroy the interaction of children: they switch attention from their peer to the object or fight over it. On at this stage Children's communication is not yet connected with objects or actions and is separated from them.
The next form of peer communication is situational and business. It develops around the age of four and remains most typical until the age of six. After four years of age, in children (especially those who attend kindergarten), peers begin to overtake adults in their attractiveness and occupy an increasingly larger place in their lives. This age is the heyday of role-playing games. At this time, role-playing game becomes collective - children prefer to play together rather than alone. The main content of communication between children in the middle of preschool age is business cooperation. Cooperation must be distinguished from complicity. During emotional and practical communication, children acted side by side, but not together; the attention and complicity of their peers was important to them. During situational business communication, preschoolers are busy with a common cause; they must coordinate their actions and take into account the activity of their partner to achieve a common result. This kind of interaction was called cooperation. The need for peer cooperation becomes central to children’s communication.
By the age of six or seven, friendliness towards peers and the ability to help each other significantly increases. Of course, the competitive nature remains in children’s communication. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations, but also some psychological aspects of his existence - his desires, preferences, moods. Preschoolers no longer only talk about themselves, but also ask their peers questions: what he wants to do, what he likes, where he has been, what he has seen, etc. Their communication becomes non-situational.
The development of non-situational behavior in children’s communication occurs in two directions. On the one hand, the number of extra-situational contacts increases: children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of others. On the other hand, the image of a peer itself becomes more stable, independent of the specific circumstances of interaction. By the end of preschool age, stable selective attachments arise between children, and the first shoots of friendship appear. Preschoolers “gather” in small groups (two or three people) and show a clear preference for their friends. The child begins to highlight and feel the inner essence of the other, which, although not represented in the situational manifestations of the peer (in his specific actions, statements, toys), but becomes more and more significant for the child.
Having studied the role of communication with peers in preparing children for school, we can draw the following conclusions: in older preschool age children develop and intensively develop new form communication with peers is “extra-situational”, which is similar in nature to communication with adults and is significantly related to the success of children’s studies at school.
3. The child’s self-esteem plays a big role in children’s communication with others. As a result of joint activities and communication with other people, the child learns important guidelines for behavior. Thus, the adult gives the child a reference point for evaluating his behavior. The child constantly compares what he does with what others expect from him. The child’s assessment of his own “I” is the result of a constant comparison of what he observes in himself with what he sees in other people. All this is part of the preschooler’s self-esteem and determines his psychological well-being. Self-esteem is the core of self-awareness, as is the level of aspiration associated with self-esteem. Self-esteem and level of aspirations can be adequate or inadequate. The latter can be overpriced or underestimated.
Self-esteem and the level of aspirations of a child have a great influence on emotional well-being, success in various types activities and behavior in general.
Let's take a closer look at the behavior of preschool children with different types of self-esteem:
· Children with inadequately high self-esteem are very mobile, unrestrained, quickly switch from one type of activity to another, and often do not finish the job they start. They are not inclined to analyze the results of their actions and deeds; they try to solve any, including very complex, problems on the fly. They are not aware of their failures. These children tend to be demonstrative and dominant. They always strive to be visible, advertise their knowledge and skills, try to stand out from other guys and attract attention. If they cannot provide themselves with the full attention of an adult through success in activities, then they do this by violating the rules of behavior. During classes, for example, they can shout out from their seats, comment out loud on the teacher’s actions, make faces, etc.
These are, as a rule, outwardly attractive children. They strive for leadership, but may not be accepted in their peer group, since they are focused mainly “on themselves” and are not inclined to cooperate.
Children with inadequately high self-esteem are insensitive to failures; they are characterized by a desire for success and a high level of aspirations.
· Children with adequate self-esteem tend to analyze the results of their activities and try to find out the reasons for mistakes. They are self-confident, active, balanced, quickly switch from one activity to another, and persistent in achieving their goals. They strive to cooperate, help others, are sociable and friendly. In a situation of failure, they try to find out the reason and choose tasks of somewhat less complexity (but not the easiest). Success in an activity stimulates their desire to attempt a more difficult task. These children tend to strive for success.
· Children with low self-esteem are indecisive, uncommunicative, distrustful, silent, and constrained in their movements. They are very sensitive, ready to cry at any moment, do not strive to cooperate and are not able to stand up for themselves. These children are anxious, unsure of themselves, and find it difficult to engage in activities. They refuse in advance to solve problems that seem difficult to them, but with the emotional support of an adult they easily cope with them. A child with low self-esteem appears slow. He does not begin the task for a long time, fearing that he did not understand what needs to be done and will do everything incorrectly; tries to guess whether the adult is happy with him. The more significant the activity, the more difficult it is for him to cope with it.
These children, as a rule, have a low social status in their peer group, fall into the category of outcasts, and no one wants to be friends with them. Outwardly, these are most often unattractive children.
The reasons for the individual characteristics of self-esteem in older preschool age are due to the unique combination of developmental conditions for each child. During communication, the child constantly receives feedback. Positive feedback informs the child that his actions are correct and useful. Thus, the child is convinced of his competence and merits. Smile, praise, approval - all these are examples of positive reinforcement; they lead to increased self-esteem and create a positive image of “I”.
Feedback in a negative form makes the child aware of his inability and low value. Constant dissatisfaction, criticism and physical punishment lead to a decrease in self-esteem.
Most often, parents use various speech assessments in relation to their children. This explains the leading role of the family and the entire immediate environment in the formation of a child’s self-esteem. Self-esteem formed in preschoolers is usually quite stable, but, nevertheless, it can improve or decrease under the influence of adults and children's institutions.
It is important to promote the child’s awareness of his own needs, motives and intentions, to wean him from his usual functioning, and to teach him to control the compliance of the chosen means with the intention being realized.
The formation of adequate self-esteem, the ability to see one’s mistakes and correctly evaluate one’s actions is the basis for the formation of self-control and self-esteem in educational activities.
Having considered the important components of socio-psychological readiness for learning at school, we can conclude that it is an important component of the upbringing and education of a preschooler in kindergarten and family. Its content is determined by the system of requirements that the school places on the child. These requirements include the need for a responsible attitude towards school and learning, voluntary control of one’s behavior, performing mental work that ensures the conscious assimilation of knowledge, and establishing relationships with adults and peers determined by joint activities.
Oksana Marchenko
Speech at the seminar “Child’s social readiness for school”
Many teachers believe that both children and teachers now have a harder time than before. They note what has changed All: both children and their parents, and the family’s attitude towards school. They say that children now communicate with each other differently.
There are many explanations for this.
Family members spend less and less time with each other
At home, people mostly do not talk to each other, watch TV and spend time at the computer
For many parents, due to being busy at work and having bad habits and addictions there is no time left for children
Teachers often complain that even small children are no longer so polite and "innocent" as before. Many children find it increasingly difficult to interact normally with others. They do not understand and do not take into account the individual characteristics of other people, they talk less and less about problems that are truly significant and important to them, and have difficulty listening to others attentively.
This problem is not only schools, but also preschool institutions. Overstaffing of groups, especially in senior groups preschool age, leads to the fact that during the lesson the teacher is forced to devote more time to discipline, and we have to admit that sweet and friendly children are getting less and less attention. Often teachers talk about a kind of closed circle: they have to work with more and more restless children, which forces them to install more and more strict rules. This leads to children feeling less free and communicating less with each other and the teacher. As a result, they are unable to learn and improve communication skills and become increasingly aggressive and "uncontrollable".
Another problem is social order of parents. Focusing on the intellectual preparing children for school, parents sometimes lose sight of the emotional and social readiness, including such educational skills on which future school success.
What does it represent social or personal readiness for school?
Social or personal readiness for learning at school represents the child’s readiness to new forms of communication, a new attitude towards the surrounding world and oneself, determined by the situation schooling.
In order to understand the mechanisms of formation social readiness for school. Need to consider senior preschool age through the prism of crisis 7 years.
Senior preschool age is a transitional stage in development when the child is no longer a preschooler, but no longer schoolboy. It has long been noted that during the transition from preschool by school age child changes dramatically and becomes more difficult in educational terms. The negative symptoms of the crisis are fully manifested (negativism, stubbornness, obstinacy, etc.). Along with this, age-specific peculiarities: deliberateness, absurdity, artificiality of behavior, clowning, fidgetiness, clowning. Vygotsky L.S. noted this as “loss of childish spontaneity” The reason is division in consciousness baby its external and internal position.
Up to 7 years child acts in accordance with the experiences that are relevant to him at that moment. Desires and expressions of these desires in behavior (i.e. internal and external) represents an inseparable whole: "I wanted - I did".
Loss of spontaneity in the behavior of the elder preschooler means the inclusion in his actions of some "intellectual component", which wedges itself between experiences and action. Behavior becomes conscious: “wanted – realized – did”. Child begins to realize the attitude of those around him, his attitude towards them and himself, his optics, the results of his own activities. One of the most important achievements of the senior preschool age is awareness of one's "I", internal formations social position.
Child for the first time he realizes the discrepancy between the position he occupies among other people and what his real capabilities and desires are. Child strives to occupy a new, more "adult" position in life, to perform new activities that are important not only for himself, but also for other people.
In conditions of general schooling This is primarily manifested in the desire of children to student's social status and to learning as new socially- meaningful activities for him, in the desire to carry out instructions from adults, to take on some responsibilities.
Psychologists have identified a connection between the 7-year-old crisis and the success of children’s adaptation to school. If child the crisis passed before admission to school, education and adaptation will be more successful. In addition, it should be noted that the crisis in our time has become younger.
Socialization- is the process and result of assimilation and active reproduction by the individual social experience carried out in communication and activity.
What techniques and means should a teacher use to promote adequate social development of a preschool child? One of the main concepts used by teachers in the educational process is "Discipline". Latin meaning this concept - education, upbringing. Thus, discipline is a process of learning, education, including means and techniques with the help of which it is carried out socialization.
The purpose of discipline is much more to direct action rather than to punish error. It is important for a teacher to promote the formation of ethical and moral standards, the development of self-control, so that individual behavior complies with certain standards, rules, and regulations that have been established in a given community.
In our work we use the following methods of interaction between educators and children in order to form socially acceptable forms of behavior and assimilation of moral norms of society.
1. Discuss the consequences of actions more often baby or an adult for the feelings of another person;
2. Give examples of those children who share toys, cooperate, help, etc.;
3. Tell your children situations from your life in which assistance and assistance to other people helped solve a difficult problem;
4. Read several fairy tales in which such behavior saved people and animals;
5. Encourage children to come to an agreement when problems and conflicts arise, to express their thoughts and feelings, instead of resolving problems by force;
6. Draw attention to cases of moral behavior baby;
7. Consistently ignore instances of negative behavior, at this point pay attention to baby who behaves well;
8. Reinforce your attention with permission to play with a particularly desirable toy;
9. Clearly explain the sequence of actions at sensitive moments, emphasize the need to respect the queue and correct behavior at the table;
10. Encourage various forms of role play (game material, space in the group);
11. Involve less popular or isolated children in joint activities;
12. Use both verbal and other forms of showing attention to child(smile, nod, shake head, eye contact, facial expressions).
I would highlight 2 components in social education: intellectual and communicative.
Intellectual: the formation of a sufficient amount of knowledge that provides orientation in the environment and social confidence. What are we doing for this? First of all, this is the creation of a material base and methodological support. Next is the organization of work to familiarize yourself with the environment (classes, excursions, targeted walks, joint games during walks, performances by older children for kids)
Communicative: communication (from Greek Communucato)– to make common, to communicate, to communicate. Communication skill is a person’s mastered way of establishing relationships between people. Formed as a result socially-moral education preschooler). To do this, we use various methodological benefits:
ABC of communication
Development social confidence in a preschooler
Teaching children to communicate
Development social confidence(M. Bezrukikh). We used several lesson programs in our work. In particular This:
"Me and others"
Target: development of the ability to perceive another person, emotional assimilation by children social experience based on emotional experience. When implementing this training program, games with palms are widely used, round dance games, games that develop the ability to move synchronously in a pair or group, to adapt to the rhythm of a peer’s movement; dialogue games, dramatizations; interaction games ( "Sun", “The breeze invites you to take a walk”- see cards); ritual Russian games ( "Stream", "Wreath" see cards).
As a result of classes, children experience the joy of communicating with peers, interest in them, realize their unity with them, and are able to show their attention and sympathy.
"Star Country".
Target: developing cooperation skills in children.
Children learn the skills of joint group activities - focus on the task assigned to the group, come into contact with other children, unite with them, show attention to them; discuss, plan joint actions, negotiate, determine their contribution to the common cause; interact, coordinate your actions with the actions of your partner, experience group success as your own.
When implementing this lesson program, we used the technique "transformations" children into various characters, for example, forest people, star men, etc. Games are widely used, for example the game "Caterpillar", which I propose to play now. (A game is being played, see card) This game teaches trust. The success of advancement in a team depends on the ability of everyone to coordinate their efforts with the actions of other participants.
New emotional experience (experience of joy from communicating with peers, from reincarnation in the role of an altruistic character) neutralizes negative emotional manifestations, forms new social motives and needs, new positive qualities and the desire to interact with others.
The following is also of interest technology:
Rimashevskaya. Technology for developing interaction skills.
In our work we use separate techniques: pictograms, talking dolls (problem interaction situations are offered to children on behalf of their favorite characters, facial gymnastics, the ABC of moods, etc. Children really like this technique "Magic glasses"- passing imaginary magic glasses to each other, putting on which you can see a lot of new and interesting things, call them by name, remember as many positive features as possible. Or “You are the best...”- passing the toy around. Complete the sentence “You are the best...” (kind, brave, sympathetic, etc.)
Yulia Pavlovskaya
Social and personal readiness of older preschoolers for school education and its components
Social and personal readiness of an older preschooler for school- this is a certain level social child development on the threshold schooling, which characterized:
Aspiration preschooler enter new conditions school life , take a position schoolboy;
It is expressed in a certain level of independence, allowing one to successfully solve practical problems accessible to the child’s age. (related to educational activities) and communicative (communication with peers and adults) tasks;
Manifested in positive self-esteem and confidence in your future.
Characterized by the formation of the child’s internal position, his readiness to accept a new social position –"positions schoolboy» , which involves a certain range of responsibilities. Social and personal readiness expressed in the child's attitude towards school, to educational activities, to the teacher, to oneself, to one’s abilities and work results, presupposes a certain level of development of self-awareness.
In accordance with this understanding social and personal readiness for school was determined by a comprehensive her assessment indicator older preschoolers, including:
Children's interest in educational and cognitive activities;
Having motivation to schooling;
Formation of self-esteem and self-control;
The child's position among his peers, social status in the group, a typical position in communication (leader, partner, subordinate);
Activity, initiative in communicating with adults and peers;
Manifestations of independence, self-confidence, the nature of self-esteem.
We can share
Let us consider separately the motivational readiness of older preschoolers for school.
L. I. Bozhovich (1968) identifies several parameters of a child’s psychological development that most significantly influence success schooling. Among them is a certain level of motivational development of the child, including cognitive and social motives of teaching, sufficient development of voluntary behavior and intellectuality of the sphere. The most important in psychological child's readiness for school it recognized the motivational plan. Two groups of motives were identified teachings:
1. Wide social motives of teaching, or motives associated “with the child’s needs for communication with other people, for their assessment and approval, with the student’s desires to occupy a certain place in the system of social relations available to him”;
2. Motives directly related to educational activities, or “children’s cognitive interests, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich, 1972). Child, ready for school, wants to study because he wants to know a certain position in human society, which opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child towards environment, named by L. I. Bozhovich "internal position schoolboy» (1968) . L. I. Bozhovich attached very great importance to this new formation, believing that "internal position schoolboy» , and wide social The motives of the teaching are purely historical phenomena.
L. I. Bozhovich characterizes "internal position schoolboy» , as a central personal new formation that characterizes the child’s personality as a whole. It is this that determines the child’s behavior and activity, and the entire system of his relationships to reality, to himself and the people around him. Lifestyle schoolboy as a person, engaged in a socially significant and socially valued activity in a public place, is recognized by the child as an adequate path to adulthood for him - he meets the motive formed in the game to become an adult and actually carry out his functions.
However, the desire to GO to school and the desire to LEARN are significantly different from each other. The child may want to school because that all his peers will go there, because I heard at home that getting into this gymnasium is very important and honorable, finally, because in school he will receive a new beautiful backpack, pencil case and other gifts. In addition, everything new attracts children, and in school Almost everything - the classes, the teacher, and systematic classes - are new. This does not mean that children have realized the importance of studying and ready to work hard. They just realized that the status place schoolboy much more important and honorable than preschooler who goes to kindergarten or stays at home with his mother. Children see that adults can interrupt their most interesting game, but don't interfere older brothers or sisters, when they sit too long at lessons. Therefore, the child strives to school, since he wants to be an adult, to have certain rights, for example, to a backpack or notebooks, as well as responsibilities assigned to him, for example, to get up early, prepare homework(which provide him with a new status place and privileges in the family). Let him not yet fully realize that, in order to prepare a lesson, he will have to sacrifice, for example, a game or a walk, but in principle he knows and accepts the fact that homework NEEDS to be done. It is this desire to BECOME SCHOOLBOY, follow the rules of conduct schoolboy and have his rights and obligations and constitute "internal position schoolboy» . In the child's mind the idea of school acquired the features of the desired lifestyle, which means that the child psychologically moved into a new age period of his development - junior school age.
Internal position schoolboy in the broad sense of the word is defined as a system of needs and aspirations of the child associated with school, that is, such an attitude towards school when involvement in it is experienced by the child as his own need ( “I want to school!» ). Availability of an internal position schoolboy is revealed in the fact that the child resolutely refuses preschool play, individually direct way of existence and shows a brightly positive attitude towards school- educational activity in general and especially those aspects of it that are directly related to learning.
To date the most important condition successful learning in primary school is whether the child has appropriate motives. There are six groups of motives that determine the attitude of future first-graders to learning (Bozhovich, Nezhnova, V.D. Shadrikov, Babaeva T.I., Gutkina N.I., Polyakova M.N., etc.):
Social motives. The child’s understanding of the social significance and necessity of learning and the desire for social role of the schoolchild(“I want to school, because all children should study, it is necessary and important”).
When dominating social motives for younger schoolchildren They have a responsible attitude towards learning, they are focused on the lesson, complete tasks diligently They worry if they can’t do something, they successfully master the educational material, and they are respected by their classmates.
Educational and cognitive motives. The desire for new knowledge, the desire to learn to write and read, a wide range of interests.
These students are characterized by high educational activity; they, as a rule, ask a lot of questions and do not like exercises based on repeated repetition of a given pattern that require perseverance. Mastering material based on rote memorization causes great difficulties. Teachers about them They say: "Smart but lazy".
If underdeveloped social motive of teaching, then declines in activity are possible, the pace and productivity of learning in this case is intermittent character: the student is attentive and active only when the educational material is unfamiliar and interesting to him.
Evaluative motives. The desire to receive high praise from an adult, his approval and location (“I want to school, because there I will only get A’s”). The evaluative motive is based on the inherent need for children to social recognition and approval of an adult. The child studies in class because the teacher praises him for it. These children react very sensitively to the mood of a significant adult. Praise and positive evaluation from an adult are effective incentives for a child to be active. Insufficient development of the evaluative motive is manifested in the fact that the student does not pay attention to the teacher’s assessment and comments.
Students with dominant evaluative motivation and underdeveloped cognitive and social motives may shape undesirable ways of learning activities: low level of independence when performing a task, inability to evaluate the correctness of one’s actions. Children constantly ask the teacher if they are doing the right thing, and when answering, they try to catch his emotional reaction.
Positional motives. Interest in external attributes school life and the student’s position(“I want to school, because there are big ones, and in kindergarten there are small ones, they will buy me notebooks, a pencil case and a briefcase”).
The child studies when the lesson has a lot of paraphernalia and visual aids.
The positional motive is present to one degree or another in all future first-graders. As a rule, by the end of the first month schooling this motive fades away and has a significant impact on success does not provide training.
If the positional motive occupies a dominant position with weak development of cognitive and social, then interest in school fades away quite quickly. Due to the lack of other incentives to study (external and game motives do not fulfill this function) a persistent reluctance to learn is formed.
External to school and learning motives. "I'll go to school because mom said so", "I want to school, because I have a beautiful, new backpack.” These motives are not related to the content of educational activities and do not have a significant impact on activity and success. training.
In the case of dominance of external motives with insufficient development of cognitive and social motivation, as in the previous case, there is a high probability of forming a negative attitude towards school and learning.
Game motives. Motives inadequately transferred to educational activities (“I want to school, because there you can play with friends"). The gaming motive, by its nature, is inadequate for educational purposes. activities: in the game, the child himself determines what and how he will do, and in educational activities he acts in accordance with the educational task set by the teacher.
Domination game motives negatively affects the success of learning educational material. Such schoolchildren In the lesson they do not do what is assigned, but what they want.
Researchers have indicated that motivational school readiness component is formed by a trinity of such motives as social motive, cognitive motive, evaluative motive. Availability is important complex motives with a leading strong stable motive (cognitive or social so that we can say that the child has a strong motivation to schooling.
