Developmental programs, personal teachers, dancing... Is all this necessary to psychologically prepare children for school?

Components

Experts distinguish 4 types of psychological readiness for school.

Personal-social

Willingness to communicate and interact. First of all, with adults:

• understand the authority of the teacher, respect him, obey him unquestioningly;
• Do not be scared;
• accept him as a person;
• feel and maintain distance;
• do what he says.

How to create this readiness: expand your circle of communication with unfamiliar adults, instill basic skills of respect for those who are older. Invite friends home, include him in contact with a doctor at the clinic, with a salesperson in a store, with other parents on the playground.

Secondly, readiness to communicate and interact with peers:

• be able to work in a group;
• be friendly, non-conflicting;
• know about mutual assistance;
• have a concept of friendship.

How to create this readiness: do not deprive them of kindergarten, promote interaction with other children during walks, invite little friends to visit home, teach role-playing games, take them to public events.

A child who attended kindergarten has a much higher personal and social psychological readiness for schooling than one who stayed at home.

Emotionally-volitional

Readiness to complete educational tasks. Difficulties may also be experienced by those who actively studied with private teachers before school and went to development centers; and those who were not loaded with additional classes. The first will be deeply disappointed, as they will not be interested in the lessons. For the latter, the learning process will be difficult: the assignments are not understood, and sitting through 40 minutes of a lesson is downright hard labor.

How to organize your preparation:

• teach you to adhere to a daily routine;
• instill the skill of perseverance;
• do not overload with excessive activities;
• send to the “School of the Future First-Grade”;
• Do not forget that the leading form of activity in preschool age is play.

By the time the child enters school, he should get used to the change in activity. 10 minutes of quiet work at the table (drawing, modeling, reading) - half an hour of outdoor games. This rotation will prepare them for changing lessons and breaks.

Intelligent

Readiness for intellectual work. Many parents misunderstand this point. It does not at all mean the ability to read and write, speak English and know an excerpt from “Eugene Onegin” by heart. We are talking about the ability to think logically - by this time the basis of an analytical mindset should be formed.

What kind of preparation can be:

• teach how to solve simple logical children's puzzles;
• solve riddles, charades, children's crosswords together;
• ask the question “why?” more often;
• play educational board games together;
• buy Legos, construction sets, puzzles;
• do not stop developing fine motor skills of the hands (sculpting, drawing details, making crafts, going to sand therapy classes).

IQ tests for six-year-olds reveal their intellectual and psychological preparation for school.

Motivational

One of the most important psychological moments of preparation for training. Assumes the formation of a positive attitude towards:

• school process;
• to the teacher;
• other children;
• lessons and homework;
• to myself.

How to organize training: say only good things about teachers, get them interested in the learning process, work on adequate self-esteem. If there are childhood psychological traumas and internal complexes, it is advisable to see a psychologist.

If at the time of admission to 1st grade the child has all 4 psychological readiness, there will be no problems with adaptation.

The essence of intellectual readiness for schooling

Many parents pay close attention to the development of their child's intelligence. To do this, they surround the baby with appropriate toys, teach him to analyze and notice signs of objects and phenomena, involve him in logical reasoning, and teach him to read early

All this develops intellectual abilities, is included in the intellectual luggage of a preschooler and becomes a support for him in school education.

The most important pattern can be traced. If a child already has intellectual preparation, it means that this happened due to the increased capabilities of his cognitive functions.

If the cognitive sphere has reached a certain level, then the preschooler can handle the systematic educational load that awaits him at school.

From a physiological point of view, intellectual readiness for school is a reflection of the functional maturation of brain structures. The child operates with a significant amount of knowledge, actively uses mental operations, comprehends the basic connections between objects - therefore, his brain has reached the necessary physiological stage of development. And vice versa - if a certain level of formation of brain structures has appeared, a first-grader will be able to cope with the student’s academic load.

In connection with the above justification, we can conclude that a child’s intellectual readiness for school is a necessary level of each cognitive process, complemented by awareness of the world around him and the ability to perceive and assimilate new knowledge. This aspect of a preschooler's development is also called intellectual maturity, and it is only part of psychological readiness for school.

Components of intellectual readiness for school

Like every structural concept, school readiness associated with intellectual maturity can be conveniently studied and diagnosed as a set of components.

Focusing on normative indicators of the development of all individual components, psychologists and teachers determine the level of readiness of a preschooler for school education. Then, based on the diagnosis, a fairly clear picture is drawn up of what else should be covered by intellectual preparation for school for a particular child, if necessary.

The following components are identified as the main components of children’s intellectual readiness for school:

• Maturity of cognitive processes
• Speech development
• Awareness
• Cognitive interest

Current development of cognitive processes

By the end of senior preschool age, all cognitive processes must reach a certain stage of development. Only under this condition will a first-grader cope with the multitasking school load.

Perception acquires a stable property of differentiation. This property is responsible for highlighting the main thing from the general background. A preschooler needs the ability to correctly perceive visual information and transmit it when learning to write

It is extremely important for a small schoolchild to be able to perceive verbal information and hear the main thing that the teacher is talking about

It is this property of perception that psychologists test when they ask a preschooler to copy icons or identify colors, explain the meaning of similar-sounding words (for example, onion - meadow) or pronounce new concepts.

The thinking of children at school immediately receives a high load

Therefore, it is important to develop the ability to analyze and compare, find common features and combine objects into groups

Analytical thinking helps the child comprehend connections between objects and phenomena and use the function of generalization. Logical thinking ensures that the child understands the meaning of the content and cause-and-effect relationships.

The ability to notice external signs and internal relationships is tested in a preschooler with tasks to eliminate unnecessary items from a group of objects, compare pictures, and find analogies.

Memory at school is actively used, both operational and long-term. The property of randomness becomes especially important. If previously a preschooler remembered only what was interesting to him, then at school much more information will require volitional efforts when memorizing.

Thanks to the development of logical thinking and speech, preschoolers intuitively connect logical memorization. For new information that interests them, they look for analogies and connections with previously acquired knowledge and thus remember the necessary information.

Speech training

The speech level as a component of readiness for school implies requirements for a preschooler’s understanding of speech, vocabulary and the development of coherent speech.

The vocabulary of an older preschooler consists of approximately 4,000 words. An important indicator is the “depth” of knowledge of a particular topic. For example, if a child talks about furniture, how many pieces of furniture can he name for the home or garden? When listing clothes, can you name 10 items that a woman wears? Is the list long when it comes to children's clothing?

The coherence of a preschooler’s speech is easily checked if you offer him several pictures that reveal a certain plot and ask him to tell what is reflected in the pictures. With sufficient development of coherent speech, children logically and consistently describe what is happening, mention causes and consequences, and draw conclusions.

Awareness and outlook

Awareness in older preschool age covers everyday topics, the natural world, popular and accessible knowledge about transport, facts from space and sports topics, and much more.

It is important not only that the child is familiar with concepts from different areas, it is important whether he uses them in his speech, whether they are included in his active vocabulary

Interest in knowledge

A child’s intellectual readiness for school is directly related to cognitive interest. Most often, children who are distinguished by their curiosity learn to read and count early. Almost every such child has a broad outlook.

The desire to gain new knowledge, the need to independently complete tasks, the desire to draw conclusions based on the information received, passion and concentration when performing mental work are manifested if the child is driven by cognitive interest. Based on interest, sustainable cognitive motivation is subsequently formed.

How to test a child’s psychological readiness for school – the best methods and tests

You can determine whether your child is ready for school using certain methods (fortunately, there is no shortage of them), both independently at home and at an appointment with a specialist. Of course, school readiness is not only the ability to combine, subtract, write and read. All components of readiness to adapt to new conditions are important.

So, the most popular methods and tests are used to determine the level of development of the baby.

Kern-Jirasek test.

• We check: the baby’s visual perception, his level of motor development, sensorimotor coordination.
• Task No. 1. Drawing a figure from memory (men).
• Task No. 2. Drawing written letters.
• Task No. 3. Drawing a group of points.
• Result assessment (5-point scale): high development - 3-6 points, 7-11 points - average, 12-15 points - below normal value.

Method Pattern L.I. Tsekhanskaya.

• We check: the formation of the ability to consciously subordinate one’s actions to requirements, the ability to listen to an adult.
• The essence of the method. The figures are arranged in 3 rows: triangles at the top, squares at the bottom, circles in the middle. The task is to draw a pattern, carefully connecting squares with triangles through circles in the order (according to instructions) determined by the teacher.
• Grade. Correct - when the connections correspond to the teacher’s dictation. For broken lines, omissions, and unnecessary connections, points are deducted.

Graphic dictation by D.B. Elkonina.

• We check: the formation of the ability to consciously subordinate one’s actions to requirements, the ability to listen to the teacher, the ability to focus on a model.
• The essence of the method: 3 dots are placed in a square on a sheet of paper, from which they begin to reproduce the pattern according to the teacher’s instructions. The line cannot be interrupted. The child draws another pattern independently.
• Result. Dictation drawing accuracy is the ability to listen without being distracted by stimuli. The accuracy of independent drawing is the degree of independence of the baby.

Drawing by points A.L. Wenger.

• We check: the level of orientation to a certain system of requirements, the implementation of a task with simultaneous orientation to a model and listening comprehension.
• The essence of the method: reproduction of sample figures by connecting points with lines according to a given rule.
• The task: accurate reproduction of the sample without violating the rules.
• Evaluation of the result. The test is assessed using the total score for 6 tasks, which decreases according to the quality of the task.

Methodology N.I. Gutkina.

• We check: the child’s psychological readiness and its main components.
• The essence of the method: 4 parts of the program for assessing several areas of the baby’s development - voluntary, speech, intellectual development, as well as motivational and need.
• The sphere is motivational and need-based. Here, a method is used to determine the dominant motives and a conversation to identify the internal position of the future student. In the first case, the child is invited to a room with toys, where the teacher invites him to listen to an interesting fairy tale (new). At the most interesting moment, the fairy tale is interrupted and the child is offered a choice - listen to the rest of the fairy tale or play. Accordingly, a child with a cognitive interest will choose a fairy tale, and a child with a playful interest will choose toys/games.
• Intellectual sphere. It is tested using the “Boots” (in pictures, to determine logical thinking) and “Sequence of Events” techniques. The second method also uses pictures, from which you can reconstruct the sequence of actions and compose a short story.
• Sound hide and seek. An adult and a child determine the sound they will look for (s, sh, a, o). Next, the teacher names the words, and the child answers whether the desired sound is present in the word.
• Little house. The child must draw a house, some of the details of which consist of parts of capital letters. The result will depend on the baby’s ability to copy a sample, on attentiveness, and fine motor skills.
• Yes and no. Based on the well-known game. The child is asked questions that provoke him to answer “yes” or “no,” which are prohibited from being uttered.

Dembo-Rubinstein technique.

• We check: the baby’s self-esteem.
• The essence of the method. On the drawn ladder the child draws his friends. At the top are the best and most positive guys, at the bottom are those who do not have the best qualities. After which the baby needs to find a place for himself on this ladder.

Also, mom and dad should answer these questions (about social adaptation):

• Is the baby able to go to a public toilet independently?
• Can he independently handle the laces/zippers, all the buttons, put on his shoes and get dressed?
• Do you feel confident outside the home?
• Do you have enough perseverance? That is, how long he can stand sitting in one place.

Psychological readiness of preschool children for schooling

Bibliographic description:

Malyutina, S.V. Psychological readiness of preschoolers for school education / S.V. Malyutina. — Text: immediate // Problems and prospects for the development of education: materials of the II International. scientific conf. (Perm, May 2012). - Perm: Mercury, 2012. - pp. 63-65. — URL: https://moluch.ru/conf/ped/archive/58/2066/ (access date: 07/09/2021).

One of the most important components of mental development during preschool childhood is the child’s psychological readiness for schooling. Preparing children for school is a multifaceted task, covering all areas of a child’s life.

Psychological readiness for school is understood as the necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment [1; With. 495].

Kulagina I.Yu.

identifies two aspects of psychological readiness - personal (motivational) and intellectual readiness for school, which are manifested in the development of motivational, voluntary, intellectual and speech spheres [6; With. 132]. Both aspects are important for the child’s educational activity to be successful, as well as for his rapid adaptation to new conditions and painless entry into a new system of relationships.

In theoretical works Bozhovich L.I.

the main emphasis was on the importance of the motivational sphere in the formation of the child’s personality. From the same perspective, psychological readiness for school was considered, that is, the motivational plan was recognized as the most important. Two groups of teaching motives were identified:

• broad social motives of learning, or motives associated “with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desires to occupy a certain place in the system of social relations available to him”;
• motives related directly to educational activities, or “the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” [4; With. 23-24].

A child who is ready for school wants to study both because he wants to take a certain position in human society, namely a position that opens access to the world of adulthood, and because he has a cognitive need that he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called Bozhovich
L.I.
“the internal position of the student” [3;
With. 35]. This neoplasm Bozhovich L.I.
attached very great importance, believing that the “internal position of the student” can act as a criterion of readiness for schooling.

It is necessary to highlight and consider the main components of psychological readiness for schooling.

Physical readiness.

The concepts of “physical development” and “physical preparedness” are often confused, so it should be noted that physical fitness is the result of physical training achieved when performing motor actions necessary for a person to master or perform a certain activity. Optimal physical fitness is called physical fitness [10].

Parents and teachers are certainly interested in their child’s school success. These successes largely depend on the body’s readiness for systematic learning, the readiness of mental processes and the readiness of the individual. The readiness of the body is determined by morphological and functional development. If a child is physically weakened, it will be difficult for him to maintain his posture while sitting at his desk, and it will be difficult for him to work in class due to rapid fatigue. To master writing, the development of small muscle groups is important. In addition, the child must also have developed large muscle groups, basic motor skills in running, jumping, climbing, throwing, etc. This will help him control his body, participating in games, competitions, and interactions with friends [8; With. 189].

Motivational readiness.

Motivational readiness presupposes an attitude towards educational activities as a socially significant matter and the desire to acquire knowledge. The prerequisite for the emergence of these motives is the general desire of children to go to school and the development of curiosity [2; With. 471].

In order for a child to study successfully, he must first of all strive for a new school life, for “serious” studies, “responsible” assignments. The emergence of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the play of a preschooler. The attitude of other children, the very opportunity to rise to a new age level in the eyes of the younger ones and become equal in position with the older ones, also influences. The child’s desire to occupy a new social position leads to the formation of his internal position.

In addition to the attitude towards the educational process as a whole, for a child entering school, the attitude towards the teacher, peers and himself is important. By the end of preschool age, such a form of communication between the child and adults as non-situational-personal communication should have developed [7; With. 39]. An adult becomes an indisputable authority, a role model. Communication is facilitated in a lesson situation, when direct emotional contacts are excluded, when you cannot talk about extraneous topics, share your experiences, and you can only answer the questions posed and ask questions about the matter yourself, after raising your hand. Children who are ready in this regard for schooling understand the conventions of educational communication and behave adequately in the classroom, obeying school rules.

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, behavior, i.e. a certain level of development of self-awareness. A child’s personal readiness for school is usually judged by his behavior in group classes and during a conversation with a psychologist [5; With. 211].

Mental readiness.

Mental readiness is the achievement of a sufficiently high level of development of cognitive processes (differentiated perception, voluntary attention, meaningful memorization, visual-figurative thinking, the first steps towards mastering logical thinking) [1; With. 520].

By older preschool age, children acquire a certain outlook, a stock of specific knowledge, and master some rational ways of examining the external properties of objects. Preschoolers have access to an understanding of the general connections, principles and patterns underlying scientific knowledge. The logical form of thinking, although accessible, is not yet characteristic of him. Even acquiring the features of generalization, his thinking remains figurative, based on real actions with objects and their substitutes. The highest forms of visual-figurative thinking are the result of the intellectual development of a preschooler.

Intellectual readiness for school also presupposes the development of certain skills in a child. First of all, these include the ability to identify a learning task and turn it into an independent goal of activity. Such an operation requires a child entering school to be able to be surprised and look for the reasons for the similarities and differences between objects and their new properties that he notices [5; With. 200].

Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. To summarize, we can say that the development of intellectual readiness for learning at school involves:

• differentiated perception;
• analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);
• rational approach to reality (weakening the role of fantasy);
• logical memorization;
• interest in knowledge and the process of obtaining it through additional efforts;
• mastery of spoken language by ear and the ability to understand and use symbols;
• development of fine hand movements and hand-eye coordination.

Curiosity, a desire to learn new things, a fairly high level of sensory development must be developed, as well as figurative representations, memory, speech, thinking, imagination, i.e. all mental processes [9; With. 320].

E emotional-volitional readiness.

Volitional readiness is the child’s ability to act in accordance with a model and exercise control by comparing it with it as a standard (the model can be given in the form of the actions of another person or in the form of a rule) [2; With. 365].

Emotional-volitional readiness is considered formed if the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles; the arbitrariness of psychological processes is formed in him.

Already at preschool age, the child faces the need to overcome emerging difficulties and subordinate his actions to the set goal. This leads to the fact that he begins to consciously control himself, manage his internal and external actions, his cognitive processes and behavior in general. This gives reason to believe that will already emerges in preschool age. Of course, the volitional actions of preschoolers have their own specifics: they coexist with unintentional, impulsive actions that arise under the influence of situational feelings and desires.

By the beginning of schooling in a child, the processes of excitation prevail over the processes of inhibition. The regulatory function of the will is manifested in the activation and inhibition of the child’s activities. A child of preschool age should develop such concepts as “necessary”, “possible”, “impossible”. It is necessary to put away toys, brush teeth, make the bed - all this is a motivating, activating function of the will. You cannot throw things around, watch TV after 9 pm - these verbal influences from parents are aimed at inhibiting the child’s motor activity. “You can” forms rules of behavior in the minds of a preschooler, on the basis of which the formation of such important personality traits as discipline and responsibility occurs: “You can go for a walk after you put away the toys (in primary school age, you learn your homework).”

Many preschoolers have developed strong-willed qualities that allow them to successfully complete various tasks. Children are able to set a goal, make a decision, outline a plan of action, make a certain effort to overcome an obstacle, and evaluate the result of their action. In order for a child to develop volitional qualities, an adult must organize his activities, remembering that volitional action directly depends on the difficulty of the task and the time allotted for its completion [6; With. 356].

Willingness to communicate.

Communicative readiness is the presence of free-contextual communication with adults and cooperative-competitive communication with peers [10].

A necessary condition for the formation of a harmoniously developed personality is the interaction of subjects, in which there is an exchange of rational and emotional information, activities, experience, knowledge, skills. Communication mediated by speech, acting, on the one hand, as a condition for the harmonization of the individual, is at the same time both a means of achieving the individual’s goals and a way of his life.

The problem of developing the ability to communicate has become especially in demand by society these days, when higher demands are placed on the personality of a preschool educational institution graduate as a future first-grader in a new type of school, where education is conducted according to intensive programs. One of the main claims made by the school to the quality of child preparation in a preschool educational institution is the student’s inability to express his thoughts in words, his inability to convey existing knowledge verbally.

This component of readiness includes the formation in children of qualities through which they could communicate with other children and teachers. A child comes to school, a class where children are engaged in a common task, and he needs to have fairly flexible ways of establishing relationships with other people, the ability to enter the children's society, act together with others, the ability to give in and defend himself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children’s group, and the developing ability to cope with the role of a student in a school learning situation [7; With. 127].

As a main conclusion, we can assume that, first of all, the child must have a desire to go to school, i.e. motivation to learn. The student’s social position must be formed: he must be able to interact with peers, fulfill the teacher’s requirements, and control his behavior.

Literature:

1. Large psychological dictionary [Text] / edited by B.G. Meshcheryakova, V.P. Zinchenko. – M.: Prime-Eurosign. – 2003. – 672 p.
2. Psychological Dictionary [Text] / edited by P.S. Gurevich. – M.: Vlados. – 2007. – 800 p.
3. Bozhovich L.I. Personality and its formation in childhood [Text] / L.I. Bozovic. – St. Petersburg: Peter, “Masters of Psychology” series. – 2008. – 276 p.
4. Bozhovich L.I. The problem of the development of the child’s motivational sphere: studying the motivation of behavior of children and adolescents [Text] / L.I. Bozhovich. – M.: Academy. – 1990. – 289 p.
5. Gutkina N.I. Psychological readiness for school: A practical psychologist’s guide [Text] / N.I. Gutkin. – M.: Academic Avenue. – 2000. – 312 p.
6. Kulagina I.Yu. Developmental psychology: The complete life cycle of human development. Textbook for students of higher educational institutions [Text] / I.Yu Kulagina. – M.: Sphere shopping center. – 2001. – 464 p.
7. Lisina M.I. Problems of ontogenesis of communication [Text] / M.I. Lisina. – M.: Pedagogy. – 1986. – 144 p.
8. Rubinshtein S.L. Fundamentals of general psychology [Text] / S.L. Rubinshein. – SPb.: Peter. – 2000. – 255 p.
9. Elkonin D.B. Some issues in diagnosing the mental development of children: diagnostics of educational activity and intellectual development of children [Text] / edited by D.I. Feldstein. – Moscow-Voronezh: Pedagogy, 2nd edition stereotypical. – 1991. – 416 p.
10. Russian Pedagogical Encyclopedia – http: // www.otrok.ru

general characteristics

Whether a child is ready for a new school life or not is determined by a combination of the following features:

• morphological;
• psychological;
• personal.

The degree of their formation depends on:

• proper maturation of the preschooler’s body (especially the central nervous system);
• the level of development of his mental processes;
• the social environment in which the baby was raised;
• personal qualities that he developed;
• availability of basic universal educational skills.

Let's present the main types of readiness for school and their characteristics in the table.

According to experts, readiness for schooling is formed in children between the ages of six and seven. However, each child has an individual pace of development. The decision about whether to send him to school should be made based on an assessment of the entire list of necessary qualities.

Components of school readiness

Since the readiness of each individual child for school can be judged by assessing the level of development of several important processes and qualities, it is customary to structure the concept of readiness for school. Different psychological schools use their own approaches to this issue. They all highlight two aspects:

1. Physical fitness
2. Psychological readiness

Regarding the first aspect, all experts agree that it is important for children entering school to control the coordination of movements and have sufficiently developed fine motor skills. Otherwise, a first-grader will not be able to cope with the load that will certainly appear when learning to write.

Psychomotor and functional training determine performance, and a small schoolchild will undoubtedly need it.

The psychological aspect is multifaceted and includes a number of components. Psychologists identify and argue in different ways which components are of primary importance for a child’s successful adaptation to the role of a schoolchild. Nevertheless, there are basic similarities that allow us to consider the structure of children’s readiness for school.

Components of psychological readiness for school

The developmental components necessary for a child to successfully transition to school are grouped in such a way as to highlight a separate important layer from the complete system of school readiness:

• Intelligent
• Personal
• Emotionally-volitional
• Communicative-social

Intellectual readiness includes the level of development of cognitive processes, awareness and systematic ideas about the world around us, and the outlook of a preschooler. Already at the age of 5, a child with normal development has his own intellectual achievements. Many children can read, especially since it is easier to learn to read before the age of five.

By the time you enter school, you will also need a certain level of logical thinking and developed coherent speech.

Personal readiness implies the identification of cognitive and social motives for learning. A preschooler is ready for school if he has developed a stable need for cognitive activity and an interest in mastering new knowledge and skills. In addition, he wants to fulfill this need not at home under the supervision of his parents, but at a school desk.

Emotional-volitional readiness develops on the basis of the voluntary behavior and volitional qualities of a preschooler. Volitional actions are just beginning to develop in older preschool age. For a child to show will means to act in accordance with the rules, carry out the teacher’s tasks, and independently perform an exercise according to the model. Readiness for school requires the child to be persistent and restrain violent emotions if something does not work out.

Preschool children are included in various exercises

Especially if they attend kindergarten, or parents pay attention to preparing their child for school. The educational activities of preschoolers are based on play exercises, but they contribute to the formation of prerequisites for organized learning

Communicative readiness is formed as a result of the development of communication between a preschooler and adults and peers. At the threshold of school, an extra-situational form of communication is needed. An adult becomes a source of new knowledge for the child, which is cognitively abstract in nature and not related to specific situations. To gain this knowledge, as well as learn new skills, children are willing to make efforts.

Social maturity is manifested in the fact that a preschooler is able to play the role of a student and obey school regulations. He is ready to take his place in the peer group, understands that he is becoming one of the students in the class, and now he will only receive part of the adult’s attention.

Ready for school

During the preschool period, the child’s psyche actively develops, and a qualitative change in higher mental functions occurs. Readiness for school is the sum of the characteristics and competencies of an individual that are important for processing and assimilating educational stimuli. L.I. Bozhovich slightly expanded the understanding of the term. By it she understood a certain level of development:

• mental activity;
• cognitive interest;
• readiness for arbitrary regulation;
• social position.

It is important to understand that the criteria for school readiness should only be assessed comprehensively. You cannot judge the ability to learn by appearance alone. For example, a child may be physically underdeveloped, but intellectually ahead of his peers. In this case, only a specialist will tell you what is the best thing to do - send him to school at 6 or 7 years old.

Psychologists distinguish four levels of readiness for school:

• low - lack of motivation, difficulties with writing, narrow outlook, small vocabulary;
• below average - unstable interest in learning, poorly developed speech, difficulties in establishing cause-and-effect relationships;
• average - there are minor difficulties, but they are not critical, motivation is weak;
• high - the child is ready to learn and wants to go to school.

Those with a low level cannot be refused admission to first class. But the psychologist will recommend that parents postpone their decision . Forming readiness for learning is not only about acquiring certain knowledge. This applies to the emotional-volitional, social sphere.

Sometimes readiness to learn is perceived from a pedagogical point of view. In this case, the term is understood as a set of skills and abilities that are needed for school.

What should parents be wary of?

The child’s level of development presupposes that the child’s “zone of proximal development” corresponds to the educational program (the child’s cooperation with adults should produce certain results). If the level of this “zone” is low relative to what is needed to master the school curriculum, the child is considered psychologically unprepared for learning (he simply will not be able to master the material). The percentage of children who are not ready to learn today is very high - more than 30% of seven-year-old children have undeveloped at least one component of psychological readiness. How can you tell if your child is not ready for school?

• By the manifestations of his childish spontaneity.
• If he doesn't know how to listen, he interrupts.
• Answers without raising his hand, at the same time as other children.
• Violates general discipline.
• I am not able to sit in one place for 45 minutes listening to an adult.
• Has inflated self-esteem and is unable to adequately perceive comments/criticism.
• Is not interested in what is happening in the classroom and is unable to hear the teacher until he speaks directly to the child.

It is worth noting that motivational immaturity (lack of desire to learn) causes significant gaps in knowledge with all the ensuing consequences.

Signs of intellectual unpreparedness for learning:

• Verbalism: a very high level of speech development, good memory, large vocabulary (“prodigies”), but inability to cooperate with children and adults, insufficient inclusion in general practical activities. Result: inability to work according to a template/sample, inability to correlate tasks and one’s actions, one-sided development of thinking.
• Fear, anxiety. Or the fear of making a mistake, committing a bad act, which will again lead to irritation of adults. Progressive anxiety leads to the consolidation of a failure complex and a decrease in self-esteem. In this case, everything depends on the parents and the adequacy of their requirements for the child, as well as on the teachers.
• Demonstrativeness. This feature implies the baby’s high needs for universal attention and success. The key problem is the lack of praise. Such children need to look for opportunities for their self-realization (without edification).
• Escaping reality. This option is observed with a combination of anxiety and demonstrativeness. That is, a high need for universal attention with the inability to express it and realize it due to fear.

Structure

Psychological readiness for school includes: personal, mental and volitional readiness.

Personal readiness

Its components:

• Motivational readiness - the formation of social motives (the need for social recognition, the desire to acquire a socially significant status), as well as the formation and dominance of educational and cognitive motives;
• Formation of self-esteem and self-concept - the child’s awareness of his physical capabilities, skills, experiences, as well as the ability to evaluate his achievements and personal qualities;
• Communicative readiness - the child’s readiness for free and productive communication with the teacher and peers, in the context of educational activities, the presence of communicative initiative;
• Emotional maturity - the child’s mastery of social norms for expressing his feelings, the absence of impulsive reactions, the formation of higher feelings - aesthetic (feeling of beauty), intellectual (joy of learning), moral.

Mental readiness

Its components:

• Cognitive readiness - the transition to conceptual intelligence, mastery of basic mental operations (comparison, analysis, synthesis, generalization, classification, abstraction), the ability to act internally, understanding the causality of phenomena, the presence of a certain set of knowledge, ideas and skills.
• Speech readiness - the formation of the lexical, phonemic, grammatical, syntactic, semantic aspects of speech; development of nominative, generalizing, planning and regulating functions of speech; formation and development of various forms of speech (monological - dialogical; external - internal).
• Development of perception, memory, attention and imagination - awareness of perception, use of a system of sensory standards and corresponding perceptual actions; greater indirection of memory and attention; development of sensorimotor coordination and fine motor skills.

Willful readiness

Its components:

• Readiness in the sphere of will - the ability to set goals and maintain goals, the ability to exercise volitional effort, subordination of motives.
• The development of voluntariness is the child’s ability to structure his behavior and activities in accordance with established rules, to carry out actions according to the proposed patterns, to control and correct them.

I.A. Galkina (candidate of psychological sciences)

Going to school is an important event in everyone’s life. With the beginning of systematic education, the child’s life changes greatly, new responsibilities appear for him, physical and neuropsychic stress increases sharply, and the volume of assimilated information increases significantly. The transition to school age is also associated with serious changes in activities, communication, relationships with other people, and self-awareness. Play activities are gradually replaced by educational activities, which become leading in primary school age. School is a symbol of further development; it helps the child acquire a new status and master new social roles. If a future student is not ready to accept the responsibilities associated with fulfilling a new social role for him, and has not mastered the new forms of communication and behavior accepted in a school situation (even if he has high general intellectual development), he will experience certain difficulties at school. Thus, competent preparation of preschoolers for school is one of the main tasks of both teachers and parents.

Psychologists believe that a lot depends on how the child is psychologically prepared for school. This does not imply how well he can read and count, although these are skills that are usually tested when enrolling in school. But already in the first months of school, it suddenly turns out that children who read quickly and count well do not show interest in lessons, violate discipline, and find themselves in conflict situations with the teacher and classmates. It turns out that having received a certain preschool education , they are not yet “psychologically mature” for school.

So, psychological readiness for school is a systemic characteristic of the mental development of a child of senior preschool age, which includes the formation of abilities and properties that ensure the ability to carry out educational activities, as well as the acceptance of the social position of the student. This is the level of psychological development of a child that is necessary and sufficient for mastering the school curriculum in a group of peers.

Psychological readiness for school includes: personal, mental and volitional readiness .

Personal readiness and its components:

• motivational readiness - the formation of social motives (the need for social recognition, the desire to acquire a socially significant status), as well as the formation and dominance of educational and cognitive motives (the desire to learn and learn new things);
• the formation of self-esteem and self-concept - the child’s awareness of his physical capabilities, skills, experiences, as well as the ability to adequately assess his achievements and personal qualities;
• communicative readiness - the child’s readiness for free and productive communication with the teacher and peers, in the context of educational activities, the presence of communicative initiative;
• emotional maturity - the child’s mastery of social norms for expressing his feelings, the absence of impulsive reactions, the formation of higher feelings - aesthetic (feeling of beauty), intellectual (the joy of learning), moral.

Intellectual readiness and its components:

• cognitive readiness - transition to conceptual intelligence, mastery of basic mental operations (comparison, analysis, synthesis, generalization, classification, abstraction), understanding of the causality of phenomena, the presence of a certain set of knowledge, ideas and skills;
• speech readiness - the formation of the lexical, phonemic, grammatical, syntactic, semantic aspects of speech; development of nominative, generalizing, planning and regulating functions of speech; formation and development of various forms of speech (monologue - dialogic; external - internal);
• development of perception, memory, attention and imagination; development of sensorimotor coordination and fine motor skills.

Volitional readiness and its components:

• readiness in the sphere of will - the ability to set goals and maintain goals, the ability to exercise volitional effort;
• development of voluntariness - the child’s ability to structure his behavior and activities in accordance with established rules, carry out actions according to the proposed patterns, control and correct them.

Procedure for determining psychological readiness for school

The procedure for determining psychological readiness for school may vary depending on the conditions in which the psychologist works. The most favorable conditions are examination of children in kindergarten in April - May. The child must be able to:

1) reproduce the sample;

2) work according to the rule;

3) lay out a sequence of plot pictures and compose a story based on them;

4) distinguish individual sounds in words.

The first stage of the interview includes the “House” technique, conducted collectively in groups of 5 people, and individual techniques: an experimental conversation to identify the “internal position of the student”; "Yes and no"; “Sound hide and seek” and “Determining the dominance of a cognitive or gaming motive.” There are other methods. The most popular ones are listed here. The results of the examination must be entered into the child’s mental development chart, which is briefly called a psychological map.

Parents often ask about the possibility of determining the degree of readiness of a child for school at home . There are several special tasks for this.

Task 1. Children draw a graphic sample consisting of geometric shapes and elements of capital letters. The sample should be drawn on a white sheet of paper without rulers or boxes. It must be redrawn on the same white sheet of paper. When drawing, children should use simple pencils. The use of a ruler and eraser is not permitted. The sample can be arbitrarily invented by an adult. This task will allow you to determine whether the child can cope with the work according to the model.

Task 2. Play with children with rules. For example, this could be the folk game “Black, don’t take white, don’t say no.” In this game, you can immediately see children who do not follow the rules and therefore lose. But in a game it is easier to follow the rule than in a training task. Therefore, if a child has a problem of this kind in play, then it will manifest itself all the more in school.

Task 3. A mixed up sequence of plot pictures is placed in front of the child. You can take pictures from a fairy tale known to children. There should be few pictures: from three to five. The child is asked to put together the correct sequence of pictures and compose a story based on them. To cope with this task, the child must develop the necessary level of generalization.

Task 4. In a playful way, the child is offered words in which he must determine whether the desired sound is there. Each time they agree on what sound will need to be found. There are several words for each sound. Two vowels and two consonants are offered for search. An adult should pronounce the sounds sought in words very clearly, and chant the vowels. Children who find this task difficult should be shown to a speech therapist.

Formation of psychological readiness for school

By the end of preschool age, there is an intensive development of those psychological qualities and properties that ensure the formation of psychological readiness for school. The leading activity of preschool age is role-playing play, in which important psychological qualities and properties are formed and consolidated. For the first time in a game, a child learns to obey the rule when, playing role-playing games with other children, he must fulfill his role according to the rules established by children or according to a model seen in the lives of adults. A child who has played role-playing games without much difficulty takes on the role of a student if he likes it at school and follows the rules prescribed by this role. A child who has not had any experience in his life of role-playing games with clear performance of the role may at first experience difficulties in accurately fulfilling all the teacher’s instructions, both regarding diligence and discipline.

Academic motivation develops in a first-grader when there is a pronounced cognitive need and the ability to work. The baby has a cognitive need from birth, and then the more adults satisfy the child’s cognitive interest, the stronger it becomes. Therefore, you need to answer the kids’ numerous questions, read them fiction and educational books as much as possible, and play educational games with them. When working with preschoolers, it is important to pay attention to how the child reacts to difficulties: tries to complete the task he has started or abandons it. If you see that a child does not like to do something that he cannot do, try to come to his aid in time. In this case, the adult must emotionally praise the child for completing the work he started. Necessary and timely help from an adult, as well as emotional praise, allows the child to believe in his abilities, increases his self-esteem and stimulates the desire to cope with what he is not immediately able to do. Gradually, the child will get into the habit of trying to finish the job he started, and if that doesn’t work, then turn to an adult for help. But adults must carefully evaluate the situation every time, whether their help is really needed or whether the child is simply too lazy to work on it himself. Sometimes emotional encouragement and confidence that the baby will succeed can be helpful.

Of great importance for preschool development and the formation of psychological readiness for school are productive types of activities (drawing, modeling, design, etc.), in which higher forms of activity regulation are developed - planning, correction, control. Excursions with your child to school also help to create a positive attitude toward learning; parents' stories about their school years; organizing family celebrations to celebrate the school successes of older children; family reading of fiction.

In order for a child to feel comfortable at school and not experience adaptation difficulties, it is necessary to smoothly lead him to a new stage in life in advance. to start preparing for school in such a way that the child perceives it as an exciting game and does not feel pressure. If your child doesn't want to go to school yet, it's important to help him gain confidence that he can do his job well, that it is everyone's responsibility, and that interest will come with time. Children who attend children's development centers are more accustomed to classes, and for them entering a new school life becomes calmer. However, for any child, the most important thing is the attention of the parents and their active participation in the transition to a new stage in life.

Where to go if you have problems with your child’s psychological readiness for school?

You should pay attention to the child’s level of readiness for school not in August, before the start of classes, but much earlier, in order to have time to correct shortcomings and prepare the child as much as possible for a new life and new loads. If parents have discovered problems regarding their child’s psychological unpreparedness for school, they should contact a child psychologist for individual consultations

The specialist will confirm/refute parental concerns, suggest what to do next, and, perhaps, advise postponing school for a year. Remember, development must be harmonious! If they categorically tell you that your child is not ready for school, it makes sense to listen.

Physical fitness

This type of readiness for school learning, such as physical readiness, is determined on the basis of compliance of the level of development of the child’s body with basic age standards. A number of criteria need to be taken into account.

1. Level of biological development:

• height;
• weight;
• performance;
• fatigue;
• system of conditioned verbal reactions;
• maturity of the digestive and urinary system.

State of health and analysis systems. To determine the state of health, before entering school, the child must undergo a medical examination and receive a conclusion that he is healthy and can study in a general education institution.

Particular attention is paid to testing vision and hearing, which are of paramount importance for the perception of information.

If there are any medical deviations or contraindications, it is necessary to delay enrollment in first grade, undergo a course of treatment, or take care of creating special learning conditions for the child.

General physical development. Determined by the presence of basic physical qualities:

• dexterity;
• speed;
• force;
• coordination of movements.

Level of development of main types of movements:

• run;
• jumping;
• bends;
• squats;
• crawl.

Development of fine motor skills of the hands:

• hold a pen or pencil;
• draw clear lines;
• move small items;
• fold a sheet of paper.

Hygiene skills, self-care skills. The child must independently:

• wash;
• brush your teeth;
• to wash hands;
• use the toilet;
• dress;
• fasten and tie shoelaces;
• take care of your appearance;
• use cutlery;
• clean up after yourself;
• organize the workplace;
• collect, fold and put away your things.

Knowledge of basic health. The child has knowledge about:

the importance of being healthy; the need to protect health; daily routine; the importance of sports.

A physically healthy and prepared child quickly adapts to the conditions of school life, a changed daily routine and level of stress.

Child’s physical readiness for school

It is understood that the general physical condition and development of the child is appropriate for his age and has no deviations.
The child must have normal height, weight, proportions and other indicators, which are determined by the medical commission. The condition of hearing, vision and even teeth is also checked. The absence of permanent teeth indicates a delay in physiological development. The child's motor skills and speech are checked, as well as the correct pronunciation of sounds.

Particular attention should be paid to the nervous system. Its violations will primarily affect the child’s fatigue and academic performance, as well as relationships with peers

Children with disabilities are recommended to study in special educational institutions or correctional classes, if available in your school. This is done with the consent of the parents if there is a referral from the medical-pedagogical commission.

Before sending your child to school, you should remember that lessons in the first grade are always held in the first shift. And if your child has not attended kindergarten and is not accustomed to a routine, then at first all his strength will be spent on staying awake in class.

To teach your child to get up early, gradually shift the time of waking up and going to bed by 10-20 minutes a day. It is necessary to ensure that the child goes to bed at 9 o’clock and gets up at 7.

You need to get used to the regime in advance, and stick to it constantly. The sooner you start, the better. Otherwise, lack of sleep will affect the child with severe stress. But it’s already very difficult for a first-grader to adapt: ​​new knowledge, new communication, a new way of life.

After lessons, the child needs to take a nap, take a walk in the fresh air and play outdoor games in order to normalize tired muscles and recover a little from the unusually large amount of new information.

By the way, during the period of a child’s adaptation to school (and for many children it takes up to six months or more), it is not recommended to enroll him in any clubs, sections, art or music schools in order to avoid even more stress.

Conditions for the formation of volitional behavior in preschool age

As we have already emphasized, the child’s emotional-volitional readiness for school is based on the volitional control of actions and is formed, in the best case, on the eve of schooling or already in the first grade. The manifestation of volitional qualities in a preschooler is facilitated by crises of age-related development, and in particular the crisis of 7 years.

However, conditions for the development of willpower also exist in preschool age. Almost all types of activities available to a preschooler are based not only on interest, but also require special effort or attention at a certain moment.

Resources are provided for the development of volitional behavior in labor and productive activities. They are aimed at achieving a specific result, involve the application of effort, and thereby contribute to the development of arbitrariness of behavior and volitional qualities. Obviously, if a child is busy designing and his product falls apart, then it is impossible to complete the job without strong-willed efforts.

By helping his mother put the room in order, the child will be able to overcome his “I don’t want”, relying on his mother’s praise and support. And this is a significant contribution to the formation of strong-willed qualities.

Signs of volitional behavior situationally appear in older preschool age, when children are involved in role-playing play.

Role-playing games enable the child to satisfy those needs for which there are no conditions in everyday life. For example, in the appropriate role, a preschooler can behave edifyingly and teach play partners. In real life, no one will grant such powers to a child. And for the sake of the opportunity to realize his urgent desires, the preschooler is ready to adhere to the rules of the game, to monitor the compliance of his behavior with the role assigned to him. This once again emphasizes the importance of role-playing games for a child’s development.

Give the preschooler the opportunity to show imagination and initiative in games and independent activities, be it creative or cognitive activities, and then he will have self-confidence, a desire to set goals and achieve results. And these are precisely the elements of emotional-volitional readiness to study at school.

How to write a term paper on speech therapy

07.09.2010 221423

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

Psychological readiness

An important component of school readiness is psychological readiness. The concept of psychological readiness for school includes:

• intellectual;
• personal;
• social;
• emotional-volitional readiness.

The psychological characteristics of readiness for school also include an examination by a psychiatrist and a medical report upon the examination. The doctor conducts a conversation, tests and enters this data into the medical record. It is considered that a child is mentally ready to enter school if no mental or functional abnormalities are detected or they are minor and do not require correction (treatment).

Intelligent Readiness

The future first grader must:

• be able to think analytically, establish connections between objects and their properties, cause and effect;
• have a stock of knowledge necessary for studying in the first grade;
• be able to navigate space, know how to return home from a walk in the yard, how to get to school, to the store.

The development of thinking, speech and memory should correspond to his age. For successful learning, a child’s curiosity must be encouraged and he must strive to acquire new knowledge.

Personal and social readiness

A child’s social and personal readiness for school are interconnected. They include:

• understanding of bad-good, moral development;
• sociability, ability to communicate with adults and peers, ability to resolve quarrels with other children without obvious aggression, understanding of adult authority;
• the ability to listen to the teacher, understanding the tasks he sets (and accepting them without saying “I won’t, I don’t want”), the ability to ask, clarify with the teacher what is not clear, the ability to admit one’s mistakes if they appear;
• the ability to respond adequately to comments from peers and adults.

Attitude towards adults, oneself and one's peers, the ability to independently monitor one's actions and behavior, the ability to evaluate one's own and others' behavior - all this makes up personal readiness for school.

Emotional-volitional readiness

Studying at school is a big emotional burden. The child needs to learn to manage emotions, restrain them, expressing them in words (and not screaming or tears)

It is important to learn to overcome pressures and uncertainty. This can interfere with learning (the child is embarrassed to ask again, because of this he does not understand and does not assimilate new information, he is afraid to approach new children, he is uncomfortable, he wants to return home, not to be in an unusual and uncomfortable place for him)

Before your child enters first grade, you need to:

• teach him to raise his hand and ask again if he does not understand the explanation;
• explain that they will not always ask him, even with a raised hand, they will not always praise him, convey to the child that the main task is to prepare for lessons, to do this for his own development;
• teach to calmly cope with disappointments, losses, and not perceive this as the end of the world;
• help complete those tasks that you don’t really like, but they are necessary; the child must get used to doing those things that are not given for fun, which require perseverance and willpower;
• instill an interest in learning and acquiring new knowledge;
• form a positive image of the school, tell how useful and interesting it will be to communicate with classmates, that new friends will definitely appear (and put your own efforts into this in the future: meet parents, invite classmates to visit, throw sweets into a school backpack for friends - these are little things , which will help the child make friends and feel more comfortable at school).

Consultation for parents “Preparing for school. Types of school readiness"

Belova Natalya

Consultation for parents “Preparing for school. Types of school readiness"

The entire preschool life prepares the child for school , and not just the last year before school .

readiness is determined by his

- physical development

- mental development

- health status

- mental development

- personal development.

Scientists identify different types of school readiness .

1. Psychological readiness .

First of all, psychological readiness . It lies in the fact that by the time a child enters school , the psychological traits inherent in a schoolchild . The result of development in preschool childhood is only the prerequisites for these traits, sufficient to adapt to school and begin systematic study. Such prerequisites include the desire to become a schoolchild , to carry out serious activities, and to study. This desire appears by the end of preschool age in the vast majority of children. It is associated with another crisis of mental development, with the fact that the child begins to realize his position a preschooler as not corresponding to his increased capabilities, and grows beyond being satisfied with the way of introducing him to the life of adults that the game gives him. He psychologically outgrows the game, and the position of a schoolchild acts for him as a step towards adulthood, and studying as a responsible matter, which everyone treats with respect.

An important aspect of a child’s psychological readiness for school is a sufficient level of his volitional development. The student has to turn on voluntary attention and voluntary memory, since learning also includes mandatory, “boring” ones.

moments.
The arbitrariness of cognitive activity begins to form in older preschool age ; by the time of entry into school , it has not yet reached full development.
It is difficult for a child to maintain stable voluntary attention for a long time, to memorize significant material, etc. A child who has developed all mental processes preschool school .

2. Physical readiness .

In fact, the hardest workload in school is having to sit for 40 minutes of class. This requires significant effort and tension of the whole body. If the child is healthy, well developed physically, and has no developmental disabilities, then he will withstand any program. A weakened child quickly gets tired, cannot withstand the load, and becomes unable to work. That's why physical fitness .

So, first of all, you need to take care of the child’s health. Swimming, walking, cycling - these are activities that contribute to future successful entry into school life .

3. Emotional-volitional readiness .

Moral and volitional qualities of a future first-grader: perseverance, hard work, diligence, perseverance, patience, sense of responsibility, organization, discipline. It depends on them whether the child will study with pleasure or whether studying will turn into a heavy burden for him. Children who do not possess these qualities are not focused in class, do not strive to acquire knowledge, and grasp only what is given to them without much effort.

When a child is not afraid to make mistakes, he learns to overcome them. When he learns to overcome difficulties in school and learning, his self-esteem increases. He learns to limit his desires, overcome difficulties, his behavior is no longer impulsive.

It is important that the child develop strong-willed qualities. To do this, he needs to be taught to finish any task he starts.

Parents need to be able to support, advise, and not carry out tasks for the child. Any pressure from parents can cause reluctance and fear in him.

This is why trusting and positive relationships in the family are so important.

4. Intellectual readiness .

This is the child’s ability to be attentive, to quickly enter the work area, that is, to be involved in the work process from the first second. It is very important that the child be able to keep in mind the task set by the teacher, be able to analyze and give an answer (the result, and also be able to test himself. Have good developed speech, be able to think and reason, and, of course, have a broad cognitive base. The most An important way of development (relating to speech, attention, communication, memory, imagination, and much more) is to read books to a child.

Readiness for school also presupposes a certain level of mental development. A child needs a stock of knowledge. Parents should remember that the amount of knowledge or skills alone cannot serve as an indicator of development. The school expects not so much an educated child as a child who is psychologically prepared for academic work. What is much more important is not the knowledge itself, but how children know how to use it and apply it in solving certain problems. Parents are sometimes pleased that their child remembers a poem or a fairy tale. Indeed, children have a very good memory, but it is more important for mental development to understand the text, to be able to retell it without distorting the meaning, when the child counts to a hundred or even more. There is no need to get carried away with counting ad infinitum. It is important to introduce the child to the concept of number as an expression of the quantitative side of any phenomena, to help within five. This applies to children of older preschool age . There are times when a child solves complex examples and problems that go beyond the top ten, in response to the teacher’s elementary question: “Which is more – one or two?”

, cannot answer. Children often use a calculator or computer at home; they simply memorize the results, and their counting skills are not developed.

Conduct observations and conversations with your children, let them feel like a pioneer. For example, watch the clouds with him, find in them similarities with figures of people and animals; "measure"

the depth of the puddle, watch the phenomenon of nature.

5. Social readiness .

Social maturity is the child’s ability to build relationships with his peers and the ability to communicate with them, and he must also understand and fulfill the special role of a student. These skills should already be developed. When a child is not socially mature, then his board is bad, and Petya interfered, that is, everyone is to blame, but not him. He is afraid that he will be scolded and evaluated in a negative way. And the child is forced to defend himself. Respect and trust in the child should determine the position of the parents . This will create a child a feeling of psychological comfort, security, self-confidence, and will help him survive the most stressful class. After all, every day you need to be ready for lessons , attentive, withstand the load, change of activity.

6. Motivational readiness for school .

The child must develop an “internal position of a schoolchild ”

.
It is the preparatory group of the kindergarten that allows you to change the play position to the study position. Qualitative changes are taking place in the mental sphere. From the preschooler’s “I want”
, the child moves to
the schoolchild’s “need”
.
He begins to understand that the school uses rules and a grading system. Typically, a child who is ready to learn “wants to learn
.

Emotional-volitional readiness

“But I won’t, because it’s not interesting (too easy, or, conversely, too difficult)!” Why does a child who studied brilliantly with a private teacher before school sometimes get deeply disappointed from school?

Of course, a lot here depends on both the teacher and the education system, which, alas, leaves much to be desired and is designed for the average student. But it's not only that.

After all, classes for preschoolers and real lessons are still different things. If the first is, first of all, a game (otherwise it simply won’t work; not a single normal preschooler, unless he is, of course, a super-prodigy, would prefer a lesson to a game), then the second is precisely a system of education. And this training will not always be fun and exciting. Therefore, a very important sign of readiness for school is to do not only what I want, but also what I need, not to be afraid of difficulties, to resolve them on my own.

Oddly enough, the game will again help develop these qualities. Only the game is special - according to the rules (from primitive “walkers” with a cube to chess, “Memory”, dominoes, etc.). After all, these are the games that teach you to calmly wait for your turn, lose with dignity, build your strategy and at the same time take into account constantly changing circumstances, etc.

It is useful if the child gets used to the change of activity in advance - for example, quiet work at the table will alternate with active games (this is especially important for excitable, active children). This will make it easier for them to restrain their impulse to get up and run around in the middle of class, because they will know that there is a special “noisy time” for this.