Doctor of Psychology,

Leonid Abramovich Wenger

“Being ready for school does not mean being able to read, write and do math.

To be ready for school means to be ready to learn it all.”

Doctor of Psychology,

Leonid Abramovich Wenger

Psychological readiness

• Intellectual, motivational, strong-willed, communicative

Physical fitness

• Health, hand motor skills, movements, age

Special readiness

• Reading, numeracy, study skills

Meeting children's and parents' expectations

depend on how the child

psychologically prepared for school

A child who is psychologically unprepared for school :

Tends to be formulaic

actions and decisions

Can't concentrate

in class, often distracted

Can't turn on

to general mode

class work

Has difficulty communicating with adults and peers about academic tasks

Shows

little initiative

Child psychologically ready for school

Personal – social readiness

Ready to chat

and interaction -

like with adults,

same with peers

Intelligent Readiness

Has a broad outlook

stock of specific knowledge

Motivational readiness

Desire to go to school

caused

adequate reasons

(educational motives).

Emotional - volitional readiness

Able to control

emotions and behavior

What then is psychological readiness for school and is it possible to form it? ?

Psychological readiness this is a necessary and sufficient level mental development child to start learning school curriculum in peer group learning conditions

• in games,
• in labor,
• in communication with adults

and peers

• in the process of formation

traditional

school skills

(letters, counting, reading)

Children do not develop psychological readiness for school on their own;

and is formed gradually:

Components of psychological readiness

Intelligent Readiness

Motivational readiness

Emotional-volitional readiness

Personal and social readiness

• Can the child communicate with children.
• Does he show initiative in communicating or waiting for him other guys will call.
• Does he feel accepted in society? communication norms,
• Are you ready to take your interests into account? other children or collective interests, can he stand up for himself? opinion.
• Do you feel a difference in communicating with children, teachers and others adults, parents.

By the time a child enters school, he should have a fairly varied experience of communicating with strangers. It is necessary to give him the opportunity to establish contacts with others in the clinic, on the playground, in the store, etc.

Intelligent Readiness

• Ability to think, analyze, draw conclusions.

• Development of speech, vocabulary and the ability to tell something on accessible topics, including basic information about yourself.

• The ability to concentrate, the ability to build logical connections, memory development, fine motor skills.

The ability to write, read, count, and solve basic problems are just skills that can be taught. Do not suppress the research interest of a young naturalist, then by the time he enters school he will be able to comprehend a lot. own experience. Teach your child to look for answers to his endless “whys,” to build cause-and-effect relationships—in a word, to be actively interested in the world around him.

Motivational readiness

• Cognitive interest, desire to learn something new.

• Formation of a positive attitude towards school, teacher, educational activities, and oneself

Talk about your school years, remembering funny and instructive incidents, read books about school with your child, talk about school routines, give your child a tour of future school, showing him where he will study. Activities that develop fantasy and imagination are useful: drawing, modeling, design, as well as independence and perseverance: classes in clubs and sections.

Emotionally - volitional readiness To school

* Ability to manage your emotions and behavior;

*Ability to organize workplace and maintain order in it;

*Striving to overcome difficulties;-

*Striving to achieve results from one’s activities.

The game will help to develop these qualities!!!

Games teach you to calmly wait for your turn, your turn, to lose with dignity, to build your strategy and at the same time take into account constantly changing circumstances, etc. It is also necessary to accustom the child to a change in activity and daily routine.

It is important to show faith in the child, sincerely encourage, help and support. Little by little, the child will develop the ability to exert volition, but not immediately. Help him!

Are parents ready for school?

* Be generous with praise for results achieved

* Sacrifice your personal time and some habits.

* Contain your emotions.

* Do not shout, do not humiliate or offend.

* Do not compare your child with other children.

* Do not punish a child without reason.

* Always greet your child from school with a smile.

School is a natural stage in a child’s life .

A parental help expressed– in understanding the child, in the ability to guide and support him .

• 1. “Psychological readiness of a child for school,” ed. Maklakova P.A., CHILDHOOD-PRESS, 2013
• 2. “Your child is going to school. We check the child’s readiness for school. Advice for parents of first-graders,” E. Korneeva, Peace and Education, 2013.
• 3. “I don’t want to go to school! Tips and recommendations for parents of future first-graders,” E.N. Balyshova, Litera publishing house.
• 4. “It’s time to go to school! Preparing the future first-grader”, N. Bogachkina, “Phoenix”, 2013
• 5. “Memo for a first grader. For the first time in first class!" ,WITH. Gordienko, “Phoenix-Premier”, 2013
• 6. “Working with families when preparing children for school. Lecture for parents of future first-graders”, O. Berezhnova, “Childhood-Press”, 2011.
• 7. “Pre-school boom. What parents of future first-graders need to know", Monina G., Panasyuk E., "Speech", 2008.
• Books can be purchased at the online bookstore http://www.labirint.ru/

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Slide captions:

Parent meeting with parents of future first-graders. Child's readiness for school.

Child - that the dough, as soon as he kneaded it, grew. When a child is three years old, the whole family learns to speak. Learning in childhood is as lasting as engraving on stone.

Psychological readiness of the child for school. Does your child want to go to school? Are the child’s cognitive processes well developed? Can the child control his behavior (voluntary behavior) Are fine motor skills of the fingers well developed. Is the child’s speech, communication skills and intelligence well developed?

Cognitive processes: Attention Memory Thinking Perception Imagination

Attention By the age of seven, a child should: Complete tasks without distraction for about 20 minutes. Find 10 differences between objects. Keep at least 10 objects in your field of vision. Carry out tasks independently according to the proposed sample. Copy a pattern or movement exactly. Be able to find identical objects.

Memory By the age of seven, a child should: Be able to remember at least 9-10 suggested objects or named words. Recite poems, fairy tales, stories from memory. Repeat verbatim sentences consisting of 9-10 words. Recount in detail the contents of the plot picture from memory. Repeat series of numbers (from 5 to 7), memorizing them auditorily or visually. Remember the location of toys (8-10), name from memory what was where.

Thinking By the age of seven, a child should: Combine objects into groups according to certain characteristics. Find a pattern in the construction of a number of objects. Highlight an item that does not fit common features. Be able to build a sequence of events and compose a coherent story using pictures. Solve logical problems. Compare objects with each other, find similarities and differences between them.

Perception By the age of seven, a child should: Distinguish the color and shape of an object. Identify an object by silhouette or minor details and distinguish it by size, shape, distance, etc. Use in speech a variety of symbols of spatial relationships (down, right, left, to the other side). Orientate yourself in the time of day, evaluate different periods of time (week, month, season, hours).

Imagination Imagination develops and forms throughout life. Thanks to their imagination, children turn everyday life into a game. The child’s imagination is most fully manifested in the appropriate forms. creative activity and indicates that the child has the inclinations for them. One of the manifestations of imagination is a dream. It is important that the dream causes the child to strive to achieve a real and desired goal through his own efforts.

Fine motor skills By the age of seven, a child should: Fluently use a pencil and brush using different drawing techniques. Depict several objects in a drawing, uniting them with a single content. Shade or color drawings without going beyond the contours. Use a squared or lined notebook to guide you. Be able to copy phrases and simple drawings. Convey in the drawing the exact shape of the object, proportions, and arrangement of parts.

High level of development. If a child has predominantly red flags on a certain topic, one or two green flags, and no blue flags at all, the level of readiness for this topic is sufficient. You can offer your child more complex tasks on this topic.

Average level of development. If the child has predominantly green flags on a certain topic, then the level of readiness is average. You need to offer your child similar tasks to reinforce the material.

Low level of development. If, on a certain topic, a child has predominantly blue flags, one or two green ones, and no red ones at all, the level of readiness is insufficient. You need to work with your child additionally; you may need the help of a specialist.

So, success to you and more faith in yourself and in the capabilities of your child!

Documents for admission to 1st grade. Application addressed to the school director. Photocopy of birth certificate. Certificate of residence. Medical card. Photocopy of the medical policy. Social questionnaire of the family.

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Slide captions:

Psychological readiness of children for school The presentation was prepared by: educational psychologist Yashina N.V. MDOU No. 7 "Crane"

What are the manifestations of unpreparedness for schooling? A child unprepared for school cannot concentrate on the lesson, is often distracted, and cannot join the general routine of the class. He shows little initiative, gravitates toward stereotyped actions and decisions, and has difficulty communicating with adults and peers about educational tasks. Not even all 7-year-olds are ready for school in this sense, although they may be able to read, write and count, not to mention 6-year-olds. “Being ready for school does not mean being able to read, write and do math. To be ready for school means to be ready to learn it all.” (Wenger L.A.)

What does a child’s psychological readiness for school mean? How well a child is prepared for school will determine the success of his adaptation, his entry into school life, his educational success and psychological well-being. When they talk about readiness for school, they usually mean that the child must be able to read, retell (he must have developed speech), write (he must have developed fine motor skills), count (have numeracy skills) - this is pedagogical readiness for school. In addition, the child must have a certain level of physical health. Sitting through 4-5 lessons of 40 minutes each, and also doing homework is an unusual task for a preschooler - this is physical readiness for school. But, of course, this is not enough.

Social readiness A child entering school must have a certain level of cognitive interests, readiness to change social position, and a desire to learn. Those. he must have a motivation for learning - an interest in new knowledge, a desire to learn something new. Also, at the turn of 6 years, the internal position of the student is formed - an emotionally prosperous attitude towards school, a minimal desire for playful and entertaining (preschool) elements of activity, the child realizes the need for learning, understands its importance and social significance. But remember that the desire to go to school and the desire to learn are significantly different from each other. Many parents understand how important it is for a child to want to learn, so they tell their child about school, about teachers and about the knowledge acquired at school. All this creates a desire to learn and creates a positive attitude towards school.

Personal readiness In order to successfully study at school, a child must be able to build relationships with adults that are adequate to the educational system, i.e. he must have developed volition. At the threshold of school age, a loss of “childhood” occurs. If the level of voluntariness remains low, then children do not see the adult’s questions as a learning task, but perceive them as a reason for direct, everyday communication. Such children can interrupt the teacher with a question not related to the lesson, shout out from their seats, call the teacher not by his first name or patronymic, but “Aunt Tanya.” The child must also be able to build relationships with peers. The child’s communication with children should not be particularly conflict-prone; by school age he should be able to easily establish business contacts, treat peers as partners.

Otherwise, it will be difficult for the child to listen to a classmate’s answer, to continue the story started by another, or to adequately respond to the success or failure of another child. Communication with other children is important for developing the ability to take another’s point of view, accept one or another task as a common one, and look at oneself or one’s activities from the outside. We can often hear from a preschooler: “I am the strongest in the group,” “my drawing is the best,” etc. Preschoolers are characterized by a biased high assessment of themselves and their abilities. This does not come from excess self-confidence and arrogance, but is a feature of children's self-awareness. There is no need to fight high self-esteem and achieve its adequacy ahead of time. This should go away by itself as a result of the child going through a crisis of 7 years.

But some preschoolers have unstable and sometimes even low self-esteem. This suggests that children experience a lack of attention, love, support, and emotional security from adults. Low self-esteem formed during preschool childhood can cause failure at school. It gives rise to fear of failure, and in its extreme manifestation, refusal of activity. Such children at school refuse to answer at the blackboard and from their seats. A child is more likely to be branded lazy than academically unsuccessful.

Intellectual readiness The intellectual aspect of readiness for school is the level of development of the cognitive sphere of the psyche. It affects such mental functions as perception, attention, memory, thinking, speech. Attention: important indicator development of attention is that in the child’s activity action according to the rule appears - the first necessary element of voluntary attention. A child of 6, and especially 7 years old, who is unable to concentrate on a necessary but not interesting activity for at least 5-10 minutes, is alarming. Memory: for a child 6–7 years old, such a task is quite accessible - to remember 10 words that are not related in meaning. The first time he will repeat from 2 to 5 words. You can name the words again after 3–4 presentations, the child

usually remembers more than half of the words. If a 6-7 year old child cannot remember more than 3 words from the 4th presentation, he may need expert advice. By the age of 7, the process of forming voluntary memorization can be considered complete. Thinking: visual-effective thinking improves (manipulation of objects), visual-figurative thinking improves (manipulation of images and ideas). For example, children of this age can already understand what a room plan is. With the help of a group room diagram, children can find the hidden toy. The games “Find the treasure” and “Labyrinths” are useful. And the prerequisites for logical thinking begin to actively form.

Imagination: becomes active – voluntary. Imagination also plays another role - affective and protective. It protects the growing, easily vulnerable soul of a child from excessively difficult experiences and traumas.

Game as preparation for school Various games are useful. Even “frivolous” games: “hospital”, “Mothers and Daughters”, “school”. It is especially valuable when several children participate in such games at once. This develops collectivism, the child learns to build relationships and resolve conflicts. Children master adult life, a system of behavior, and responsibilities. And most importantly, everything happens without coercion, easily and willingly. Games with plasticine, pencils, etc. are also useful. That is, modeling, appliqué, drawing, and design take pride of place. These activities develop an understanding of the world, objects, animals, and people. The ability to mentally imagine objects and “consider” them in the mind also develops. Later, this will turn out to be important when studying physics, geometry, etc.

It’s better to do it in advance: 1. Introduce your child to his teacher before the official start of classes. 2. Visit it several times future class, let him sit at his desk and take a good look at everything so that the environment does not seem unfamiliar to the child, walk together around the school and the school yard. 3. Try to introduce your child to some of his classmates. 4. Tell your child about the approximate lesson schedule and the time allotted for lessons, breaks, lunch, and when lessons begin and end. 5. Ask your child how he feels when going to school, about his positive and negative impressions. Try to focus the child's attention on positive aspects: interesting activities and the opportunity to make new friends. 6. Tell your child that it is absolutely normal to feel nervous for the first few days, and that all children experience this without exception.

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“Psychological readiness for school” (synonym: school maturity) is a set of mental qualities necessary for a child to successfully start school.

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

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

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Attitude to oneself, to one’s abilities, to one’s activities, and its results. Have adequate self-esteem. High self-esteem can cause the wrong reaction to the teacher's comments. As a result, it may turn out that “the school is bad,” “the teacher is evil,” etc. A child must be able to correctly evaluate himself and his behavior.

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What are the criteria for a child’s psychological readiness for school? 1. Social and psychological readiness for school: Educational motivation (wants to go to school; understands the importance and necessity of learning; shows a pronounced interest in acquiring new knowledge). Ability to communicate with peers and adults (the child easily makes contact, is not aggressive, knows how to find a way out of problematic communication situations, recognizes the authority of adults).

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2. Development of school-significant psychophysiological functions: Development of small muscles of the hand (the hand is well developed, the child confidently wields a pencil and scissors); Spatial orientation, coordination of movements (the ability to correctly determine higher-lower; more-less, forward-backward, left-right); Coordination in the eye-hand system (a child can correctly transfer into a notebook the simplest graphic image-pattern, a figure - visually perceived at a distance.

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3. Development of logical thinking (the ability to find similarities and differences between different objects when comparing, the ability to correctly combine objects into groups according to common essential features). 4. Development of voluntary attention (the ability to maintain attention on the work at hand for 15-20 minutes).

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In the field of speech development and readiness to master literacy, a future first-grader needs to: be able to isolate a given sound in a stream of speech; be able to determine the place of a sound in a word (at the beginning, in the middle, at the end); be able to pronounce words syllable by syllable; be able to compose sentences of 3-5 words; be able to name in a sentence only the 2nd word, only the 3rd word, only the 4th word, etc.; be able to use generalizing concepts; be able to write a story based on a picture; be able to write several sentences about a subject; distinguish between genres of fiction (fairy tale, short story, poem, fable); be able to recite your favorite poems by heart; be able to consistently convey the content of a fairy tale.

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By the beginning of school, the child should have developed the elements of mathematical representation: know the numbers from 0 to 9; be able to count to 10 and back, from 6 to 10, from 7 to 2, etc.; be able to name the previous and subsequent numbers relative to any number within the first ten; know the signs +, -, =, ; be able to compare the numbers of the first ten (for example, 74, 6=6); be able to correlate the number and the number of objects; be able to compare two groups of objects; be able to compose and solve one-step problems involving addition and subtraction; be able to compare objects by color. Shape, size; know the names of the shapes: triangle, square, circle; be able to operate with the concepts: “left”, “right”, “up”, “down”, “earlier”, “later”, “before”, “behind”, “between”, etc.; be able to group proposed objects according to a certain criterion.

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