Psychological readiness for schooling,

diagnostic methods for studying children's readiness to study at school

Lukyanovskaya Svetlana Anatolyevna, teacher primary classes first quarter cat. MBOSHI TLI No. 128

Russia's transition from industrial to post-industrial information society requires a change in the educational space. In connection with these changes, high demands are placed on the organization of education and training at school. Teachers are looking for new, more effective psychological and pedagogical approaches to working with primary schoolchildren, aimed at bringing teaching methods in line with the requirements of life.

Sovreexchange schoolimposes requirements on students enteringVIClass. Future first-graders must havenot so muchto any special knowledge and skills, how much more complexeformssmental activity, higher1st leveldeveloptia moralsvolitional qualities, abilityto managing yourtheir behavior, morewowperformanceb.

Conceptreadiness for schoolambiguous. There are manybody of work (represented mostly by American psychologists), in which readiness for school is understood asWhat prerequisites do the child have for learning in the form of “introductory skills”.

The latter are the necessaryknowledge, abilities, skills that a child before school age must be mastered before starting school in order for it to be masteredon foot.

Another understanding of “school readiness” is presented in the worktah of psychologists (mostly researchers withSoviet and post-Soviet periods), who, following L. S. Vygotsky, believe that learning leads to development.The authors of these studiesbelieve that what matters for successful schooling is notthe totality of the child’s knowledge, skills and abilities,and a certain level of his personal and intellectualdevelopment, which is considered aspsychological predparcelsto schooling.

Today it is generally accepted thatpsychological readiness of a child for school is a multicomponent education consisting of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation of one’s own cognitive activity and to the social position of the student. It is associated with the maturation of the child’s body, in particular his nervous system, degree of personality formation, level of development mental processes(perception, memory, thinking, attention), the child’s living conditions, and his acquisition of social experience.

The concept of “psychological readiness for learning” makes sense only in conditions of mass education at school, since it is in this case that the teacher is forced to focus on a certain average level of children’s actual development and the average “zone of proximal development.” When studying a child’s individual learning, the concept of “psychological readiness for learning” is not required, since it is focused on a specific “zone of proximal development” and a specific level of the child’s actual development.

Thus, psychological readiness for schooling is a necessary and enough level the actual development of the child, in which the school curriculum falls into the “zone of proximal development” of the child.

There are two major factors in psychological readiness for school:block: intellectual readiness and personal readiness forschooling.

When characterizingpersonal readiness to schoolFirst of all, they mean the development of motivational andvoluntary spheres of the child.

L. I. Bozhovich points out that children who are ready for school have cognitiveand social motives for learning.

A child ready for school has the following needs:

the need to take a certain position in societypeople, namely a position that opens access to the adult worldti (social motive of teaching);

getting to knowa personal need that the child cannot satisfy at home.

The fusion of these two needs contributes to the emergence of newth attitude of the child to the environment, named by L. I. BoZhovich "the inner position of a schoolchild." According to L.I. Bozhovich,internal bythe student’s position can act as a criterion of readiness forschooling.

Underintellectual maturity understand differentiatednary perception (perceptual maturity), including the selectionfigures from the background; concentration; ability to reproducesample; development of fine hand movements and sensorimotor coordination; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; opportunity lological memorization, etc. We can say that the understoodIn this way, intellectual maturity largely depends onreflects the functional maturation of brain structures.

A child is intellectually ready for school if he can learnto spare and differentiate objects and phenomena of the surrounding world, is able to consciously subordinatetheir actions to a rule that generally determines the method of action,and also knows how to focus on a given system of requirements, has a certain level of speech development.

Speech is closely related to intelligence and reflects how general development 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.

The condition for a child’s successful entry into the school process is a competent determination of the child’s psychological readiness for school, its correct diagnosis and the use of corrective influence methods on the child, if necessary.

Available empirical data regarding the psychological readiness of 6-7 year old children to study at school show that the majority - from 50% to 80% - of children in one way or another are not yet fully ready to study at school and fully assimilate existing primary school school programs. Many, being ready for learning by their physical age, are at the level of a preschool child in their psychological development, that is, within the boundaries of 5–6 years of age.

Currently exists a large number of diagnostic programs that study a child’s readiness for school, which can be divided into three groups:

programs diagnosing the level of development of individual mental functions of subjects in educational activities (“Orientation test of the Kern-Jerasek maturity scale”)

programs that diagnose the formation of the prerequisites for mastering educational activities (“Pattern” (L.I. Tsehanskaya), “Graphic dictation” (D.B. Elkonin), “Pattern and rule” (“Drawing by dots”) Wenger A.L.)

These methods are very popular among psychologists, but they evaluate only one aspect, so all information obtained using these methods is supplemented by information obtained by other methods.

3. mixed programs that diagnose individual mental functions and individual prerequisites for educational activity (methodology for determining readiness for schooling by N.M. Kostikova,N.I. Gutkina).

N.I. program Gutkina consists of games and game tasks with rules that allow one to determine the level of development of the affective-need (motivational), voluntary, intellectual and speech spheres.Its advantage is that, despite its compactness, it allows one to assess the most important components of psychological readiness; selection of tasks is theoretically justified; the characteristic of psychological readiness is distinguished by reasonable necessity and sufficiency.

N.I. Gutkna’s technique has been tested for validity and has good prognostic indicators.

The diagnostic program consists of 7 methods, 6 of which are original developments. (Application)

The diagnostic program includes the following methods:

Methodology for determining the dominance of cognitive or play motives in the affective-need sphere of a child;

Experimental conversation to identify the “internal position of the student”;

“House” technique (ability to focus on a model, arbitrariness of attention, sensorimotor coordination, fine motor skills of the hand);

“Yes and No” technique (the ability to act according to the rule);

“Boots” technique (study of learning ability);

Methodology “Sequence of Events” (development of logical thinking, speech and ability to generalize);

“Sound hide and seek” technique (phonemic hearing).

The program can be used when examining children in kindergartens and primary schools (in particular, when enrolling future first-graders in school). The program is designed for children from 5 years 6 months to 10 years.

Thus, adequate and timely determination of the level of psychological readiness for school will make it possible to take appropriate steps for the child’s successful adaptation to a new environment and prevent the occurrence of school failure.

Bibliography.

Anastasi A. Psychological testing. - M., 1982. - T. 2.

Antsiferova L. I. Towards personality psychology developing system// Psychology of personality formation and development. M., 1981

Art. - M., 1968.

Bozhovich L. I. Personality and its formation in childhood Art. - M., 1968.

Wenger A. L. Diagnostics of orientation to the system of requirementsat primary school age // Diagnostics of educational activitiesness and intellectual development children. - M., 1981.

Vygotsky L. S. Thinking and speech // Collection. op. In b t. - M., 1982. - T. 2.

Gutkina N. I. Psychological readiness for school. - M., 2000.

Gutkina N.I. Psychological preparation of children for school in the development group // Active methods in the work of a school psychologist. M., 1990.

Gutkina N.I. Diagnostic program for determining the psychological readiness of 6-7 year old children for school. M., 1993(1996).

Gutkina N.I. Psychological readiness of 6-7 year old children for schooling. Role-playing and educational games with first-graders in the classroom // Readiness for school. M., 1995.

Gutkina N.I. Psychological readiness for school. M., 1993 (1996)

Kravtsova E. E. Psychological problems of children’s readiness forteaching at school. - M., 1991.

Psychology of childhood. Textbook/ed. A.A. Reana. – St. Petersburg, 2003. – 368 p.,

Elkonin D. B. Selected psychological works. - M., 1989.

APPLICATION

Methodology for determining the dominance of a cognitive or play motive in the affective-need sphere of a child.

The child is invited into a room where ordinary, not very attractive toys are displayed on tables, and is asked to look at them for a minute. Then the experimenter calls him over and invites him to listen to a fairy tale. The child is read an interesting fairy tale for his age, which he has not heard before. At the most exciting point, the reading is interrupted, and the experimenter asks the subject what he wants. this moment I would rather play with the toys displayed on the tables or listen to the end of a fairy tale.

An experimental conversation to identify the “internal position of the student,” which is understood as a new attitude of the child to the environment, arising from a fusion of cognitive needs and the need to communicate with adults at a new level.

Fairy tale

WHY DO HARRIES WEAR WHITE FUR COATS IN WINTER?

Frost and the hare once met in the forest. Frost boasted:

I am the strongest in the forest. I will defeat anyone, freeze them, turn them into an icicle.

Don't brag, Moroz Vasilyevich, you won't win! - says the hare.

No, I will overcome!

No, you won't win! - the hare stands his ground.

They argued and argued, and Frost decided to freeze the hare. And says:

Come on, hare, bet that I will defeat you.

“Come on,” the hare agreed.

(FOOTNOTE: Reading is interrupted after the words: “Come on,” the hare agreed.)

Here Frost began to freeze the hare. The cold blew in and swirled like an icy wind. And the hare began to run and jump at full speed. It's not cold while running. And then he rolls around in the snow and sings:

The prince is warm,

The prince is hot!

It warms, it burns

The sun is bright!

Frost began to get tired and thought: “What a strong hare!” And he himself is even more fierce, he let in such cold that the bark on the trees bursts, the stumps crack. But the hare doesn’t care at all - he either runs up the mountain, or somersaults down the mountain, or rushes across the meadow.

Frost is completely exhausted, but the hare doesn’t even think about freezing. Frost retreated from the hare:

Would you be frozen with a scythe - you are so agile and quick!

Frost gave the hare a white fur coat. Since then, all hares wear white fur coats in winter.

Children with a pronounced cognitive interest usually choose a fairy tale. Children with weak cognitive needs prefer to play. But their game, as a rule, is of a manipulative nature: first they will grab one thing, then another.

Experimental conversation to identify the “internal position of the student”, which is understood as a new attitude of the child to the environment, arising from a fusion of cognitive needs and the need to communicate with adults at a new level.

Experimental conversation to determine the internal position of a schoolchild

Full name, age _____________________________________

Do you want to go to school?

(If the answer is negative, ask: “Why?”)

2. Do you want to stay for another year? kindergarten(Houses)? (If the answer is negative, ask: “Why?”)

3. What activities do you enjoy most in kindergarten?

Why?

Do you like it when people read books to you?

(If the answer is negative, ask: “Why?”)

5. Do you yourself (yourself) ask for a book to be read to you? (If the answer is negative, ask: “Why?”)

6. What are your favorite books?

7. Why do you want to go to school?

8. Do you try to do a job that you can’t do or give it up?

9. Do you like school supplies?

10. If you are allowed to use school supplies at home, but are not allowed to go to school, will that suit you? Why?

11. If you and the guys are going to play school now, who do you want to be: a student or a teacher? Why?

12. In the game of school, what do you want to be longer: lesson or recess? Why?

“House” technique

The technique is a task of drawing a picture depicting a house, the individual parts of which are made up of elements capital letters. The task helps to reveal the child’s ability to focus his work on a model, to copy it accurately, and reveals the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.
The technique is designed for children 5.5–10 years old, is clinical in nature and does not involve obtaining standard indicators.
As the child works, it is necessary to record:
1) with which hand the child draws (right or left);
2) how he works with the sample: does he often look at it, does he draw air lines over the sample drawing, repeating the contours of the picture, does he compare what he has done with the sample, or, after briefly glancing at it, draws from memory;
3) draws lines quickly or slowly;
4) is he distracted while working?
5) what he says and what he asks about while drawing;
6) does the subject, after finishing work, compare his drawing with the sample.

When a child reports finishing work, he should be asked to check if everything is correct. If he sees inaccuracies in his drawing, he can correct them, but this must be recorded by the experimenter.

Processing of experimental material is carried out by counting points awarded for errors. The following are considered errors:
a) the absence of any detail of the drawing;
b) an increase in individual details of the picture by more than 2 times while maintaining the relatively correct size of the entire picture;
c) an incorrectly depicted element of the picture;
d) incorrect representation of details in the drawing space;
e) deviation of straight lines by more than 30° from the given direction;
f) breaks between lines in places where they should be connected;
g) climbing lines one after another.

When interpreting the results of an experiment, it is necessary to take into account the age of the subject. Thus, children 5.5–6 years old, due to insufficient maturity of the brain structures responsible for sensorimotor coordination, rarely cope with the task flawlessly. If a subject makes more than 1 mistake for 10 years, this indicates trouble in the development of one or more psychological areas studied by the method.

“Yes and no” technique

The technique is used to study the ability to act according to the rule. It is a modification of the well-known children’s game “Don’t say yes or no, don’t wear black and white.” For this technique, only the first part of the rules of the game is taken, namely: children are forbidden to answer questions with the words “yes” and “no”. After the subject confirms that he understands the rules of the game, the experimenter begins to ask him questions that provoke “yes” and “no” answers.
The only errors are the words “yes” and “no”. The words “yeah”, “nope” and the like are not considered errors. Also, a meaningless answer is not considered an error if it satisfies the formal rules of the game. It is quite acceptable if the child responds with an affirmative or negative nod of the head instead of a verbal answer.

Instructions to the subject: “Now we will play a game in which you cannot say the word “yes” and the word “no.” Please repeat which words cannot be spoken. (The subject repeats these words.) Now be careful, I will ask you questions, answering which you cannot say the words “yes” and “no.” It's clear?" After the subject confirms that heIt's clear rule of the game, the experimenter begins to ask him questions that provoke answers “yes” and “no”.

Questions for the “yes and no” technique

1. Full name, age ________________________________________________

2. Do you want to go to school?

3. Do you like listening to fairy tales?

4. Do you like watching cartoons?

5. Do you like walking in the forest?

6. Do you like to play with toys?

7. Do you want to study?

8. Do you like to play in the yard with the guys?

9. Do you like being sick?

10. Do you like to watch TV?

“Boots” technique

The technique allows you to study a child’s learning ability, i.e. observe how he uses a rule that he has never encountered before to solve problems. The difficulty of the proposed tasks gradually increases due to the introduction of objects in relation to which the learned rule can be applied only after the necessary communication process has been completed. The problems used in the methodology are constructed in such a way that their solution requires an empirical or theoretical generalization.

“Sound hide and seek” technique

The technique is a game that allows you to test a child’s phonemic hearing. A good result in it is impossible without voluntary attention and voluntary regulation of activity.

The experimenter tells the subject that all words consist of sounds that sound. Therefore, people can hear and pronounce words. For example, an adult pronounces several vowels and consonants. Then the child is asked to play “hide and seek” with sounds. The conditions of the game are as follows: each time they agree on what sound to look for, after which the experimenter calls the subject various words, and he must say whether the sound being sought is in the word or not (N. I. Gutkina, 1990, 1993, 1996, 2000, 2002) .

It is suggested to look for the sounds one by one: “O”, “A”, “Sh”, “S”.

All words must be pronounced clearly, especially highlighting each sound being sought: the vowel sound is chanted, and the vowel sound is articulated with amplification. You can repeat the word several times. The subject is allowed to say a word after the experimenter and listen to it.

Correct and incorrect answers are recorded on the form, and then the method of completing the task is analyzed. So, for example, there are children who answer all words in a row that they contain the sound they are looking for. In this case, the correct answers should be considered random. The same thing, if the child believes that the sound he is looking for is nowhere to be found.

If the subject did not make a single mistake, then the task is considered to have been completed well. If one mistake is made, then the task is considered to be completed averagely. If more than one mistake is made, then the task is completed poorly.

Words to the "Sound Hide and Seek" technique

Full name, age ______________________________________________________________

"ABOUT"

Methodology *Sequence of events"

The technique was proposed by A. N. Bernstein (see S. Ya. Rubinstein, 1970, 1986; V. M. Bleikher, I. V. Kruk, 1986), but the instructions and procedurecarrying out slightly changed.

The technique is a task to understand the meaning of a plot depicted in pictures presented to the subject in the wrong sequence. It allows you to explore such qualities of thinking as the process of generalization and the ability to establish cause-and-effect relationships, and also reveals the level of speech development, voluntary attention, voluntary regulation of activity and the child’s horizons.

Three plot pictures are used as experimental material, presented to the subject in the wrong sequence.

The child must understand the plot, build the correct sequence of events and compose a story from the pictures, which is impossible without sufficient development of the ability to generalize and understand cause-and-effect relationships. An oral story shows the level of development of a child’s speech: how he constructs phrases, whether he speaks the language fluently, what his lexicon etc.

Before starting the experiment, you need to make sure that the child understands all the details of the drawing in each of the pictures.

Instructions to the subject: “Look, there are pictures in front of you that depict some event. The order of the pictures is mixed up, and you have to figure out how to swap them in order to make it clear what the artist drew. Think, rearrange the pictures as you see fit, and then use them to compose a story about the event depicted here.”

The task consists of two parts:

laying out a sequence of pictures;

an oral account of a depicted event.

A correctly found sequence of pictures indicates that the child understands the meaning of the plot, and an oral story shows whether he can express his understanding in verbal form.

Compiling a story with the help of leading questions can be considered as a child’s zone of proximal development. For six-year-old children, this task performance is assessed as good, and for seven-year-olds - at an average level. If the subject correctly laid out the sequence of pictures, but could not compose a story even with the help of leading questions, then such performance of the task is considered as unsatisfactory for both six-year-old and seven-year-old children. Particular consideration should be given to cases where the child’s silence is due to personal reasons: fear of communicating with strangers, fear of making a mistake, pronounced lack of self-confidence, etc.

The subject is considered to have failed the task if:

could not establish the sequence of pictures and refused the story;

Having established the sequence of pictures, he abandoned the story;

based on the sequence of pictures he himself laid out, he composed a story that does not reflect the essence of the event depicted; in this case, the story version is not tied to the pictures;

the sequence of pictures laid out by the subject does not correspond to the story (except for those cases when the child, after a leading question from an adult, changes the sequence to one that corresponds to the story);

each picture is told separately, on its own, without connection with the others - as a result, the story does not work out;

each figure simply lists individual items.

One of necessary conditions The effectiveness of the development of a child’s personality is considered to be the continuity and consistency of the educational process. The mechanism for ensuring this is the organization of continuity between all levels of education, namely, between preschool institutions and primary schools.

In this case, the concept of continuity is usually understood as a holistic process, which in turn is aimed at the long-term formation of the child’s personality, taking into account his previous experience and accumulated knowledge. This process ensures not only the complete personal development of the child, but also his physiological and psychological well-being during the transition period from preschool education to education, as well as education in primary school.

The study of various aspects of continuity in education was carried out not only by many domestic scientists - philosophers, but also by psychologists and teachers, such as: G.N. Alexandrov, A.S. Arsenyev, V.G. Afanasyev, E.A. Balle, E.N. Vodovozov, Sh.I. Ganelin, S.M. Ugodnik, B.M. Kedrov, A.A. Kyveryalg, A.M. Leushina, B.T. Likhachev, A.A. Lyublinskaya, V.D. Putilin, A.S. Simonovich, E.I. Tikheyeva, A.P. Usova and others.

One of the main problems of continuity between kindergarten and primary school is considered to be the search for the best means, forms and methods of preparing children for school, a significant consequence of which is personal readiness for schooling.

Various aspects of preparing preschoolers for school, the formation of their personal readiness for schooling were considered by such specialists as: O.M. Anishchenko. L.V. Bertsfai, L.I. Bozhovich, L.A. Wenger, L.S. Vygotsky, A.N. Davidchuk, V.V. Davydov, A.V. Zaporozhets, S.A. Kozlova, E.E. Kravtsova, M.I. Lisina, N.M. Magomedov, V.S. Mukhina, N.N. Poddyakov, V.A. Sukhomlinsky, U.V. Ulienkova, L.I. Tsehanskaya, D.B. Elkonin et al.

Works of such scientists as: N.P. Anikeeva, K.V. Bardina, Z.M. Boguslavskaya, A.K. Bondarenko, R.S. Bure, A.L. Wenger, V.Ya. Voronova, D.M. Grishina, A.O. Evdokimova, N.A. Korotkova, N.Ya. Mikhailenko, A.I. Sorokina, T.V. Taruntaeva and others, are devoted to the development methodological foundations education and training of preschool children.

The process of preparing for school involves specially organized pedagogical guidance of the child’s activities, during which the child’s internal strengths are formed, namely thinking, moral and volitional qualities, creative activity, and behavioral skills. Within the framework of this process, not only the prerequisites for educational activities are formed, but also the physical and spiritual growth child.

There are contradictions between the need to create a holistic system for preparing children for school and the lack of scientifically substantiated recommendations for organizing this process.

The relevance of the research problem we have chosen determines the general pedagogical and practical significance which and the need to solve it determined the choice of the topic of our research: the formation of a child’s personal readiness for schooling.

The object of the study is the readiness of preschool children for school.

The subject of the study is the formation of a child’s psychological readiness for schooling.

The purpose of the study is to recognize the need to investigate the formation of a child’s psychological readiness for school.

To achieve this goal, during the writing of the work the following tasks were identified:

conduct an analysis of the theoretical foundations of preparing preschoolers for school.

identify the psychological characteristics of older preschoolers.

consider theoretical basis and highlight the principles of building a system for preparing older preschoolers for school.

To solve certain problems, the following methods were used: theoretical analysis of philosophical, psychological, pedagogical literature.

The structure of the work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1. A child’s readiness for schooling as a psychological and pedagogical problem

1.1. Psychological and pedagogical characteristics of preschool age

Childhood before school is a long period in a child’s life. Living conditions change during this period. The child discovers the world of human relationships and various activities. During this period, the child experiences an intense desire to enter adulthood, which, of course, is not yet available to him at this stage. It is during this period that the child begins to actively strive for independence.

According to A.N. Leontiev, preschool age is “the period of the initial actual personality structure.” He believes that it is at this time that the formation of the basic personal mechanisms and formations takes place, which determine subsequent personal development.

By the time a child enters preschool age, he is already quite well oriented in his familiar environment and already knows how to handle many objects available to him. During this period, the child begins to become interested in things that go beyond the specific current situation. A child at this age expands not only his social circle, but also his range of interests.

Important Feature is that a 3-year-old child is already capable of behavior that is relatively independent of the situation.

After the crisis of three years, a period comes when you can already have a heart-to-heart talk with the child. According to M.I. Lisina, it is at this age that a child first develops non-situational forms of communication. The child’s relationships not only with peers, but also with adults are significantly modified. Having comprehended himself, a preschool child tries to understand and establish his relationships with other people. During this period, he begins to become interested in the structure of the family, which includes all relatives: grandmother, grandfather, aunt, uncle, etc.

The child begins to be interested in the causes of many natural and social phenomena, i.e. in other words – questions of the structure of the world. Having mastered speech in early childhood, the child strives to enter the world of adults, wanting to take an equal position there with adults. In the absence of such an opportunity, the child begins to actively model the activities and relationships of adults in forms accessible to him, first of all, playing the role of an adult in the game.

The main activity of preschool childhood is role-playing play, which allows children to model not only the activities, but also the relationships of adults. No less significant contribution to the mental development of a preschooler is made by other types of his activities, such as: visual, constructive, listening to fairy tales, elementary forms of work and study.

Previously, psychologists called all types of child activities a game, due to the fact that they are not aimed at achieving a specific result and in this sense are “frivolous” activities.

F. Buytendijk, following the psychoanalytic tradition, argued that play arises in a child due to the presence of unconscious desires for liberation, the removal of obstacles emanating from the environment and for merging, community with others, as well as due to his existing tendency to repeat. Drawing attention to the properties of the game object, he noted that this object should be partially familiar to the child and at the same time have unknown capabilities. Buytendijk emphasized that both animals and humans play not so much with objects as with images.

All types of activities of a preschool child, with the exception of self-service, are of a modeling nature, i.e. they recreate an object in another material, due to which previously hidden individual qualities are highlighted in it, which become the subject of special consideration and orientation.

For example, visual activity undergoes very significant changes during the preschool period. Three-year-olds enjoy running a pencil over paper, seeing what comes out of it. Compared to early childhood, when the pencil walked on the paper and the eyes walked on the ceiling, this is already progress. This stage is usually called the scribble stage. The Italian psychologist C. Ricci identified pre-figurative and pictorial stages in the development of children's drawing, each of which is divided into several stages. The pre-figurative stage includes two stages: the first - scribbling, the second - the stage of subsequent interpretation; pictorial stage - three stages: the first - primitive expressiveness (three - five years), the second - the stage of the scheme, the third - the stage of form and line (seven - eight years). The first stage usually ends in early childhood, but it also happens differently.

B.C. Mukhina describes a child who, until he was five years old (until he went to kindergarten), remained at the stage of interpreting scribbles, and notes that this case not exceptional. For reasons that are still unknown, such children do not have a preliminary “in their head” image of what they want to draw.

The enthusiasm with which a child scribbles on paper is caused by the coordination between visual and motor development achieved for the first time. Any comments that discourage drawing at this stage can cause mental retardation. However, at this age the child still does not depict anything on paper. Only after finishing “drawing”, he looks at the “work”, trying to guess what he got, and giving names to his drawings. The drawings themselves remained the same scribbles as before, but an important change occurred in the child’s thinking: he began to connect his notes on paper with the world around him. This is how the transition from “thinking in movements” to “figurative thinking” begins.

Selflessly drawing junior preschooler accompanies his actions and movements with speech, names what is depicted, without really caring about the quality of the image. According to the researchers, such drawings are more “mimic” rather than “graphic.” For example, the image of a girl jumping in a zigzag can be understood only at the moment of drawing, and two days later the child himself calls the same zigzag a fence.

At the second stage, the drawing becomes schematic (six to seven years old): the child depicts an object with the qualities that belong to it.

The third stage of drawing development in preschool childhood—drawing by observation—was identified by N.P. Sakulina and E.A. Flerina in the systematic teaching of drawing to children in kindergartens. If K. Bühler believed that drawing by observation is the result of extraordinary abilities, then domestic scientists have shown that such a result can be achieved by teaching children, but not drawing techniques, but systematic observation objects.

The realism of children's drawings increases towards the end of preschool age, but this increase in similarity to the object is assessed differently. Some consider this progress, while others, on the contrary, decline. For example, the American scientist G. Gardner called the stage of the diagram the “golden age of children's drawing”, and the later stage of line and form - the “period of literalism”, since he saw in it, first of all, a decrease in the expressiveness and boldness of children's works (L.F. Obukhova) .

The decrease in the expressiveness of children's drawings, bringing them closer to an objective photographic representation, is apparently an expression of a general transition from egocentrism to a more objective point of view.

Speaking about the importance of children's drawings for the mental development of a child, some authors are inclined to believe that the quality of a child's drawing is a direct reflection of the level of intellectual development (F. G "udenaf). Others believe that the level of drawing reflects primarily the emotional sphere of the individual.

The process of drawing in a child is different from the visual activity of an adult. A child of five or six years old usually cares little about the final result. Process it creative self-expression more important not only for the child, but also for the further process of his mental development. According to American psychologists V. Lowenfield and V. Lombert, a child can find himself in drawing, and at the same time he will be removed emotional block, inhibiting its development. Art therapy is used similarly in adults.

The movement of the verbal designation of what is depicted in the drawing from the end to the beginning of the drawing process, noted by K. Bühler, apparently indicates the formation of an internal ideal plan of action. A.V. Zaporozhets noted that interior plan activity in preschool age is not yet completely internal, it needs material supports and drawing is one of such supports.

According to L.S. Vygotsky, children's drawing is a kind of graphic speech. Children's drawings are symbols of objects, since they are similar to what they represent, in contrast to a sign, which has no such similarity.

As studies by A.V. have shown. Zaporozhets and L.A. Wenger, it is in preschool age that sensory standards and measures are acquired. Sensory standards are a system of speech sounds, a system of spectrum colors, a system of geometric shapes, a scale of musical sounds, etc.

The artistic development of a child is not limited to his visual activities; The perception of fairy tales has a huge influence on him. K. Bühler even called preschool age the age of fairy tales. A fairy tale is a child’s favorite literary genre. Listening to a fairy tale turns into a special activity of complicity and empathy for a child. Due to the child’s insufficient language proficiency, this activity must first have external support. As noted by T.A. Repin, in young children understanding is achieved only when they can rely on an image, so the child’s first books must necessarily have pictures and the illustrations must exactly correspond to the text.

B. Betelheim, a child psychologist and psychiatrist, wrote the book “The Benefits and Meaning of a Fairy Tale,” where he summarized his experience of using fairy tales for the psychotherapy of children.

According to the views of B.D. Elkonin, listening to fairy tales is no less important for a preschooler than role-playing games. Empathy for the hero of a fairy tale is similar to the role that a child takes on in a game. In a fairy tale, an ideal subjective action is presented, and the action of the subject is given in its pure form, correlated only with ideas about good and evil, without intermediate (for example, professional or family) roles and operations with objects.

A child's attention and memory at the beginning of preschool age are mainly situational and immediate. As the child masters their behavior, they become more and more selective. For example, an older preschooler, while playing Cossack Robbers, pays attention to subtle arrows, since they are important for the game. He can remember a long list of “purchases” when playing store, while a three-year-old child remembers what he saw or heard more often, and not at all what he “wanted” to remember.

The development of speech and thinking becomes the core of the cognitive development of a preschooler. In his work devoted to the development of a child’s speech and thinking, J. Piaget identified two large groups, into which all the child’s statements can be divided: socialized speech and egocentric.

The manipulation of meanings that occurs in role-playing play, although based on external objects, contributes to the transition of the child’s mental actions to more high level. Objective-active thinking becomes visual and figurative, and as the game develops, when objective actions are reduced and often replaced by speech, the child’s mental actions move to a higher stage: they become internal, relying on speech.

The possibility of non-situational communication that appears with the development of coherent speech greatly expands the child’s horizons. He gains knowledge about the infinity of the world, about its variability in time, about a certain determinism of phenomena. The ideas acquired by a preschooler in the process of communicating with parents, other adults, from books and from the media go far beyond the scope of the child’s own direct everyday experience. They allow him to structure his own experience and create your own picture of the world.

All known psychological currents refer to the fact of the birth of personality, or “formation of the self,” after the age of three. According to Z. Freud, it is this age that is associated with the formation and resolution of the “Oedipus complex,” the core component of the personality, onto which later events of personal history are only put on, like rings on a child’s pyramid.

In Russian psychology it is also believed that it is possible to talk about a child’s personality only after the crisis of three years, when the child realized himself as a subject of actions (L.F. Obukhova, K.N. Polivanova). Only after this awareness and the emergence of the ability to act purposefully can a child be considered a person capable of becoming “above the situation” and defeating his immediate impulses (V.V. Davydov, A.N. Leontyev).

As you know, most adults remember themselves no earlier than three years old. This may also serve as an indicator that personal memories and personality itself appear only in preschool age. Self-awareness that arises during the three-year crisis necessarily includes awareness of one’s gender. However, only in preschool age a child’s ideas about his gender become stable. This occurs largely due to the child’s identification with appropriate social roles in the game and identification with adults of the same sex. Gender roles are learned by preschoolers as stereotypes of sex-related behavior (gender stereotypes), sometimes even in the absence of awareness of the physical differences between the sexes. Wittingly or unwittingly, parents themselves form such stereotypes in their children, for example, when they tell their child: “Don’t cry, you’re a man!” or “It’s so bad that you got dirty, you’re a girl!” A preschooler seeking recognition and approval from adults receives it only when he behaves in accordance with recognized gender stereotypes, which allow boys to be more shy and aggressive and girls to be more dependent and emotional. This leads to the fact that already in the fifth year of life, girls and boys show different preferences in choosing toys: girls much more often choose dolls and dishes, and boys choose cars and cubes.

Training in progress role playing game the ability to behave in accordance with an imaginary role makes it possible for a preschooler to obey a speculative moral norm in his real behavior as opposed to his immediate situational desires. Naturally, the assimilation of moral norms, and especially the ability to obey them, cannot proceed without contradictions.

The difficulty of observing a moral norm for a child lies precisely in overcoming an immediate impulse that conflicts with a moral motive. A speculative “known” motive can be effective in the absence of a competing, immediate desire or in the presence of external control from the outside. In the game, the child’s adherence to the role is controlled by other children. The fulfillment of moral standards in real behavior is controlled by adults; in the absence of an adult, it is much more difficult for a child to overcome his immediate desire and not break his word.

In the experiments of E.V. Saturday children, left alone, broke the rule in order to complete the task and receive the promised candy reward. But the returning adult, by his very presence, reminded of moral standards, and many children refused the undeserved reward (although they did not admit to deception).

From this it is clear that the outcome internal struggle A preschooler’s motives depend on the structure of a specific situation, since the strength of the moral and ethical motive is not yet great. However, a significant step in mental development is precisely the possibility of this internal struggle. Child early age is not capable of it, since he is completely captured by the existing objective situation, is connected with it and only in it does he draw his goals and motives. A preschooler, thanks to speech, is more aware of his own sociality and acts more in a social environment than in a subject environment.

The preschooler already has the possibility of subordination (hierarchy) of motives, which A.N. Leontyev considered it a constitutive feature of personality. As for the influence of the situation on the observance of moral standards, adults do not act in accordance with their beliefs in every situation.

Many “why?” of a preschooler, which take his cognition beyond the framework of a specific situation, relate to ideas about time and changes associated with it. By the end of preschool, the child knows that he used to be small and that years later he will become big. This idea of ​​oneself in the future includes both gender (“I’ll be an uncle,” for example) and professional role.

The picture of the world he created corresponds to the level of development and peculiarities of his thinking: in it varying degrees There are both animistic ideas of natural phenomena and a belief in the direct effectiveness of mental phenomena. All these ideas are united into an integral and consistent, from his point of view, system, to each element of which he has one or another emotional relationship, which allows us to call it a worldview.

By the seven-year crisis, a generalization of experiences, or an affective generalization, a logic of feelings first appears, i.e., if some situation has happened to a child many times, he develops an affective formation, the nature of which relates to a single experience in the same way as a concept relates to a single perception or memory.

For example, a preschool child has no real self-esteem or pride. He loves himself, but a child of this age does not have self-esteem as a generalized attitude towards himself, which remains the same in different situations, self-esteem as such, generalized attitudes towards others and an understanding of his own value.

Chapter 2. Contents and methods of forming a child’s psychological readiness for schooling

2.1. Description of methods for diagnosing a child’s psychological readiness for schooling

The study of the formation of a child’s personal readiness for schooling took place in kindergarten No. 397 “Solnyshko” in the Novo-Savinovsky district of Kazan among children of the preparatory group, the age of the subjects was 6-7 years old, the sample consisted of 25 people, of which 13 were boys and 12 were girls.

The following methods were used in the study:

The technique is aimed at assessing mastery of the elements of logical thinking. It contains tasks for placing elements in a matrix composed according to two characteristics and representing a “logical multiplication” of classification geometric shapes by shape to their series by size. Children are asked to find the locations of individual elements in this matrix.

The examination is carried out in a separate, well-lit room. Two adults participate in the work: the one conducting the examination and an assistant who observes the children’s work and provides assistance in completing the tasks of the introductory series. At the same time, 6-10 children are checked, who are seated at separate tables to exclude the possibility of imitation and copying of decisions. The tables are arranged in such a way that adults can clearly see the work of each child.

2. “Dictation” technique L.A. Wenger and L.I. Tsekhanskaya. A method for determining the level of development of voluntariness as the ability to act according to an adult’s instructions is a dictation, during which the child must connect figures according to given adult rules.

The purpose of the technique: Diagnosis of the ability to act according to a rule given verbally.

Structure of activity: mastering the rules presented in a verbal manner; maintaining the rules as the task progresses; searching for the right moves with a focus on the rules for completing the task.

3. Also during the study, the “Test for determining the level of development of voluntary regulation of activity” by Nizhegorodtseva N.V., Shadrikova V.D. was used.

The child is asked to draw a pattern of geometric shapes and symbols in a large-checked notebook under the dictation of an adult, and then continue according to the pattern. First, you should clarify children’s ideas about geometric shapes (circle, square, triangle), show them how to draw them in a notebook (the size of the shapes fits into one cell, the distance between the shapes in a row is one cell), and give them the opportunity to practice. They explain that the patterns will include “+” crosses and “!” sticks.

After this, the task is explained: “Now we will draw a pattern of geometric shapes, crosses and sticks. I will tell you what figure to draw, and you listen carefully and draw them one after another on one line. The distance between the figures is one cell. Attention! Draw a pattern...” The first pattern is dictated. “Now continue this pattern yourself to the end of the line.”

4. In addition, the “Test for the development of self-control” was used by Nizhegorodtseva N.V., Shadrikova V.D. The purpose of the technique: To identify the level of self-control.

The ability to self-control involves turning the child’s attention to the content of his own actions, the ability to evaluate the results of these actions and his capabilities.

The child is asked to look at 4 pictures in turn, which depict his peers in situations of failure in an activity, is asked to tell what is drawn (if the situation is misunderstood by the child, the adult gives the necessary explanations), explain the reason for the failures of the children depicted in the pictures, and offer his own options solving a practical problem.

Analysis of the research results is carried out using methods of mathematical statistics.

2.2. Analysis of diagnostic results of a child’s psychological readiness for schooling

Analyzing the results of the “Systematization” method, we can say that the majority of preschoolers (64%) are at an average level of development, 28% have a low level of development, and only 12% have a high level of development.

Table 1

Results using the “Systematization” method

Points

Level

1

8

average level

2

7

low level

3

10

average level

4

12

average level

5

7

low level

6

14

high level

7

8

average level

8

10

average level

9

11

average level

10

15

high level

11

12

average level

12

7

low level

13

15

high level

14

8

average level

15

8

average level

16

11

average level

17

12

average level

18

14

high level

19

7

low level

21

9

average level

22

11

average level

23

10

average level

24

9

average level

25

13

average level

It is worth noting that children with low levels of developmentDuring the task, figures were randomly placed without taking into account both serial and classification relationships.

Children with an average level of development,As a rule, classification relations were taken into account and seriation relations were partially taken into account. When placing the figures, they made individual mistakes, which consisted of shifting them in a row of figures of the same shape by one or two cells.

Children with a high level of development arranged figures taking into account both classification and seriation relationships; they allowed individual shifts in the arrangement of figures by one position to the right or left, but not a single case of exchanging the places of figures of different shapes.

Now let’s analyze the results obtained using the “Dictation” method.

table 2

Results using the “Dictation” method

Analyzing the results obtained using the “Dictation” method, we can say that the majority of preschoolers received an average total score when completing a task. The children did not learn the instructions for a long time, their attention was scattered, there was no goal to remember the instructions. Some children needed the help of a psychologist; they followed the rule with the first series of the task, then they got lost and got confused.

According to the results of "T“To determine the level of development of voluntary regulation of activity,” the following data were obtained:

Table 3

Results for "T" I am trying to determine the level of development of voluntary regulation of activity"

Points

Level

1

3

not good enough

2

2

the skill is not formed

3

4

not good enough

4

4

not good enough

5

4

not good enough

6

3

not good enough

7

5

skill formed

8

5

skill formed

9

6

skill formed

10

6

skill formed

11

3

not good enough

12

2

the skill is not formed

13

4

not good enough

14

6

skill formed

15

6

skill formed

16

5

skill formed

17

4

not good enough

18

4

not good enough

19

3

not good enough

21

5

skill formed

22

6

skill formed

23

5

skill formed

24

4

not good enough

25

5

skill formed

Analyzing the results of the methodology, we can say that many preschoolers (44%) have not developed the skill; while completing the task, some children made mistakes, did not understand the adult’s task, and did not want to complete the tasks. 8% of preschoolers have not developed the skill, dChildren have no experience interacting with adults in a learning situation, do not have the skills to work step by step instructions. 48% of preschoolers have sufficiently developed the skill of working according to the instructions of an adult; they are able to listen carefully to the teacher and accurately carry out his tasks.

Now let’s analyze the results of the “Test for the Development of Self-Control”: the majority of preschoolers (76%) explain that the reason for failure is in the watering can, bench, swing, slide, i.e. failures occurred for reasons beyond the control of the characters, which means, i.e. they have not yet learned to evaluate themselves and control their actions. Most likely, when faced with failure, they will quit what they started and do something else.

Some of the children, 24%, saw the cause of the event in the characters themselves and invites them to train, grow up, gain strength, call for help, which means they have a good ability for self-esteem and self-control.

Thus, we can say that the majority of preschoolers are not ready for school, or are at an average level; it is necessary to conduct games and exercises with them to help prepare children for school.

2.3. Methodological recommendations for preparing a child for schooling

Game is one of those types of children's activities that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend.

Didactic game with its educational task, presented in a playful, entertaining form, attracted the attention of prominent foreign and Russian teachers at the dawn of the theory and practice of teaching and educating preschool children.

Let's present a series of activities with preschoolers.

The topic of the lesson is “Day. Circle. Number"

Game "Name it correctly."

Read a poem by M. Myshkovskaya to the children.

There is one nose and one mouth, I am the only son of my mother, the sun is in the sky and the moon, and the earth is the same for everyone. Invite the children to look at the drawing and name the objects, one at a time (sun, moon, boy, cloud).

Game "Guess and Draw".

Give the children a riddle. I have no corners And I look like a saucer, Like a plate and like a lid, Like a ring, like a wheel. Who am I, friends?

(Circle)

If children find it difficult to guess the riddle, you can show them all these objects.

Give the children the task of tracing the arrows with their fingers, as shown in the picture.

Suggest using a red felt-tip pen to circle a large circle, and a small circle with a blue marker.

Children, turning to the thumb, alternately bend the remaining fingers under the nursery rhyme words. Finger-boy, where have you been? With this brother - I went to the forest, With this brother - I cooked cabbage soup, With this brother - Ate porridge,

With this brother - I sang songs!

4. Game “When does this happen?”

Read a poem by M. Sadovsky to the children.

He shouts “Ku-ka-re-ku!” The sun, the river, the breeze. And flies all over the area: “Good afternoon! Ku-ka-re-ku!

Ask the children what the cockerel wishes for the sun, river, or breeze. (Good day.)

Specify that after morning comes day and children go for a walk, then have lunch, after which they have a nap.

The topic of the lesson is “Number 1. Night. Circle"

1. Game “One and Many”.

Give the children riddles.

Antoshka stands on one leg, they are looking for him,

But he doesn’t respond.

(Mushroom)

Winter and summer

One color.

(Christmas tree)

Give the task to find the answers in the picture and circle them.

Ask the children which objects in the picture are many and which ones are one at a time. (Mushroom, Christmas tree, girl, basket, sun, bunny - one at a time, many - flowers, birds.)

Game "What happens round".

Invite the children to name objects that look like a circle. (Sun, cherries, car wheels.)

Tell the children that the bear wants to draw round objects, but does not know which ones.

Ask the children to help the bear draw round objects, which ones they want.

Additional material. Night. There is silence all around. In nature, everything is asleep. With its brilliance, the moon makes everything around silver. S. Yesenin

The forests are sleeping, the meadows are sleeping, fresh dew has fallen. The stars are shining in the sky, the streams are talking in the river, the moon is looking out the window, telling the little children to sleep. A. Blok

EVERYBODY SLEEPS

The bug yapped in its sleep and wagged its tail. The cat, the little gray cat, sleeps at the leg of the chair. Grandmother fell asleep in a soft chair by the window. The bear also began to yawn. Isn't it time for Masha to go to bed? A. Barto

The topic of the lesson is “Number 2. Triangle. Autumn".

Game "Riddles and guesses."

Give the children riddles.

I run with the help of two legs, While the rider sits on me. I'm only stable when I'm running. There are two pedals at the bottom.

(Bike)

We always walk together, looking alike, like brothers. We are under the table at dinner, and under the bed at night.

(Shoes)

Give the task to find the answers in the picture and circle them.

Game exercise"Getting to Know the Triangle"

Ask the children what is the name of the figure drawn on the left? (Triangle.) If the children find it difficult, tell them yourself.

Give the task to place your finger on the arrow and circle the triangle.

Then ask the children to trace the dots around the large triangle with a green marker and the small triangle with a yellow marker.

Make sure that the large triangle is green and the small triangle is yellow.

Physical education lesson “Maple”.

The wind quietly shakes the maple tree, tilts it left and right. One - tilt and two tilt. The maple leaves rustled.

Hands raised up, movements along the text.

4. Game “What Happens in Autumn.”

Read a poem by E. Alexandrova to the children.

Autumn is driving clouds in the sky, Leaves are dancing in the yard. A mushroom, put on thorns, drags the hedgehog to its hole.

Questions for children.

What time of year is the poem talking about? (About autumn.)

What color are the leaves in the autumn? (Yellow, red, orange.)

How does a hedgehog prepare for winter? (Prepares mushrooms.)

Please note that the current time of year is autumn.

Additional material.

Autumn. It's frosty in the morning. Yellow leaves are falling in the groves. The leaves around the birch lie like a golden carpet.

E. Golovin

If the leaves on the trees have turned yellow, If the Birds have flown to a distant land, If the sky is gloomy, If the rain is pouring, This time of year is called Autumn.

M. Khodyakova

A crow screams in the sky

Karrrrr!

There's a fire in the forest, fire-rr!

And it was very simple:

Autumn has settled in!

E. Intulov

AUTUMN

So autumn has come, I got my feet wet in a puddle. The breeze sneezed - a leaf fell from the tree, turned on its side and fell asleep.

A. Grishin

Zantia theme “Number 4. Square. Winter".

Game “Does the elephant have enough shoes?” Read a poem by S. Marshak to the children.

They gave the shoe to the elephant.

He took one shoe.

And he said: “We need wider ones,

And not two, but all four!” Invite the children to count how many shoes the elephant was given. (Four.)

Questions for children.

How many legs does an elephant have? (Four.)

2. Game exercise “Drawing squares”

Tell the children that the shape you draw is called a square.
Ask what geometric shapes they know? (Circle, triangle.)

Give the task to trace the square with your finger using the arrows, as shown in the figure.

Offer to circle the large square point by point with a red felt-tip pen, and the small one with a green marker.

Please note that squares can be of different sizes.

3. Physical education session “Bunny”.

Skok-skok, skok-skok, Bunny jumped onto a stump. It’s cold for the hare to sit, you need to warm your paws, paws up, paws down, pull yourself up on your toes, put your paws on the side, hop and hop on your toes. And then squat down, so that your paws don’t freeze.

Movements in the text of the poem.

Game "When does this happen?"

Give the children a riddle. It's getting cold. The water turned into ice. The long-eared gray bunny turned into a white bunny. The bear stopped roaring: The bear fell into hibernation in the forest. Who can say, who knows, When this happens?

(Winter)

Tell the children that it is winter, it is cold outside, the ground is covered with snow, the trees have no leaves, people wear warm clothes, and you can go sledding.

Additional material.

Here the north, driving up the clouds, breathed, howled - and here comes the sorceress-winter herself!

A.S. Pushkin

The last leaves fell from the birch tree, Frost quietly crept up to the window, and overnight, with his magic brush, he painted a magical country.

P. Kirichansky

And a baby elephant, and a mouse, and a puppy, and a frog. Buy slippers as a gift. You need four paws. M. Myshkovskaya

The topic of the lesson is “Big, smaller, smallest. Spring".

Game "Count, Color." Read a poem by S. Mikhalkov to the children.

Our kittens are good. One two three four five. Come to us guys Look and count.

Questions and tasks for children.

Circle the dots as many times as there are kittens on

picture.

How many circles did you circle? (Five.)

Why? (Because there are five kittens in the picture.)

2. Game “When does this happen?”

Read an excerpt from a poem by L. Agracheva to the children.

Haunted cheerfully

Spring from the forest.

The bear responded to her

Purring from sleep.

The squirrel was alarmed,

Looking from the hollow, -

I waited, fluffy one,

Light and warmth. Ask the children what time of year the poem is about? (About spring.)

What other seasons do they know? (Autumn winter.)

3. Physical education session “Fingers”.

Fingers fell asleep

Curled into a fist.

One!

Two!

Three!

Four!

Five!

Wanted to play!

On the count of 1, 2, 3, 4, 5, open your fingers one by one from the fist. In response to the words “wanted to play,” the fingers move freely.

4. Game “Connect correctly.”

Questions and tasks for children.

What size is the vase? (Big, smaller, small.)

What size are the flowers? (Big, smaller, small.)

Invite the children to connect flowers with vases with a line according to their size - a large flower with a large vase, a smaller flower with a smaller vase, a small flower with a small vase.

Additional material.

For play activities With children, you should first get acquainted with the games, prepare game material, cut out blanks from the application or colored paper, which should be stored in envelopes or matchboxes, indicating the number on them, since in subsequent games it is required to useblankki from the previous ones. Some games require the use of colored cubes. Some games requirestrictlyimpressive construction set, small items, toys, ropes, colored ribbons, children's musical instruments, paints, colored paper. Making gaming materials together with your child will be especially useful for the development of his cognitive activity, business communication, will bring him a charge of satisfaction from joint work and the process of learning. Such activities accustom the child to perseverance, composure, organize his attention and quietly prepare him for educational activities.

BehindThroughout the preschool period, the child masters six basic shapes: triangle, circle, square, oval, rectangle and polygon. Vnachalehe can only remember the name of the property itself - “shape” - and the name of all the contours in the drawing and cut-out models - “figure”. Among the many figures, he learns to distinguish their forms, first according to the model, and then according to the standard, which is fixed in his image-representation. There is no need to strive for him to remember the names of all the forms, but you need to name them yourself, reinforcing your words by showing a sample. Later, the child begins to distinguish the names in your words, and then pronounce them himself.

From the age of three, the child selects shapes according to a pattern, performs the action of matching using operations such as grouping shapes, applying, superimposing. These operations are consolidated during mosaic laying and construction.

From the age of four, a sample and mastery of operations for examining an object begin to guide the child’s perception, forcing him to examine the object in more detail, not only its general shape, but also its distinctive details (angles, length of sides, inclination of the figure). Distinguishing details allows him to perceive a form by its distinctive features, and then he remembers the names of the forms. Familiarity with the varieties of forms forms a standard for each form in the form of an image-representation, which helps to master the operation of feeling and modeling new forms.

Game: What does this figure look like?

Show the figures on the left in the picture and name them.

You need to ask the child to find objects in the room or on the street that are similar to these figures (look at the picture on the right). If possible, let them trace these objects with their hands. If the child cannot find it on his own, you need to help him and show him these items.

Game: What figure is this?

To play, you need to cut out the shapes and stick them on cardboard. You need to ask the child to trace each shape with his finger along the contour. And then ask the child: “What figure is this?” You need to ask the child to put the figures under the same picture. Then you need to show how it should be done.

Game: Trace the shapes with a pencil

Ask your child to trace the shapes with a pencil.

Color them different colors. Ask them to name familiar figures. Point to an unfamiliar figure, an oval. Name her. What does she look like?

Game: Sit on your bench

You need to cut out shapes that are already familiar to the child, but in different sizes. Show how identical figures sit on their bench. A new figure for the child is added - an oval. When he lays out all the figures, name the new figure again.

A game: Find out your figure by touch

You need to put several cardboard figures of different sizes in a cardboard box and ask the child with his eyes closed to take out the figure, feel it with his fingers and say the name.

Game: Find your place

You need to cut out the outlines of similar objects to the drawings that will be used in this game. Ask the child to arrange figures that are similar in shape under the picture.

Game: Place the shapes in a row

First you need to cut out similar shapes to the drawings that will be used in this game. All cut out figures should be asked to be laid out in a row under the same figures, and then placed on the drawing. Show how this should be done, drawing the child’s attention to the fact that all the corners match and the drawing does not peek out.

Game: Flip the pieces

To play the game, you need to cut out figures for the drawings that will be used in this game. You need to ask for each figure in the figure papprovea similar figure and turn it over in the same way as in the figure, put it under the figure, andthenput on the drawing.

You need to ask the child to show what new figures he saw. Name them - these are polygons and semicircle.

Game: Collect beads

You need to show your child how to assemble beads fromcircles andtriangles and squares of the same size.

Game: Where is my trailer?

You need to show a train in the picture and say:"Onthere were many figures standing at the stop. Whencame uptrain, all the figures quickly ran to their carriages and stood in line. How did they recognize their carriage? You need to ask the child to place the figures in their trailers.

Game: What shapes are the flags made from?

The child needs to color the flags and draw the same ones.

Game: How are the houses similar?

What shapes are they made of?

Game: What shapes were used to make the shapes?

Game: What shapes do you see in the pictures?

Game: Find similar shapes

In this game you need to ask the child to compare the drawings on the right and left and show similar figures.

List of used literature

Andreeva G.M. Social Psychology. / Andreeva G.M. reprint and additional – M.: MSU, 2002. – 456 p.;

Artamonova E.I. Psychology of family relationships with the basics of family counseling. ed. E. G. Silyaeva M.: 2009. – 192 p.

Akhmedzhanov E.R. " Psychological tests" / Akhmedzhanov E.R. - M.: 2006 – 320 p.;

Bityanova M.R. Workshop on psychological games with children and adolescents. St. Petersburg: Peter, 2007. - 304 pp.

Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for universities. St. Petersburg: Peter, 2008. – 304 pp.

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To diagnose the formation of psychological prerequisites for mastering educational activities, the “Pattern” technique of L.I. was used. Tsekhanskaya. After carrying out the following results were obtained.

When completing tasks, the child was awarded penalty points for various errors:

- "gaps" - 0.5 points

Extra connections - 1 point

omissions of “connection zones” - 1 point.

To determine the level of formation of psychological prerequisites for mastering educational activities, we introduce a conditional scale for determining the results of the methodology:

high level - the child correctly learned the rule and completed the task flawlessly, made no mistakes when making connections, one interruption of the line connecting the figures is allowed (no more than 0.5 points);

average level - the child has no more than three errors when completing the task, such as extra connections not provided for in the dictation, “breaks”, or omissions of “connection zones” between correct connections from (no more than 3 points);

low level - the child has more than three mistakes (more than 3 penalty points).

The research results are presented in Appendix 1.

Let us present the results of the technique in a diagram.

Rice. 1.

In the group of six-year-old children, 13.3% of children have a high level, 66.7% have an average level, and 20% of children have a low level;

In the group of seven-year-old children, 33.3% of children have a high level, 53.4% ​​have an average level, and 13.3% of children have a low level.

As we see, in six-year-old children the formation of psychological prerequisites for mastering educational activities is at an average level. For seven-year-olds, the prerequisites for mastering educational activities are formed at a fairly high level. Six-year-old children did not fully understand the connection rules and, as a result, made more mistakes than seven-year-olds.

In general, we can say that completing the task did not cause any particular difficulties for the children, and the results we obtained were positive and corresponded to age standards. However, during the research, children were identified who required special attention from preschool teachers. Of course, these are primarily two children from a group of seven-year-old children. It is quite possible that children require additional classes or correctional work.

The next stage of the study was diagnosis educational motivation. To do this, we used a technique to determine the dominance of a cognitive or play motive in the child’s motivational sphere.

The results of the study are presented in Appendix 2. Let us present the results of the methodology in a diagram.

Rice. 2. Results of a study on methods for determining motive in a child’s motivational sphere

Analyzing the results obtained after carrying out the technique, we can say that

In the group of six-year-old children, 26.7% of children had a cognitive motive, and 73.37% had a play motive;

In the group of seven-year-old children, 46.6% of children had a cognitive motive, and 53.4% ​​of children had a play motive.

Of course, children in whom the cognitive motive dominates between the cognitive and play motives are more common among seven-year-old children. However, both in the group of seven-year-olds and in the group of six-year-olds, the play motive dominates over the cognitive one. Children remain children, and despite the fact that some of them already have sufficiently formed prerequisites for learning, they still want to play.

At the next stage of the study, the intellectual and speech spheres of the children were diagnosed. To conduct the study, we used the “Boots” and “Sequence of Events” methods.

The “Boots” technique allows you to study children’s learning ability, as well as the features of the development of the generalization process.

To analyze the results of the study, we will present a comparative scale for assessing the level of learning of children in a similar way as used in the first method. So,

High level - children have well learned the rule by which the task should be completed, the task is completed correctly, children generalize objects well and are attentive when completing the task;

Intermediate level - children have learned the rule, but when completing the task they make mistakes, but the nature of the errors is insignificant, for example, there are mistakes when a horse is designated by the number "4", a girl by the number "2", and a stork by the number "1" and explain such answers based on the number of legs these characters have.

Low level - the child does not understand the rule well, even after additional explanation, he confuses “0” and “1”. At the third stage, the child has difficulties, since he does not cope well with generalization and therefore he has to return to the second stage several times in order to understand the hint.

The results of the study are presented in Appendix 3. Let us present the results of the methodology in a diagram.

Rice. 3. Results of the study using the “Boots” method

Analyzing the results obtained after carrying out the technique, we can say that

In the group of six-year-old children, 6.7% of children have a high level, 66.7% have an average level, and 26.6% of children have a low level;

In the group of seven-year-old children, 40% of children have a high level, 53.3% have an average level, and 6.7% of children have a low level.

Based on the results obtained, we can conclude that seven-year-old children have a higher level of learning ability and mastery of the principles of generalization than six-year-olds. That is, the network of children with a high level of learning ability is larger among seven-year-old children. In general, in the groups of tested children the average level prevails, but the level of learning becomes higher with age.

In the process of conducting this study, children with a low level of learning ability and who did not know the principles of generalization were also identified in groups. As we noted earlier, these children require attention from teachers, as well as parents.

For a comprehensive study of the intellectual and speech sphere of children, we used the “Sequence of Events” technique.

The technique is intended to study the development of logical thinking, speech and the ability to generalize.

To statistically process the results, we reduce the levels to the following scale.

The level of development of logical thinking and speech is high - the children arranged the pictures in the correct sequence, the children have a high level of speech development, a large vocabulary of words, when telling stories they use all parts of speech and nouns, adjectives, verbs, adverbs, conjunctions. Children are active in the task. They recognize emotions well and describe the states accompanying certain emotions.

The level of development of logical thinking and speech is average - the children arranged the pictures in the correct sequence, the children have an average level of speech development, a sufficient vocabulary of words, but when telling a story they do not use all parts of speech. Children are active in the task.

The level of development of logical thinking and speech is low - the children arranged the pictures incorrectly and their level of speech development is lower. When speaking, children use mostly nouns, fewer verbs, and little use of other parts of speech. They use words inappropriately. When constructing a coherent statement, children use simple common sentences. The story is inconsistent and inconsistent.

The results of the study are presented in Appendix 4. Let us present the results of the methodology in a diagram.

Analyzing the results obtained after carrying out the technique, we can say that

In the group of six-year-old children, 26.6% of children have a high level, 60% have an average level and 13.3% of children have a low level;

In the group of seven-year-old children, 53.3% of children have a high level, 40% have an average level, and 6.7% of children have a low level.

Rice. 4. Results of the study using the “Sequence of Events” method

Based on the results obtained, we can conclude that the results we obtained are at a fairly high level, both in the group of six-year-olds and seven-year-olds. The children did not have any difficulties with the task.

In the group of seven-year-olds, a high level of development of logical thinking and speech prevails, the children arranged the pictures in the correct sequence, the children have a high level of speech development, a large vocabulary of words, when telling a story they use all parts of speech and nouns, adjectives, verbs, adverbs, and conjunctions. Children are active in the task.

In the group of six-year-olds, the average level of development of logical thinking and speech prevails; the children arranged the pictures in the correct sequence, but the children have an average level of speech development, a sufficient vocabulary of words, but when telling a story they do not use all parts of speech. Children are also very active in the task.

The results of our study of children’s readiness for school allow us to draw the following conclusion:

All the children studied, both from the seven-year-old and from the six-year-old groups, are ready for learning; they are sufficiently formed psychological preconditions to learning, a sufficient level of learning ability and development of logical thinking and speech;

During the study, children were identified, both in one and in another group, in need of increased attention, help and support from teachers and parents that require additional tasks.

IN modern world The requirements for children entering the first grade of school are growing every year. According to the modern Federal State Educational Standard for Preschool Education, which ensures continuity between preschool and primary general education, by the end of preschool age, children should develop independence in various types of activities; positive attitude to the world, work, other people and oneself; ability to negotiate and resolve conflicts; the ability to obey rules and social norms; imagination must be developed, realized primarily in the game; oral speech; gross and fine motor skills; curiosity; The child must acquire basic information about himself and the world around him. The successful formation of all these and many other personal qualities and the development of the mental processes of a preschooler leads to the formation of prerequisites for educational activities.

Not all children starting school are ready for a new stage in their lives. The lack of timely diagnosis of the readiness of preschool children for school education and untimely or insufficient corrective work with such children can lead to the problem of school maladjustment.

Thus, the problem of children's readiness for schooling is relevant today.

Children's readiness for school is a problem that many scientists are studying. different countries. Among them are foreign psychologists, such as Anna Anastasi, Alois Jirasek, and domestic psychologists, for example, Lidiya Ilyinichna Bozhovich, Lev Semenovich Vygotsky, Irina Yuryevna Kulagina.

The problem of preschool children's readiness for school education is studied by many foreign and domestic psychologists.

Anna Anastasi in her works considers readiness for school as the acquisition of the necessary skills, knowledge, motivation and other behavioral traits, thanks to which the student can benefit from maximum benefit from schooling.

Jan Jirasek in his research identifies three components of readiness for school: intellectual readiness (including differentiated perception, focused concentration, analytical thinking, etc.), emotional readiness (achieving a relatively good emotional stability and educational motivation) and social readiness (the child’s need to communicate with other children, the ability to obey the rules of children’s groups).

Lidia Ilyinichna Bozhovich understands school readiness as “not only appropriate level development of a preschooler’s cognitive activity, but also the level of development of his motivational sphere and thereby his attitude to reality.”

Lev Semyonovich Vygotsky became one of the first Soviet psychologists to put forward the idea that intellectual readiness for schooling depends not on the quantitative stock of a preschool child’s ideas about the world around him, but on the degree of development of thought processes. From the point of view of L.S. Vygotsky, a child who has reached a certain level of development of mental processes can be called ready for schooling. This level consists of the child’s ability to highlight the main and significant things in the phenomena of the surrounding world, to find similarities and differences between the phenomena of reality when comparing; in the ability to analyze reality, build logical reasoning leading to correct conclusions about objects and phenomena of the surrounding world. An equally important criterion for readiness for schooling is the child’s ability to follow the teacher’s reasoning and grasp the cause-and-effect relationships explained by the teacher.

Thus, according to L. S. Vygotsky, “to be ready for school education means, first of all, to have the ability to generalize and differentiate objects and phenomena of the surrounding world in appropriate categories.”

According to Irina Yuryevna Kulagina, “psychological readiness for school is a complex education that presupposes a fairly high level of development of the motivational, intellectual spheres and the sphere of voluntariness.” Kulagina I.Yu., like many other psychologists, identifies three components in the structure of psychological readiness for schooling: personal (motivational), intellectual readiness for schooling and readiness in the sphere of voluntariness. Under personal readiness for schooling Kulagina I.Yu. understands the development of the cognitive needs of preschool children and the formation of arbitrariness of actions, the ability to follow given rules and norms. Intellectual readiness for school learning includes the development of thought processes. The development of mental processes is understood as the ability to analyze, generalize, compare objects, classify them according to a given criterion, find similarities and differences, identify the causes of certain phenomena and draw conclusions based on cause-and-effect relationships. In addition to the development of thought processes, intellectual readiness includes the development of memory, imagination, and speech of a preschool child. Kulagina I.Yu. notes that psychological readiness for school is a holistic education, and insufficient development of one component entails problems in the formation of psychological readiness for school education as a whole.

Leonid Abramovich Wenger defines readiness for school as a set of personal qualities of a preschool child, including motivation or personal readiness, volitional and intellectual readiness.

Nina Iosifovna Gutkina understands psychological readiness for school as readiness to assimilate a certain part of culture, included in the content of education in the form of educational activities, and is a complex structural-systemic education that covers all aspects of the child’s psyche. It includes: personal-motivational and volitional spheres, elementary systems of generalized knowledge and ideas, some learning skills and abilities. This is not the sum of isolated qualities and properties, but their integral unity.

According to the encyclopedic dictionary of psychology and pedagogy, psychological readiness for school is a set of mental qualities necessary for a child to successfully start school. These qualities can be divided into components:

1) motivational readiness - a positive attitude towards school and a desire to learn;

2) mental or cognitive readiness - a sufficient level of development of thinking, memory, etc. cognitive processes, the presence of a certain stock of knowledge and skills;

3) volitional readiness - a fairly high level of development of voluntary behavior;

4) communicative readiness - the ability to establish relationships with peers, readiness for joint activities and attitude towards an adult as a teacher.

Domestic and foreign psychologists divide psychological readiness for schooling into several components. The work is based on the classification of Irina Yuryevna Kulagina, who divided psychological readiness for learning at school into three aspects: the motivational sphere, the sphere of voluntariness and the intellectual sphere.

Motivational or personal readiness presupposes an attitude towards learning as a social important cause and the desire to actively participate in this matter.

The condition for the formation of motivational readiness for schooling is, first of all, the desire of preschool children to enter school. At first, this desire may be external: the desire to receive a bright backpack, beautiful stationery, the need for new emotions, a new environment, the desire to make new friends. Gradually, preschool children begin to be attracted not by the external attributes of school life, but by internal needs, first of all, the desire to gain new knowledge. Big role In shaping the desire for school life, the attitude of adults towards educational activities plays a role as a much more significant and useful activity than playing.

Another condition for the formation of the motivational side of psychological readiness for schooling is the desire of preschool children to acquire a new social role, the role of a student. Preschool children strive to climb new level development, grow up in the eyes of younger children and become equal in social status with schoolchildren.

The next condition for the formation of the personal side of the psychological readiness of preschool children for school education is a cognitive need that cannot be fully satisfied at home or in kindergarten.

If preschool children have personal motivation for schooling, this will facilitate the development of the sphere of voluntariness. Preschool children with developed educational motivation strive to follow school rules, listen to the teacher’s demands, and try to control their behavior at school. Thus, the first condition for the formation of the sphere of arbitrariness of the psychological readiness of preschool children for school education is the presence of educational motivation.

By the end of preschool age, children can realize the purpose of their actions, outline rough plan actions, make efforts to perform actions to achieve the goal, overcome obstacles on the way to the goal. The need to overcome difficulties and subordinate one's actions to a set goal contributes to the development of arbitrariness of mental processes. Preschool children begin to consciously control their behavior, internal and external actions. So, the second condition for the formation and development of the sphere of voluntariness of psychological readiness for schooling is the development of the ability to plan one’s activities and manage one’s behavior.

The sphere of voluntariness in preschool children is formed with the direct help of an adult. Parents and educators formulate in children the concepts of “should,” “can,” and “cannot.” Awareness of these concepts and submission to the rules is the third condition for the formation of the sphere of arbitrariness. Based on these rules, preschool children develop such important character traits as responsibility and discipline.

Another condition for the formation of the sphere of voluntariness in preschool children is the correct organization by adults of children’s activities, taking into account the difficulty of the tasks performed by children and the time allotted for their completion.

Intellectual readiness for schooling is the third, no less important component of the psychological readiness of preschool children for schooling. The intellectual readiness of children is associated with the development of thinking processes, namely with the children’s ability to analyze, generalize, compare objects and phenomena of the surrounding world, classify them, identify cause-and-effect relationships between phenomena, and draw conclusions. In addition, the intellectual readiness of preschool children for school education is determined by increased level development of mental processes: differentiated perception, voluntary attention, meaningful logical memorization, the beginnings of verbal-logical thinking.

The most important condition The formation of the intellectual sphere of psychological readiness of preschool children for school education is systematic training with an adult. Without the help of an adult, a preschool child will not be able to navigate time, space, the immediate social environment, or the natural environment. Even with a large amount of knowledge about the world around them, preschool children will not form a holistic picture of the world. An adult helps preschool children systematize and generalize existing knowledge.

In addition to providing ready-made knowledge about the world around them, adults should create problematic situations for children and ask questions that stimulate children’s mental activity. The development by adults of a child’s cognitive needs and the creation of conditions for the active mental activity of preschool children is the second condition for the formation of the intellectual sphere of readiness for schooling.

The third condition for the formation of the intellectual sphere is the orientation of adults towards the zone of proximal development of children. Fulfillment of this condition ensures the development of the child’s psyche and intelligence.

The results of our theoretical research allow us to draw the following conclusions.

The problem of the readiness of preschool children for schooling has interested many researchers, both foreign and domestic.

In our opinion, Irina Yurievna Kulagina most fully defined psychological readiness for schooling. In her works, psychological readiness for schooling is listed as a complex education that involves the development the following areas personality: intellectual, motivational and the sphere of voluntariness.

Children develop intensively during preschool childhood, both physiologically and psychologically. The following age factors influencing psychological readiness for school can be identified:

a) features of the development of attention (concentration and volume of attention increases, the degree of stability increases; the distribution of attention is still poorly developed; attention is involuntary);

b) features of memory development (there is an increase in the volume of memorization of verbal information, development of arbitrariness of memory);

c) features of the development of thinking (verbal and logical thinking begins to develop under the condition of systematic training);

d) features of speech development (speech becomes more complex, in the speech of preschool children they appear more often complex sentences, generalized concepts).

Psychological readiness for schooling in preschool children does not arise spontaneously, but is formed when a number of conditions are met.

Conditions for the formation of motivational readiness for schooling:

1) the desire of preschool children to enter school;

2) the desire of preschool children to achieve a new social role as a student;

3) a cognitive need that cannot be fully satisfied at home or in kindergarten.

Conditions for the formation of readiness of the sphere of voluntariness for schooling:

1) presence of educational motivation;

2) developing the ability to plan one’s activities and manage one’s behavior;

3) awareness of the concepts “must”, “possible”, “impossible” and obedience to the rules;

4) proper organization by adults of children’s activities, taking into account the difficulty of the tasks performed by children and the time allotted for their completion.

Conditions for the formation of intellectual readiness for school education:

1) systematic classes with an adult;

2) development by adults of the cognitive needs of the child and creation of conditions for active mental activity of preschool children;

3) adults’ focus on the zone of proximal development of children.

The conclusions we made served as the basis for practical research on the topic of the work.

Irina Yurievna Kulagina, like many other psychologists, distinguishes three components in the structure of psychological readiness for school learning: personal (motivational), intellectual readiness for school learning and readiness in the sphere of voluntariness.

To successfully diagnose the readiness of preschool children for school, it is necessary to examine all three areas of psychological readiness for school in preschool children.

Methodology 1. The “Motivational Preferences” methodology was chosen to study the motivational sphere of preschool children’s readiness for school. Its author is Dmitry Vyacheslavovich Soldatov, Candidate of Psychological Sciences, Associate Professor of the Department of Psychology, Defectology and Special Pedagogy of the State University of Humanities and Technology. The methodology is intended to identify the subordination of motives for educational, work and play activities. Children are asked to look at 9 pictures in which a boy and a girl perform various actions. In three pictures these actions relate to play, in three – to learning, in three – to work. At the first stage of the study, children are asked to choose 3 pictures with the most attractive activities and put them aside. At the second stage, children need to select several pictures with undesirable actions (the number of pictures to choose is not limited; children can classify all the remaining pictures as undesirable actions). If after the second stage of the study there are still pictures, then the third stage begins. On it, children must divide the remaining pictures into more and less attractive ones.

The “Motivational Preferences” method allows us to identify whether a child has a dominant motive – play, work or study.

Children's choice of cards depicting learning activities is worth two points for each card chosen. Selecting cards depicting work activities is worth one point for each card selected. The choice of cards depicting the actions of the game activity is scored zero points. After completing the survey, the scores are summed up to form a final score.

Method 2. To study the intellectual sphere of preschool children’s readiness for school education, the method of Alexander Nikolaevich Bernstein “Establishing the sequence of events” was chosen. The study is intended to individual work with kids. Children are asked to look at 6 plot pictures, related in meaning, but confused with each other in the sequence of events. Children need to grasp the plot, lay out the pictures correctly and compose a story based on them.

If children independently established the correct sequence of pictures and composed a logically correct story, then a high level of development of the intellectual sphere of readiness for schooling is diagnosed.

If children independently established the correct sequence of pictures, but were unable to compose a logically correct story without the help of an adult, then an average level of development of the intellectual sphere of readiness for schooling is diagnosed.

If children were unable to compose the correct sequence of events, refused to compose a story, or were unable to compose a story even with the help of an adult, or tried to describe what was happening separately in each picture without connection with the other pictures, then a low level of development of the intellectual sphere of readiness for schooling is diagnosed.

Methodology 3. To study the sphere of arbitrariness of preschool children’s readiness for school education, Nina Iosifovna Gutkina’s “House” method was chosen. Children are invited to draw a house made up of geometric shapes and elements of capital letters. As the child works, it is necessary to record the following: a) with which hand the child draws; b) how the child works with the sample; c) draws quickly or slowly; d) are you often distracted while working? e) what he expresses and what questions he asks; f) after completing the work, checks his drawing with the sample.

Processing of the research results is carried out by calculating points awarded for errors: 1) absence of any part of the drawing (4 points); 2) enlarging the details of the drawing by a factor of two or more (3 points for each enlarged detail); 3) incorrectly depicted part of the picture (3 points); 4) incorrect arrangement of parts in the space of the drawing (1 point); 5) deviation of straight vertical and horizontal lines (1 point); 6) line breaks (1 point for each break); 7) climbing lines on top of each other (1 point for each climb).

Interpretation of the results: 0 points – the sphere of voluntariness is well developed; 1-4 points - average development of the sphere of voluntariness; more than 4 points - poor development of the sphere of voluntariness.

The diagnostic research program is presented in Table 1.

Table 1. Characteristics of diagnostic tools

	Name of the technique		Purpose of the technique	Criteria for evaluation
1.	"Motivational preferences"	D.V. Soldiers	Studying the motivational sphere of preschool children’s readiness for schooling	Subordination of motives for educational, work and play activities
2.	"Establishing the Sequence of Events"	A.N. Bernstein	Studying the intellectual sphere of preschool children’s readiness for schooling	Development of intelligence: the ability to understand the plot, lay out pictures correctly and compose a story based on them
3.	"House"	N.I. Gutkina	Studying the sphere of voluntariness of preschool children’s readiness for schooling	Level of development of voluntary attention

So, in conditions when the requirements for children entering the first grade of school are growing. By the end of preschool age, children should already have developed independence in various types of activities; a positive attitude towards the world, work, other people and oneself; ability to negotiate and resolve conflicts; the ability to obey rules and social norms; imagination must be developed, realized primarily in the game; oral speech; gross and fine motor skills; curiosity; The child must acquire basic information about himself and the world around him. The successful formation of all these and many other personal qualities and the development of the mental processes of a preschooler leads to the formation of prerequisites for educational activities.

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