Social and personal readiness. Physiological and social-personal readiness of children for school. Basic criteria for children's readiness for school
SOCIAL AND PERSONAL READINESS OF A CHILD FOR SCHOOL STUDY
The personal and socio-psychological readiness of a child for school lies in the formation of his readiness for new forms of communication, for accepting a new social position - the position of a schoolchild. The position of a schoolchild, in comparison with the position of a preschooler, requires the child to follow rules that are new to him and associated with a different position in society. This personal readiness is expressed in a certain attitude of the child towards school, towards the teacher and educational activities, towards peers, towards relatives, towards himself.
Attitude to school is determined by the child’s desire or unwillingness to follow the rules of the school regime, come to classes on time, and complete academic assignments at school and at home.
Attitude towards the teacher and educational activities is determined by the child’s perception of various lesson situations in which direct emotional contacts are excluded, when it is impossible to talk about extraneous topics. You need to ask questions on the topic by first raising your hand.
Peer relationships will develop successfully if the child has developed such personality qualities as communication skills and the ability to yield in situations that require this. It is important for a child to be able to act together with other children and to be a member of a children's community.
Relationship with family and friends. Due to the fact that learning becomes the main activity of the child, relatives should treat the future schoolchild and his learning as an important meaningful activity, more significant than the play of a preschooler. Having personal space in the family, the child should experience the respectful attitude of his family towards his new role as a student.
Attitude to yourself, your abilities, your activities and their results. A child’s adequate assessment of himself ensures his rapid adaptation to the new social conditions of the school. Inflated self-esteem can cause an incorrect reaction to the teacher’s comments, leading to the conclusion that “the school is bad,” “the teacher is evil,” etc.
When preparing a child for school, he should be taught:
- rules of communication;
- the ability to communicate with peers and adults;
- the ability to manage one’s behavior without aggression;
- the ability to quickly adapt to a new environment.
To check your child's readiness for school, it is necessary to carefully observe the child’s behavior during any game according to the rules with the participation of several peers or adults (lotto, educational games, etc.). During the game you can see:
- whether the child follows the rules of the game;
- how to establish contacts;
- whether others are considered as partners;
- whether he knows how to manage his behavior;
- whether it requires concessions from partners;
- does the game quit if it fails?
One of the most important moments in the social and personal development of a child is crisis 7 years. Highlight seven signs crisis of 7 years, based on the child’s need for social recognition:
- Negativism – reluctance to do something just because an adult suggested it.
- Stubbornness - insisting on his own not because he really wants to, but because he demanded it.
- Obstinacy – The child’s behavior is directed against the norms of behavior established for him by adults.
- Self-will – the desire for independence, the desire to do it yourself.
- Protest-riot - behavior in the form of protest (war against the environment).
- Depreciation – manifests itself towards adults and things that he previously loved.
- Despotism – the desire to exert power over others.
How to cope with the crisis of 7 years?
- We must remember that crises are temporary phenomena and they pass.
- The reason for the acute course of the crisis is the discrepancy between the parental attitude and requirements and the desires and capabilities of the child. Therefore, you should think about the validity of the prohibitions and the possibility of providing the child with greater freedom and independence.
- Be more attentive to the child’s opinions and judgments; try to understand him.
- The tone of an order or edification at this age is ineffective, so try not to force, but to convince, reason and analyze with the child the possible consequences of his actions.
The most effective way of educational influences is positive assessment of the child as a person. In communication between an adult and a child there is a number of rules that must be observed:
- Demonstration of a friendly, understanding attitude (“I know you tried very hard”, etc.)
- Indications of mistakes made while completing a task or violations of behavioral norms are made “here and now”, taking into account the child’s previous merits (“But now you did the wrong thing by pushing Masha”)
- Timely analysis of the reasons for mistakes and bad behavior (“It seemed to you that Masha pushed you first, but she didn’t do it on purpose”)
- Discuss with your child ways to correct mistakes and acceptable forms of behavior in a given situation.
- Showing confidence that he will succeed (“I’m sure you won’t push girls around anymore”)
- Never miss an opportunity to tell your child that you love him.
When there is no reaction on the part of parents to the actions, efforts, words of children, then the child cannot compare his behavior with the reaction of adults, and therefore understand which behavior is approved and which is not. The child finds himself in a situation of uncertainty, the way out of which is complete inactivity. The monotony of adults’ reactions to the child’s actions also leads to the same result.
How a child will treat his mistakes depends on the attitude of his parents towards them. If parents believe in their child and rejoice at his most insignificant successes, then the child also concludes that he is competent in the activity he is mastering. If every failure of the child is perceived by the parents as a disaster, then he, too, comes to terms with his worthlessness. It is very important to be extremely attentive to the child’s activities and look for reasons for praise and approval, even in insignificant things.
Good luck to you!
Deputy head according to UMR
MBDOU kindergarten No. 13 “Fairy Tale”
Agafonova Yu.V.
Yulia Pavlovskaya
Social and personal readiness of older preschoolers for school education and its components
Social and personal readiness of an older preschooler for school- this is a certain level social child development on the threshold schooling, which characterized:
Aspiration preschooler enter new conditions school life, take a position schoolboy;
It is expressed in a certain level of independence, allowing one to successfully solve practical problems accessible to the child’s age. (related to educational activities) and communicative (communication with peers and adults) tasks;
Manifested in positive self-esteem and confidence in your future.
Characterized by the formation of the child’s internal position, his readiness to accept a new social position –"positions schoolboy» , which involves a certain range of responsibilities. Social and personal readiness expressed in the child's attitude towards school, to educational activities, to the teacher, to oneself, to one’s abilities and work results, presupposes a certain level of development of self-awareness.
In accordance with this understanding social and personal readiness for school was determined by a comprehensive her assessment indicator older preschoolers, including:
Children's interest in educational and cognitive activities;
Having motivation to schooling;
Formation of self-esteem and self-control;
The child's position among his peers, social status in the group, a typical position in communication (leader, partner, subordinate);
Activity, initiative in communicating with adults and peers;
Manifestations of independence, self-confidence, the nature of self-esteem.
We can share
Let us consider separately the motivational readiness of older preschoolers for school.
L. I. Bozhovich (1968) identifies several parameters of a child’s psychological development that most significantly influence success schooling. Among them is a certain level of motivational development of the child, including cognitive and social motives of teaching, sufficient development of voluntary behavior and intellectuality of the sphere. The most important in psychological child's readiness for school it recognized the motivational plan. Two groups of motives were identified teachings:
1. Wide social motives of teaching, or motives associated “with the child’s needs for communication with other people, for their assessment and approval, with the student’s desires to occupy a certain place in the system of social relations available to him”;
2. Motives directly related to educational activities, or “children’s cognitive interests, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich, 1972). Child, ready for school, wants to study because he wants to know a certain position in human society, which opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called by L. I. Bozhovich "internal position schoolboy» (1968) . L. I. Bozhovich attached very great importance to this new formation, believing that "internal position schoolboy» , and wide social The motives of the teaching are purely historical phenomena.
L. I. Bozhovich characterizes "internal position schoolboy» , as a central personal new formation that characterizes the child’s personality as a whole. It is this that determines the child’s behavior and activity, and the entire system of his relationships to reality, to himself and the people around him. Lifestyle schoolboy as a person, engaged in a socially significant and socially valued activity in a public place, is recognized by the child as an adequate path to adulthood for him - he meets the motive formed in the game to become an adult and actually carry out his functions.
However, the desire to GO to school and the desire to LEARN are significantly different from each other. The child may want to school because that all his peers will go there, because I heard at home that getting into this gymnasium is very important and honorable, finally, because in school he will receive a new beautiful backpack, pencil case and other gifts. In addition, everything new attracts children, and in school Almost everything - the classes, the teacher, and systematic classes - are new. This does not mean that children have realized the importance of studying and ready to work hard. They just realized that the status place schoolboy much more important and honorable than preschooler who goes to kindergarten or stays at home with his mother. Children see that adults can interrupt their most interesting game, but do not interfere older brothers or sisters, when they sit too long at lessons. Therefore, the child strives to school, since he wants to be an adult, to have certain rights, for example, to a backpack or notebooks, as well as responsibilities assigned to him, for example, to get up early, do homework(which provide him with a new status place and privileges in the family). Let him not yet fully realize that, in order to prepare a lesson, he will have to sacrifice, for example, a game or a walk, but in principle he knows and accepts the fact that homework NEEDS to be done. It is this desire to BECOME SCHOOLBOY, follow the rules of conduct schoolboy and have his rights and obligations and constitute "internal position schoolboy» . In the child's mind the idea of school acquired the features of the desired lifestyle, which means that the child psychologically moved into a new age period of his development - junior school age.
Internal position schoolboy in the broad sense of the word is defined as a system of needs and aspirations of the child associated with school, that is, such an attitude towards school when involvement in it is experienced by the child as his own need ( "I want to school!» ). Availability of an internal position schoolboy is revealed in the fact that the child resolutely refuses preschool play, individually direct way of existence and shows a brightly positive attitude towards school- educational activity in general and especially to those aspects of it that are directly related to learning.
Today, the most important condition for successful learning in primary school is whether the child has appropriate motives. There are six groups of motives that determine the attitude of future first-graders to learning (Bozhovich, Nezhnova, V.D. Shadrikov, Babaeva T.I., Gutkina N.I., Polyakova M.N., etc.):
Social motives. The child’s understanding of the social significance and necessity of learning and the desire for social role of the schoolchild("I want to school, because all children should study, it is necessary and important”).
When dominating social motives for younger schoolchildren They have a responsible attitude towards learning, they are focused on the lesson, complete tasks diligently They worry if they can’t do something, successfully master the educational material, and enjoy the respect of their classmates.
Educational and cognitive motives. The desire for new knowledge, the desire to learn to write and read, a wide range of interests.
These students are characterized by high educational activity; they, as a rule, ask a lot of questions and do not like exercises based on repeated repetition of a given pattern that require perseverance. Mastering material based on rote memorization causes great difficulties. Teachers about them They say: "Smart but lazy".
If underdeveloped social motive of teaching, then declines in activity are possible, the pace and productivity of learning in this case is intermittent character: the student is attentive and active only when the educational material is unfamiliar and interesting to him.
Evaluative motives. The desire to receive high praise from an adult, his approval and location (“I want to school, because there I will only get A’s”). The evaluative motive is based on the inherent need for children to social recognition and approval of an adult. The child studies in class because the teacher praises him for it. These children react very sensitively to the mood of a significant adult. Praise and positive evaluation from an adult are effective incentives for a child to be active. Insufficient development of the evaluative motive is manifested in the fact that the student does not pay attention to the teacher’s assessment and comments.
Students with dominant evaluative motivation and underdeveloped cognitive and social motives may shape undesirable ways of learning activities: low level of independence when performing a task, inability to evaluate the correctness of one’s actions. Children constantly ask the teacher if they are doing the right thing, and when answering, they try to catch his emotional reaction.
Positional motives. Interest in external attributes school life and the student’s position("I want to school, because there are big ones, and in kindergarten there are small ones, they will buy me notebooks, a pencil case and a briefcase”).
The child studies when the lesson has a lot of paraphernalia and visual aids.
The positional motive is present to one degree or another in all future first-graders. As a rule, by the end of the first month schooling this motive fades away and has a significant impact on success does not provide training.
If the positional motive occupies a dominant position with weak development of cognitive and social, then interest in school fades away quite quickly. Due to the lack of other incentives to study (external and game motives do not fulfill this function) a persistent reluctance to learn is formed.
External to school and learning motives. "I go to school because mom said so", "I want to school, because I have a beautiful, new backpack.” These motives are not related to the content of educational activities and do not have a significant impact on activity and success. training.
In the case of dominance of external motives with insufficient development of cognitive and social motivation, as in the previous case, there is a high probability of forming a negative attitude towards school and learning.
Game motives. Motives inadequately transferred to educational activities (“I want to school, because there you can play with friends"). The gaming motive, by its nature, is inadequate for educational purposes. activities: in the game, the child himself determines what and how he will do, and in educational activities he acts in accordance with the educational task set by the teacher.
The dominance of gaming motives negatively affects the success of mastering educational material. Such pupils In the lesson they do not do what is assigned, but what they want.
Researchers have indicated that motivational school readiness component is formed by a trinity of such motives as social motive, cognitive motive, evaluative motive. Availability is important complex motives with a leading strong stable motive (cognitive or social so that we can say that the child has a strong motivation to schooling.
Personal and social readiness
Ready to communicate and interact – both with adults and peers
Motivational readiness
The desire to go to school caused by adequate reasons (educational motives)
Emotional-volitional readiness
Able to control emotions and behavior
Intelligent Readiness
Has a broad outlook, a stock of specific knowledge, understands basic principles
The beginning of schooling is a natural stage in a child’s life path: every preschooler, upon reaching a certain age, goes to school. The student’s performance in subsequent years, his attitude towards school, learning and, ultimately, well-being in his school and adult life depends on how successful the start of schooling is. How the child will learn, whether this period in the life of the family will become joyful and happy or whether it will reveal previously invisible difficulties - all this depends on the preparedness of the child and his family for new conditions. Therefore, psychologists put in the foreground psychological readiness of the child for school. It is important for parents not only to know what psychological readiness for school is, but also to be able to purposefully create it.
Psychological readiness for school is a set of psychological qualities that ensure successful learning at school. In other words, this is the level of physical, mental and social development of a child that is necessary for successful mastery of the school curriculum without compromising his health.
Contents of psychological readiness for school determined by that system of requirements that the school presents to the child, in other words, the child must be ready for the demands of a modern school. In accordance with these requirements constituent components psychological readiness for school are motivational, personal, intellectual readiness.
Along with psychological readiness for school, physiological readiness for school plays a very important role. Physiological readiness for school forms the foundation of school readiness and is determined by the level of development of the basic functional systems of the child’s body and the state of his health.
Doctors assess the physiological readiness of children for systematic schooling according to certain criteria. The criteria for physiological readiness include: normal weight, height, chest volume, muscle tone, proportions, skin and other indicators corresponding to the norms of physical development of boys and girls of 6-7 years of age; state of vision, hearing, motor skills (especially small movements of the hands and fingers); the state of the child’s nervous system: the degree of its excitability and balance, strength and mobility; general health.
The physiological development of a child directly affects school performance and is the basis for the formation of psychological readiness for school. Frequently ill, physically weakened students, children with functional and organic deviations in the development of the nervous system, even with a high level of development of mental abilities, as a rule, experience learning difficulties, since with the start of schooling the load on the child’s body increases sharply.
At formation of physiological readiness for school It is important to create conditions for the full physical development of the child, to provide the necessary physical activity for this, since movement is the main condition for the normal growth and development of the body. It is advisable to develop those parts of the musculoskeletal system that provide graphic activity and the implementation of written exercises, and it is also necessary to train and strengthen the back muscles. Swimming, walking, cycling - these are activities that contribute to a future successful entry into school life.
Motivational readiness for school
In order for a child to study successfully, he must, first of all, strive for a new school life, serious studies, and responsible assignments. Thus, the first and most important component of school readiness is student's internal position. The internal position of a student in the broadest sense can be defined as a system of needs and aspirations associated with school, i.e. such an attitude towards school when involvement in it is experienced by the child as his own need: “I want to go to school!” The presence of an internal position of a schoolchild is revealed in the fact that the child loses interest in the preschool way of life and preschool classes and activities and shows an active interest in school and educational reality in general and especially in those aspects of it that are directly related to learning. Such a positive orientation of the child towards school is the most important prerequisite for a successful entry into school and educational reality, acceptance of school requirements, and full inclusion in the educational process.
By the age of 6, most children have a desire to become schoolchildren. However, it is important to know what attracts your child to school. One child may be eager to go to school because his parents promised to buy a bright backpack, while another wants to learn the secrets of the Universe. It has been established that the educational activity of preschoolers and beginning schoolchildren is stimulated not by one, but by a whole system of various teaching motives :
Social motives - based on an understanding of the social significance and necessity of learning and the desire for the social role of the student (I want to go to school because all children should study, this is necessary and important)
Educational – cognitive motives – interest in new knowledge, desire to learn something new
Evaluativemotives – the desire to receive a high assessment from an adult, his approval and favor (I want to go to school, because there I will only get A’s)
Positional motives – are associated with interest in the paraphernalia of school life and the student’s position (I want to go to school, because there are big ones, and in kindergarten there are only small ones, they will buy me notebooks, a pencil case and a briefcase)
Motives external to school and learning (I'll go to school because mom said so)
Game motive, inadequately transferred into educational activities (I want to go to school because there I can play with friends)
Work on developing a schoolchild’s internal position in children is aimed at solving three main tasks:
Formation of correct ideas about school in children
Formation of a positive emotional attitude towards school
Formation of educational experience
Conversations about school
Joint reading of fiction on relevant topics
Viewing pictures, films, programs about school followed by discussion
Getting to know proverbs, sayings, poems that value intelligence, learning...
Parents tell stories about their favorite teachers, show photographs, certificates from their school years
A personal example - for example, turning to the family library in front of a child in search of a solution to a problem that has arisen
The game “back to school” and the direct participation of parents in it, for example, in the role of a teacher, or, on the contrary, a restless student
Drawing of a school (drawing of a school after an excursion, drawing “Which school do I want to study at,” etc.)
Involving younger children in school holidays for older children. (But ask older schoolchildren not to tell your child various unpleasant stories about school)
School excursion
Preparatory courses for studying at school, giving the opportunity to feel like a schoolchild
Personal readiness for school
Personal or social readiness for school represents the child’s readiness for new forms of communication, a new attitude towards the world around him and himself, determined by the situation of schooling. Personal readiness for school is important for successful educational activities and the child’s rapid adaptation to new conditions. Personal, or social, readiness for school includes the following components:
1. Attitude towards the teacher
The attitude towards learning is inextricably linked with the attitude towards the teacher. At the end of preschool age, a form of communication between a child and an adult should develop such as non-situational – personal communication . With this form of communication, the adult becomes an authority, a role model. His demands are fulfilled with desire, they are not offended by his comments, but try to correct mistakes. Thus, children must adequately perceive the position of the teacher, his professional role. Closely related to attitude towards the teacher ability to learn from an adult . A child must be able to listen to an adult, understand his words, and be attentive to his demands.2. Relationships with other children
The classroom-lesson learning system presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. Students must learn business communication with each other, the ability to successfully interact, performing joint educational activities. For 6-7 year old children it is most typical cooperative-competitive communication with peers . They follow a common game goal, but see each other as rivals, adversaries. It is quite rare at this age to observe such a form of communication with peers as cooperation, when children accept a common task and empathize with their partner. A child is considered personally ready for school if he can communicate with peers at a cooperative-competitive or cooperative level.
3. Attitude towards yourself
Personal readiness for school also includes a certain attitude towards oneself. Productive educational activity presupposes an adequate attitude of the child to his abilities, work results, i.e. a certain level of development of self-awareness. Self-esteem schoolchild should be adequate and differentiated . (However, it should be remembered that at 6 years old the age norm is inflated, undifferentiated self-esteem. It will become adequate and differentiated only by the age of 7.)
4. Arbitrariness of behavior
Another important component of personal readiness for school is arbitrariness of behavior and closely related to it formation of volitional action and volitional qualities of the child’s personality (voluntariness - the ability to maintain attention on a task that does not cause immediate interest). In preschool age, the age norm is involuntary behavior when the child acts under the influence of emotional impulses. A preschooler has a vivid perception, easily switched attention and a good memory, but he still does not know how to control them voluntarily. A child can remember an event or conversation for a long time and in detail if it somehow attracted his attention. But it is difficult for him to concentrate for any long time on something that does not arouse his immediate interest. And a modern school requires a child to be able to act according to the rules of school life, and not in accordance with his own feelings and desires. The student must be able to follow the instructions of an adult, set and achieve a goal, overcoming some obstacles, showing such strong-willed qualities as discipline, initiative, organization, determination, perseverance, independence. Voluntariness includes the following skills:
Acceptance of an adult’s educational task - the desire to complete the adult’s task (acceptance of the task for oneself) and understanding of what needs to be done (understanding of the task)
Ability to independently perform a sequence of actions
Ability to act according to a given visual model
Ability to act on oral instructions from an adult
The ability to subordinate your actions to the rule
Forming in children the desire not to give in to difficulties, not to give up the intended goal when faced with obstacles, developing the ability to overcome immediate desire, to refuse an attractive activity, game, for the sake of fulfilling an adult’s instructions will help the child independently or only with a little help from an adult to overcome the difficulties that arise he is in first grade.
To form arbitrariness of behavior
You need to set tasks for your child that require volitional effort. Research shows that in preschool age this can be achieved more successfully in play activities. Particularly effective for the development of arbitrariness and self-control are games with rules, for example: “Are you going to the ball?”, “The lady sent 100 rubles”, “One, two, three, freeze the sea figure”, etc.
5. Emotional stability
In case of quarrels, conflicts with students, insults, or comments from the teacher, the child must restrain himself, control his behavior, be able to suppress his aggressive outbursts and impulsive reactions.
6. Communication skills
The ability to communicate with peers and adults, correctly perceive the situation, behave appropriately, the ability to work in a team, take into account the wishes of others, polite behavior, etc.
At formation of personal readiness for school It is advisable to use joint games of children, joint games of children and adults, where an adult, through personal example and advice, sets the desired pattern of behavior and helps to develop an optimal style for the child. In addition, joint games between an adult and a child are of particular importance for establishing close friendly contact, intimacy and mutual understanding between parents and children.
Intellectual readiness for school
It is important that the child is mentally developed before school. This concept includes: stock of knowledge about the environment , so level of development of cognitive processes . It is important not to confuse a child’s intellectual development and his training. Training - these are the skills that the child was taught: the ability to write, read, count. Intellectual development - this is a certain mental potential, the child’s ability for self-development, for independent learning ( learning ability ). Learning can make life easier for a child in the first months of school and even create temporary success for him. But there is also a danger that the child will be bored with studying. In addition, at a certain point the learning reserve will be depleted (and the child has already relaxed). Therefore, it is better to focus not on forcing the learning skills that a child must master at school, but on the development of mental functions that ensure learning ability.
Intellectual readiness for school includes the following components:
1. Arbitrariness of cognitive processes
The modern school places serious demands on the child’s cognitive processes. A child at school must listen carefully to the teacher, not be distracted, not just memorize, but memorize correctly, being active in mastering the educational material…. Thus, in intellectual readiness for school, the foreground comes arbitrariness of cognitive processes: attention, memory, thinking, imagination, speech... The most important for learning at school are such voluntary cognitive processes as concentration of attention(the ability to do something independently that requires concentration for 30 minutes) and logical memorization.
2. Prerequisites for logical thinking
The assimilation of systematized knowledge and generalized methods of solving problems in the process of schooling presupposes the development in children prerequisites for logical thinking(the ability to carry out elementary inferences, reason), in particular, the ability to combine objects and phenomena of reality on the basis of identifying their essential properties (mental operation generalization). In addition, mastering the school curriculum will require the child to be able to compare, analyze, classify, draw independent conclusions, and establish cause and effect relationships. Possession of these skills provides the child with a high level of learning.
3. Visual-figurative thinking
The success of learning in 1st grade is largely determined by the level of development visual-figurative thinking(the child’s ability to think in images, solve mental problems using images of objects and phenomena) and, to a lesser extent, logical. Insufficient development of imaginative thinking in elementary school students can be the cause of specific errors in reading and writing: mirroring, substitution of letters that are similar in spelling, etc., and serious difficulties in mastering mathematics.
4. Verbal rote memory
Another important component of intellectual readiness for school is verbal rote memory(the ability to retain small pieces of information in memory, teacher instructions necessary to complete a task - 4–6 words out of 10), since a feature of learning in the initial period is that most of the information students receive from the teacher does not have a logical connection outwardly , and is a listing of the sequence of actions that need to be performed to solve a problem. The success of mastering literacy and other primary school subjects largely depends on how accurately a child remembers the sequence of rules.
5. Graphic skill
The biggest problem in teaching modern first-graders is the unpreparedness of the hand for writing. It is important to correctly identify the reasons for graphical unpreparedness for learning to write. There may be several of them: 
Lack of interest in mastering writing and doing graphic exercises
Insufficient development of small muscles of the writing hand (physiological unpreparedness for learning to write) and
Lack of formation in performing graphic movements, insufficient experience in performing them (psychological unpreparedness for learning to write).
The child gains experience with graphic movements by performing:
Various types of shadingDrawing
Copying pictures
Tracing contours using dots and dotted lines
An equally important requirement of a school for a child is the requirement cognitive attitude to reality, the ability to be surprised and look for the reasons for the noticed change and novelty.
At formation of intellectual readiness for school It is advisable to use the following techniques:
Try to always answer your child's questions. If with your attention you maintain interest in knowledge, then it will develop and strengthen.
It is important not to immediately give ready-made knowledge, but to give the opportunity to acquire it on their own - organize interesting and meaningful classes, conversations, observations. Develop your child’s horizons and orientation in the environment. Help your child comprehend this knowledge and integrate disparate information into the overall picture. For this you can use films, stories, excursions, etc.
A very important way of development is to read books to your child. Reading cannot be replaced by listening to tapes or watching TV. Learn poems, tongue twisters and write fairy tales.
Play activities are especially important for successful preparation for school. Not only the school game is useful, but also the most ordinary games.
Develop your child's cognitive processes and mental operations with the help of special educational games. To develop the prerequisites for logical thinking and the ability to generalize, such educational games as “Put the figures into groups”, “What doesn’t fit?”, “Odd Four”, “Name in One Word”, “Classification”, “Zoological Lotto”, etc. are used. d. To develop visual-figurative thinking, exercises such as “Drawing by cells”, “Folding patterns”, “Recognizing superimposed images”, etc. are used.
And remember: each child has his own deadline and his own hour of achievement. Praise the child more often than condemn, encourage rather than point out failures, instill hope rather than emphasize that it is impossible to change the situation. For a child to believe in his success, adults must believe in it.
