The game training program “I Play, I Imagine, I Remember” was developed for older children before school age(5-6 years of age) and aims to form the foundations of eidetic skills, as well as develop figurative memory and creative thinking in preschoolers.

The program will be useful to practical psychologists and dow teachers, teachers primary school and parents who are interested in the upbringing and development of children.

Preschool childhood is a period of accumulation of basic knowledge, the formation of skills. The child has new opportunities to analyze and synthesize everything that happens to him and around him; new connections arise in the cerebral cortex; impressions and ideas about the world are accumulated and systematized.

The decisive influence on the effectiveness of work on the development of the cognitive sphere of a preschooler is the consistency of the activities of teachers and their active joint search for adequate solutions in the interests of the child.

Parents and educators strive to put as much information as possible into children’s heads, because they need to keep up with the development of the modern information world. Childhood is a fertile time, however, if children’s memory is overloaded with a large amount of educational information, and even if the method of “multiple repetition” is used, then the result can be unpredictable. For example, a child may lose interest in studying or be constantly overtired and therefore be inattentive and feel exhausted.

In order to avoid such a situation in teaching a child, it is necessary to rely on the psychological characteristics of perception inherent in his age. The leading activity of a preschooler is play. In play, a child learns, develops and develops as a person. The gaming system improves perception and reproduces information, relying on the inherent ability of each person to imagine and fantasize. It is precisely these requirements that training with the help of eidetics meets.

Eidetics(from Greek “eidos” - image) is a direction of psychological science that studies the types of figurative memory and the possibilities of its practical application in various spheres of life.

Its main rule is:

Imagination + positive emotions = the secret to successful learning.

Learning with the help of eidetics, based on play and fantasy, allows the child to quickly and permanently remember the necessary information and allows him to switch from one type of activity to another.

Eidetic methods various: memorizing words, poems, names, numbers, texts, etc. The features of these methods are: more brightness, emotionality, less logic, visualization. Thanks to these methods, children develop visual, auditory, tactile, olfactory, photographic memory, voluntary attention, verbal and non-verbal thinking, reproduction, creative imagination and speech.

The game training program “I play, imagine, remember” is a cycle of special developmental classes in the form game exercises, tasks, graphic exercises for the development of fine motor skills.

The purpose of the program: to form the foundations of eidetic skills using the methods of mnemonics (based on verbal-logical thinking) and eidotekhniki (based on concrete-figurative thinking), develop imaginative memory and creative thinking, and create a situation of success for each child.

The program corresponds to modern concepts of memory psychology, as well as intensive training methods.

The main principles of the program:

Taking into account the individual psychological characteristics of children of senior preschool age;

Satisfying the needs and interests of children;

Creating conditions for maximum disclosure of the child’s personality and potential.

The training course program for children of senior preschool age is aimed at​​ to solve the following problems:

Promote the overall development of children;

Develop sensation, perception, thinking, imagination, memory, intuition;

Improve fine motor skills in children;

To form knowledge, skills and abilities that the child will need in future education;

Cultivate faith in one's own strengths and the potential to increase self-esteem.

Form of work: game sessions with elements of training exercises.

Methods of work: exercises, games, sketches, conversations.

Eidetic technologies:

Revitalization (develops imagination and imaginative thinking well);

Entry (to go inside an imaginary picture)

Figurative concatenations (used to memorize numbers);

Recall (training accuracy and speed of reproduction)

Photographic memory (seeing a picture in your mind)

Dynamic compliance (distribution of attention simultaneously while performing 2-3 actions);

Cicero's method (combining imaginary action with elements of fantasy).

Classes will help children of senior preschool age prepare for school in a playful way, better improve auditory, visual and figurative memory, attention, develop arbitrariness of mental processes, imaginative, logical, creative thinking, fine motor skills, increase the level of self-regulation, form motivational readiness for school training.

Classes are conducted by a psychologist once a week.

The lesson system is designed to work with children 5-6 years old.

It is implemented through game sessions with elements of training exercises.

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Duration of the training course: 16 lessons of 30 minutes each. 1 time per week. The optimal number of children is 8-10 people.

Class structure

The introductory part of each lesson sets the group up for joint work and establishes emotional contact between all participants.

The working part is the main semantic load of the entire lesson. It consists of gaming and training exercises, conversations, games, and psycho-gymnastics.

The final part of each lesson reinforces positive emotions, provides reflection, and group unity.

Expected results:

Mastery of children modern methods and effective memorization techniques;

Develop the ability to think outside the box and think creatively;

Intelligent use of your imagination to reproduce any information;

Be aware of your feelings and emotions and be able to express them;

Develop a positive attitude towards learning: “Learning is interesting and fun!”

1. The beginning of classes should be unusual.

2. The “spirit of discovery” should prevail in the lesson (not tell children anything ready-made).

3. Pause, helping to engage children’s thinking processes.

4. Do not ignore any of the children’s answers.

5. Maintain a sense of success.

6. Accept yourself and each of the participants for who they really are.

7. Everyone should take part in games and exercises, but nothing should be imposed or demanded, and the mood of the participants should be taken into account.

8. Do not use evaluative statements.

9. Be friendly and open.

Lesson program

Inga Malyugina
Psychological preparation of children for school

I, Inga Viktorovna Malyugina, teacher preparatory school group. I am glad to welcome you to my page. Today we will talk to you about readiness preparatory children groups for training in school.

The child's readiness to learn in school is one of the most important results mental development during the preschool period childhood and the key to successful education in school. From how a child prepared for school all previous preschool period of development,will depend on the success of its adaptation to enter the mode school life,his academic progress,his psychological well-being.

Let us understand what a child’s readiness for school.

Components psychological readiness for school are:

*personal

*intellectual

*emotionally-volitional

*physical.

Personal and socio-psychological readiness for school includes the formation of the child’s readiness to accept a new social position schoolboy, having a range of important responsibilities and rights, occupying a different position compared to preschoolers in the children's society.

Taking a position schoolboy- this is primarily an attitude towards school, to educational activities, to the teacher, to oneself. The ability to communicate with adults, with peers, to enter a children's society, to act together with others.

Intellectual readiness for school consists in acquiring a certain outlook, a stock of specific knowledge, in understanding general patterns, underlying knowledge gained:

*the child’s orientation in the world around him, the stock of his knowledge acquired in the system,

*desire to learn new things

*sensory development,

development of figurative ideas,

*development of speech and thinking.

The child’s emotional and volitional readiness to school assumes:

*the ability to subordinate motives, manage one’s behavior,

* ability to organize your workplace and maintain order in it,

*positive attitude towards the goals of the activity (studies, acceptance of them,

*desire to overcome difficulties

*desire to achieve results from one’s activities.

Physical fitness includes:

*health status (absence of serious diseases, heredity, etc.)

*physical development (classes in sports sections, visits to clubs,

*development of analyzing systems,

*development of small muscle groups (arm, fingers,

*development of basic movements (running, jumping, walking, sports games).

All mental processes(attention, memory, thinking, imagination) must be sufficiently developed. The child must be able to focus his attention on different work, for example, writing the elements of a letter. The development of perception and thinking allows the child to systematically observe the objects and phenomena being studied, identify significant features and differences in objects and phenomena, reason and draw conclusions, and come to a certain result.

IN modern world There are a lot of different aids, exercises, tasks, games for the comprehensive development of the child. It’s easy and fun to do with all family members who have free time and the desire to practice. When completing assignments, pay attention to your child’s weak points. Use general strengthening exercises that are useful for strengthening perception, attention, memory, and hand motor skills. Pronounce difficult words clearly. Ask them to pronounce and repeat. Learn a lot of little poems, read to your child. Learn tongue twisters and write fairy tales. Ask them to retell it. Play group games, they develop voluntary action, concentration, and enrich your vocabulary. children, sociability, cause positive emotions.

You can choose games or toys that will help you in preparing children for school(for example, a favorite fairy-tale character, in any case, your child is growing and approaching school. And it is in your interest to make this time as soft and interesting as possible.

But please remember a few simple rules:

*classes should not be of a violent nature,

*class duration should not exceed 35 minutes,

*arrange small physical exercise minutes, breaks,

*classes must be structured in a system.

Try to awaken motivation for classes and interest the child (praise, stickers for special successes, surprise moments, etc.)

In conclusion, I would like to say the following - no matter what steps your child takes to the heights of knowledge, he needs your help, love, support, faith in his own strength. Create a healthy, positive, friendly attitude before school, in which he would strive to acquire new knowledge and skills, would not be afraid of bad grades, problems with teachers, classmates, and would be confident that whether he was an excellent student or a poor student, he was the most beloved and dear to you!

Good luck to you, dear parents!

We present to your attention an excerpt from the book " About the psychology of raising children" Glushakova O.A., Dubovets Zh.V., Medvedskaya S.F. - ODO "Educational company "Assistance" - 2009

Description: Preserving and strengthening the mental and psychological health of children, emotional well-being and spiritual comfort, and promoting the emotional and personal development of preschoolers can only be achieved through the joint efforts of specialists from preschool institutions and families.

"GOING TO SCHOOL SOON or Psychological preparation of a child for school"

Child's admission to school- this, on the one hand, is a joyful, long-awaited moment, and on the other hand, a tense, restless period for both parents and children. All parents want to see their children as excellent students who succeed in all their endeavors, so they begin to teach their children to read, write, and count in advance, forgetting that both reading and writing are based on the development of cognitive processes: memory, attention, thinking, imagination, perception. And if at least one of the above processes is not formed in a child, then studying at school will create certain difficulties both for the child and for the adults around him. Let's look at how cognitive processes affect a child's success in school.

Perception. The first thing your child will encounter in class is the need to navigate a new space. There is an open notebook in front of him. Will he be able, at the teacher’s request, to quickly retreat so many squares to the right, so many down, and start from the red line? Do you think it will be easy for a child to continue the lesson if its beginning has already been overshadowed? That is why, already at the age of 5-6 years, it is important to teach a child to navigate in space, to learn where the right, left, top, and bottom of the sheet are. You can consolidate your knowledge by writing a graphic dictation with your child.

Attention. If attention processes are not formed, then it will be difficult for the child to concentrate his attention on the educational material; he will often be distracted and miss educational material in class. Attention can be formed and developed with the help of simple tasks. For example:

Ask your child to decorate a piece of paper with a frame. The frame should consist of certain figures, for example: crosses, squares and circles, which must be placed in a certain sequence without disturbing it.

Let the child compare paired pictures and find differences in them, etc. Find ten differences, etc.

Memory. There are two types of memory: short-term (it is superficial and fragile) and long-term, which is supported by the search for the meaning of what is being remembered. You can train your child’s memory by offering him the following exercises:

- “Look and remember.” The child is asked to look at the picture for 10 seconds and then draw what he remembers.

Learning poetry, tongue twisters, “Listen and Describe” with your child. This exercise is used to train both visual memory (“look”) and auditory memory (“hear”). You can say: “Now I will read the words, and you, having heard each layer, imagine what what I call looks like, its taste, smell, sounds it can make, etc. For example: toothpaste on the appearance is white and shiny, with a minty smell and taste.

Thinking. The thinking process allows us to identify the essential features of objects and phenomena, natural connections and complex relationships between them, their essence. Simple games, such as “The fourth odd one”, “Name it in one word” and others, will help teach the child the ability to analyze and synthesize, to highlight the main and secondary in practical life.

The development of fine motor skills of the hands- one of the important indicators of a child’s readiness for school. Weak fine motor skills of the hand can lead to the child getting tired during writing lessons and his handwriting getting worse from line to line. At the same time, he will inexorably lag behind his peers. Therefore, it is so important to pay attention to the development of fine motor skills of the hands.

You can create a positive attitude in learning if the following rules are taken into account:

Training requires systematicity: 10-15 minutes every day will give greater results than an hour or two on weekends.

It is necessary to take into account the principle “from simple to complex”, i.e. you cannot immediately teach a child everything you know and can do. Each new element should be added gradually, when previous knowledge and skills have already been acquired. Don’t forget to evaluate your successes, and in case of failures, approve your actions with the words: “Next time you will definitely do better.”

The leading activity for a child at this age is play, so try to conduct classes in a playful way (“What’s gone?”, “What’s changed?”, “Words-cities”, etc.).

Children are emotionally responsive, so if a child does not want to play a game or is not feeling well, it is better to postpone the activity. Game communication should be interesting for both him and you, since in this case a positive atmosphere is created for the development and assimilation of knowledge and skills.

Your child reads, counts and writes. But for some reason psychologists say that it is too early to send him to school. What should a child be able to do to be considered prepared for school? And can parents prepare it themselves? What methods do psychologists use to identify a child’s intelligence level? And what methods exist to correct certain developmental delays?

You will find answers to these and many other questions related to the psychological preparation of a child for school in this book.

This book is for primary school teachers, school psychologists, social workers, and for everyone who works with primary schoolchildren. It presents simple methods for determining a child’s level of preparation for school and recommendations for creating multi-level classes. It talks in detail about ways to correct school fears and anxiety in children. Interesting development of lessons on human studies and communication in primary school.

A special chapter is devoted to children who are poorly prepared for school and who do not adapt well to new conditions. The book ends with a chapter addressed to teachers and parents. It tells you how to identify your personal characteristics and level of professional training, how to engage in self-management, establish contact between teachers and parents and organize work with them.

In the manual "School failure: causes, psychocorrection, psychoprophylaxis: Textbook." Lokalova N.P. examines a number of factors influencing the success of school education, outlines the psychological, psychophysiological, psychological and pedagogical reasons for school failure of primary, middle and high school students. The features of the development of cognitive, motivational, emotional, voluntary-regulatory spheres in students with cognitive difficulties in learning are described. The reasons for the difficulties of younger schoolchildren in learning the Russian language, reading and mathematics are given. The book pays significant attention to the issue of psychoprophylaxis of school failure. A special feature of this textbook is the inclusion after each topic of fragments from psychological and pedagogical works of different authors in order to provide deeper and more detailed coverage of the relevant problem.

The manual is intended for students of psychological and pedagogical faculties, school psychologists, primary and secondary school teachers.

The textbook examines the basic theoretical concepts and problems of a child’s psychological readiness for school, and presents various aspects of the mental health of schoolchildren. The role of psychological support for the family when a child enters school is shown. Special attention is given to consideration of the components of psychological readiness. The textbook is intended for students of the Faculty of Psychology and practical psychologists.

The guidelines for conducting a psychological examination of preschool children to determine readiness for school present methods for diagnosing the main components of a child’s school maturity. Particular attention is paid to the methodology for drawing up a psychological report based on the results of the examination, and some recommendations are given to increase the child’s level of readiness for school.

Manual "Children's psychodiagnostics: Practical lessons: Methodological instructions" Comp. Yu.V. Filippov is intended for 4th-5th year students of the Faculty of Psychology, specializing in “Pedagogical Psychology”. The presented material is aimed at preparing students for practical training in the course "Children's psychodiagnostics" in the section "Methods for diagnosing school maturity."

The book “Psychological readiness for school” by Gutkina N.I. - the result of many years of research into the problem of children’s psychological readiness for school. The author has developed a holistic concept of the phenomenon under study, on the basis of which an original diagnostic and developmental program has been created. The book describes in detail the methodology for developing cognitive interest in children, as well as educational motivation and voluntary behavior in learning. It explains in detail what a development group is and how to conduct it correctly. The appendix contains games for the development of thinking, attention, memory, motor skills, etc., used in the development group.

Entering school is the beginning of a new stage in a child’s life, his entry into the world of knowledge, new rights and responsibilities, complex and varied relationships with adults and peers.

Every year on the first of September, along with thousands of first-graders, their parents mentally sit down at their desks. Adults are taking a kind of exam - right now, beyond the school threshold, the fruits of their educational efforts will manifest themselves.

One can understand the pride of adults whose children confidently walk along the school corridors and achieve their first successes. And parents experience completely different feelings if the child begins to fall behind in school, cannot cope with new requirements, and loses interest in school. By analyzing the years of preschool childhood, one can discover the reasons for his readiness or unpreparedness for schooling.

The most important task facing parents is the comprehensive development of the child’s personality and preparation for school. However, a significant number of children, despite their “passport” age and the “school” skills and abilities they have, experience great difficulties in learning. The main reason for their failure is that they are still small “psychologically,” that is, they are not ready for the school type of education. The very logic of life dictates that it is necessary to develop criteria and indicators of children’s psychological readiness for school, and not focus only on the physical or passport age of children.

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Psychological preparation of a child for school

What does “child is ready for school” mean?

Psychological readiness for schooling is one of the most important results of a child’s development in the first seven years of his life.

Entering school is truly a turning point in a child’s life. Judge for yourself - his entire way of life, the conditions in which he operates, changes dramatically; he gains a new position in society; he develops completely different relationships with adults and peers.

Let's think: what is the distinctive feature of the student's position? Apparently, first of all, the main thing in his life is study - an obligatory, socially significant activity. The teaching itself - both in content and in organization - differs sharply from the forms of activity familiar to a preschool child. Assimilation of knowledge becomes the main goal. It now appears in its pure form, it is not masked by the game, as before.

The knowledge that children receive at school is already systematized, consistent character . The main form of organizing schoolchildren's educational work is a lesson, the time on which is calculated to the minute. During the lesson, all children need to follow the teacher’s instructions, follow them clearly, not be distracted and not engage in extraneous activities.

All these features of the student's living conditions and activities place high demands on different aspects of his personality, his mental qualities, knowledge and skills.

A child’s readiness for school is determined by the totality of his general, intellectual and psychological preparation.

The main lines of psychological preparation of a child for school include:

Firstly, this is a general development. By the time a child becomes a schoolchild, his overall development should reach a certain level. We are talking primarily about the development of memory, attention and especially intelligence. And here we are interested in both his existing stock of knowledge and ideas, and his ability to act on the internal plane, or, in other words, to perform certain actions in the mind.

Knowledge. Skills. Skills.

A child’s readiness for school in the area of ​​mental development includes several interconnected sides A child entering first grade needs a certain amount of knowledge about the world around him - about objects and their properties, about the phenomena of living and inanimate nature, about people, their work and other phenomena of social life, about “what is good and what is bad.” ", that is, about moral standards of behavior. But what is important is not so much the volume of this knowledge as its quality: how correct and clear it is, what is the degree of generalization of the ideas developed in preschool childhood.

The imaginative thinking of an older preschooler provides sufficiently rich opportunities for mastering generalized knowledge, and with well-organized training, children master representations, reflecting significant patterns of phenomena related to different areas reality.

Such ideas are the most important acquisition that will help a child in school move on to mastering scientific knowledge. It is quite enough if, as a result of preschool education, the child gets acquainted with those areas and aspects of phenomena that serve as the subject of study of various sciences, begins to distinguish them, begins to distinguish living from nonliving, plants from animals, created by nature from those created by human hands, harmful from useful. Systematic familiarization with each area, assimilation of systems of scientific concepts is a matter of the future.

Special place in psychological Children's readiness for school involves mastering some special knowledge and skills that traditionally relate to school skills - literacy, counting, and solving arithmetic problems.

Willingness to learn: memory, attention, thinking, speech...

The decisive factor in readiness to master the school curriculum is how developed the child’s cognitive activity and interest in it are.

Such persistent cognitive interests develop gradually, over a long period of time; they cannot arise immediately as soon as the child comes to school, if sufficient attention was not paid to their upbringing before. Research shows that the greatest difficulties in primary school are experienced not by those children who by the end of preschool age have an insufficient amount of knowledge and skills, but by those who show intellectual passivity, who lack the desire and habit to think and solve problems that are not directly related to any game or everyday situation that interests the child. Thus, one first-grader could not answer the question of how much it would be if one were added to one. He answered first “five”, then “three”, then “ten”. But when he was given a purely practical task: “How much money will you have if dad gave you one ruble and mom gave you one ruble?”, the boy, almost without thinking, answered: “Of course, two!”

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Secondly, this is the education of the ability to arbitrarily control oneself. A preschool child has vivid perceptions, easily switched attention and a good memory, but he still does not know how to control them voluntarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, 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. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability of a broader plan - to do not only what you want, but also what you need, although, perhaps, you don’t really want it or even don’t want it at all. Therefore, a necessary element of preparing a child for school should be the development of the skill of managing one’s behavior: the child should be taught to do what is required, and not what he wants. Without such a skill, all further efforts will go to waste.

And this needs to start during preschool childhood. It is necessary that the child firmly understands what can and cannot be done at home. It is necessary that he learns to immediately follow the instructions of his elders. He must not be allowed to achieve something he wants by shouting and hysteria.

For a future student, perseverance, the ability to regulate one’s behavior, the ability to carry out a not very attractive task for quite a long time, and the ability to finish something started without giving up halfway are important to a certain extent. You can train attention, concentration and perseverance in daily affairs. Board games, games with construction kits and Legos, modeling, appliqué, etc., that is, those games that continue for quite a long time, help well in developing perseverance.

It is also important to cultivate in a child curiosity, voluntary attention, and the need to independently search for answers to questions that arise. After all, a preschooler whose interest in knowledge is not sufficiently developed will behave passively in the lesson, it will be difficult for him to direct effort and will to complete tasks

Third,This is what is perhaps the most difficult thing: developing motives that encourage learning. What is meant here is not the natural interest that preschool children show in school. We are talking about cultivating real and deep motivation, which can become an incentive for their desire to acquire knowledge, despite the fact that studying contains not only attractive aspects and that difficulties in learning - large or small - are inevitably encountered by everyone.

Ability to learn.

What does the concept of “learning ability” include?

This is, first of all, to carry out serious activities, to study. This desire appears by the end of preschool age in the vast majority of children. Surveys of children repeatedly conducted in preparatory groups of kindergartens showed that all children, with rare exceptions, want to go to school and do not want to stay in kindergarten. Children justify this desire in different ways. Most refer specifically to academics as an attractive aspect of school. Here are some typical answers from children to the question why they want to go to school and not stay in kindergarten: “At school you will learn to read, you will know a lot”; “I’ve already been to kindergarten, but I haven’t been to school. They give me difficult problems, and I study. My dad also gives me difficult problems, I do them all... no, I don’t solve them all”; “You study at school, but in kindergarten you only play, you study little. My sister wants everything in kindergarten, she’s in fourth grade, and I’m going to school.”

Of course, it’s not just the opportunity to learn that attracts children. For preschoolers, the external attributes of school life have a great attractive force: bells, breaks, grades, the fact that you can sit at a desk, carry a briefcase. This is manifested in the statements of many children: “I like it at school, they give me marks there”; “There’s a teacher at school, and here there’s a teacher.” Of course, interest in this kind of external moments is less important than the desire to learn, but it also has a positive meaning - it expresses the child’s desire to change his place in society, his position among other people.

An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. This level is different for different children. In seven-year-old children, we can already observe the subordination of motives (that is, the ability to consider more important not what one “wants”, but what one “needs”). This gives the child the opportunity to control his behavior: upon entering the first grade, he is able to get involved in general activities and accept the system of requirements imposed by the school and the teacher.

Psychological readiness for school also includes the child’s personality traits, which help him to join the class team, find his place in it, and get involved in common activities. These are the rules of behavior learned by the child in relation to other people, the ability to establish and maintain relationships with peers and adults. Information about your child’s motivation can also be obtained by observing role-playing game"School". Children who are ready for school prefer to play the role of students; they write, read, solve problems and answer questions at the board, and receive grades. Unprepared children and those younger in age choose the role of a teacher, and also concentrate on moments of change, the situation of coming and leaving school, and greeting the teacher.

Personal readiness for school also plays an important role. This includes the child’s need to communicate with peers and the ability to communicate, as well as the ability to play the role of a student, as well as the adequacy of the child’s self-esteem. To get an idea of ​​your child’s self-esteem, you can offer him the “Ladder” technique. Draw a staircase consisting of 11 steps. Then say that all the people in the world are located on this ladder: from the best to the worst. At the top, on the very top step, is the nicest person, and at the bottom, at the very bottom step, is the best person. bad person, in the middle are average people. Invite your child to determine where his place is, on which step. For younger schoolchildren, level 6-7 can be considered the norm, for preschoolers it can be higher, up to 11, but not lower than 4 - this is already a signal of trouble. In addition to all of the above, the child must undoubtedly have social life skills and feel confident when away from home. You need to be able to dress and undress yourself, change your shoes, tie your shoelaces, deal with buttons and zippers on clothes, and be able to use a public toilet.

Primary general education

Line UMK S.V. Ivanov. Russian language (1-4)

Line UMK V. N. Rudnitskaya. Mathematics (1-4)

Line UMK N. F. Vinogradova. Literary reading (1-4)

Line UMK N. F. Vinogradova. The world around us (1-4)

I am a first-grader: a child’s psychological readiness for school through the eyes of teachers and psychologists

Successful adaptation and interest in learning help a child more than the knowledge acquired before school.

Usually, when it comes to a child’s readiness for school, we immediately begin to sort through a set of knowledge and skills in our heads: does the child read fluently, to what extent does he count, does he know how to behave, does he have all the knowledge and skills that are tested at school interviews before enrollment in first grade? Meanwhile, in the first year of study, the psychological aspect of readiness often plays a much more important role than the intellectual one. Successful adaptation and interest in learning help a child more than the knowledge acquired before school.

To understand how to actually prepare a child for school, we ask advice from experts: psychologist, physiologist, director of the Institute of Developmental Psychology of the Russian Academy of Education Maryana Mikhailovna Bezrukikh, Doctor of Pedagogical Sciences, Professor, Corresponding Member of the Russian Academy of Education Natalia Fedorovna Vinogradova, and also refer to selected articles from the book “Everything about the Junior Schoolchild” by the Bustard-Ventana publishing house.

A year before school: the best preparation is a game

: There is a strong belief among parents that the content of the concept of “readiness for school” invented by them (the parents!) is considered as looking ahead and “skimming” the program of at least the first grade. The reason for this approach is that it will be easier for the child to learn. This is the first myth associated with a preschooler’s readiness for school. In reality, what will help most before first grade is full-fledged play activity.

Let the children have fun. Teachers and psychologists are unanimous in their opinion: a child who does not finish playing in preschool is not ready for school! Moreover, the game for him is not fun, but a natural need and a serious life school: the child plays roles (for now, playful ones), which tomorrow will become real for him. A well-developed game is associated with the most serious qualities that a schoolchild needs like air. Learning activities also originate in play activities.

• Give children complete freedom in play: let him embody his thoughts, take everything he needs for the game.
• Play with your child to stimulate his imagination and creativity. It is useful to take on different roles to support the game and to accustom the child to joint play activities.
• Respect the rules of the game. As we agreed, we do so: if the game does not have clear rules or they are constantly changing, then it is difficult for the child to understand their value.
• Win! Often, when playing checkers, chess, lotto or dominoes with children, we arrange giveaways. Meanwhile, it is important to definitely win against the child - of course, not every time. Your first grader must get used to possible defeat and accept it with dignity.
• Change roles. It is best to encourage when a child takes on and plays the role of a leader (commander, leader), but from time to time you need to change the conditions and confront the child with the need to obey.
• Give your child the opportunity to be a subject of activity. Sometimes it seems to us: if a child with pleasure (or without pleasure) fulfills the requests, commands, demands of adults - read, fold a piece of paper, collect pencils, put together a puzzle - then this is a voluntary activity, and he is a subject. In reality, everything is not so simple.

Natalya Fedorovna Vinogradova: Dear mothers and fathers, grandmothers and other close relatives, take it for granted: voluntary activity differs from imposed (involuntary) activity in that the child myself puts in front of tiny tasks that myself and decides. Such a child, coming to the first grade, not only listens to the teacher, but hears him, accepts the requirement and independently, without reproaches, repetitions or reminders, completes the task.

Arbitrariness is successfully formed in the game, because in the process the child must obey the established rules (if these are board and outdoor games), establish role-playing relationships with partners (if this is a role-playing game, for example, “daughter-mother”, “theater”, “ astronauts”, “firemen”, “school”, etc.). Moreover, the game encourages children to consider each other, listen to participants, obey today, lead tomorrow, look for joint solutions and resolve conflicts the day after tomorrow. That is, everything that happens in the game (the child himself sets the game task, fulfills the rules and game actions, develops the plot, establishes joint actions and relationships) ensures the purposeful formation of elements of voluntary activity, about which the preschooler does not have the slightest idea. But in fact, he is psychologically preparing for schooling, which stands on the “shoulders” of joint educational activities.

How to talk to your child about school?

Of course, your child already knows quite a lot about school - from older brothers and sisters, friends, from books and cartoons, from you. Perhaps he had already crossed the threshold of the school, for example, when he went for an interview before admission to the first grade. And yet, he is not yet aware of many things; they have not yet become part of his everyday life. Most likely, he will come to you with questions - and these are the ones that are most valuable to us for starting an important conversation about school.

• Respond to the child's interest. The best information is perceived for which you yourself created a request. Therefore, every child’s question about school is precious. Answer his questions in detail, thoroughly, try not only to satisfy the child’s curiosity, but also to motivate him to ask new questions.
• Try not to joke. A preschooler's sense of humor is not always sufficiently developed to distinguish irony, exaggeration and other speech techniques. A random awkward joke (“they put children in corners for crooked letters”, “serve ten years at a desk like me and you’ll be free” and the like) can seriously frighten a future student.
• Motivate wisely. The most important thing worth going to school for is, of course, the opportunity to learn new interesting and useful things. Try to motivate your child with what is really important: delicious buns in the cafeteria or a wide football field - things, of course, are pleasant, but they have nothing to do with educational motivation.
• Start with a clean slate. It may turn out that your own impressions of school were not the most rosy. Please remember: your story has nothing to do with your child's story. He, like every schoolchild, will have to rebuild his relationship with the school, and, we hope, it will turn out better than it turned out for you.

How to make the transition to a new stage of life as comfortable as possible for a child?

The book “Everything about the Junior Schoolchild” clearly defines the main task of parents in the first school year: “to help the child adapt (get used to) new activities, new living conditions, unfamiliar people and surroundings, maintain efficiency, relieve fatigue and cultivate interest in school.”
To solve this problem, it is enough to clearly set priorities: we now do not need brilliant results, breakthroughs, achievements at any cost. Most of all, we need to develop a positive habit - to go to school with joy, to overcome moderate difficulties, to enjoy meeting classmates and teachers whenever possible, and after school to walk, relax, play and generally lead a lifestyle typical of a child aged seven. eight years old.

• Take a closer look at the child's condition. Often the reason for the failure of a primary school student is simple overwork. Keep track of how your first-grader feels, whether his sleep has become disturbed, or whether his appetite has disappeared. Perhaps, to overcome difficulties, it is enough to slightly adjust the daily routine, give the child a little more time for rest and sleep.
• Adjust the load. Now almost every child in first grade is doing something other than studying - and that's great. But if you feel that your first grader is getting tired, or that extracurricular activities are displacing walks, sleep, and games from his daily routine, consider removing the “ballast” from extracurricular activities.

Maryana Mikhailovna Bezrukikh: In the first year of study, you should not start new additional classes - neither art, nor music, nor any other. It is better to minimize the load in the first grade and devote all the body’s strength to adapting to school. If your child started participating in a club before school, you can try to continue. But what every first-grader needs is a sports club, a swimming section, or any activity that will allow the child to actively move and relieve emotional stress.
Dear parents, do not forget that there are only 24 hours in a day. The child must sleep for ten of them, and walk for another two and a half hours. He will spend six hours at school. Spend at least 1.5 hours on hygiene procedures and the same amount on food - and you will understand that the child has very little time left for himself, for games, for comprehending everything that happened to him during the day. Do you want to take this precious time to some club?

Don't rush. Almost all adults on the planet now live under constant time pressure. But time pressure is the main stress factor for a child. Even if your first grader is not one of the slow ones, it is still difficult for him to get into the rhythm of his new life. Before you pull him somewhere again and force him to settle down in a short period of time, give him a chance to catch his breath.

How to overcome the first difficulties with studying?

Even the most capable children sooner or later encounter their first failures; this is natural and even somewhat useful: it is clear in which direction to move, what to pay attention to. It happens that a child suddenly loses interest in learning, becomes restless, dissatisfied, and sometimes even refuses to go to school. Often it is not so much the children who are unprepared for such failures as their parents. To support your child and not discourage his desire to learn, you should follow these tips:

• Respect the rights of the child. The authors of the book “Everything about the Junior Schoolchild” remind: the primary schoolchild has the right to be alone (at least sometimes!), the right to choose what to do in his free time, to independently plan his activities, to relax, to take a walk and to participate in decision-making that concerns him life. Compliance with these rights and freedoms will help the child realize that studying is not a heavy duty, but an important and exciting activity.
• Make your child the master of the workspace. One of the most dangerous enemies of children's motivation is alienation from learning. To make your child feel that lessons, school activities, homework, and projects are his territory, let him set up his own workplace and choose the appropriate supplies. A very small area of ​​the room can become a child’s personal workspace - but let it still be there.
• Accept failures adequately. At primary school age, it is very important for a child how his loved ones treat him. There are often cases when the word “excellent student” becomes for a child synonymous with the words “good”, “worthy”, even “favorite”. Try not to take unpleasant news too hard; let your child understand that his success or failure at school does not in any way affect your love for him.
• Build a sense of success. As soon as the child succeeds in at least something - one letter comes out exactly from the entire line, an example is finally solved correctly, three lines from the primer are read independently - praise him, and praise him with all your heart.

. The book for parents examines the problems of preventing bad habits and developing a value-based attitude towards health in children of primary school age. Are given guidelines, which will help parents organize activities with their child at home.

First-hand: our experts, teachers and psychologists give advice to parents of first-graders

Maryana Mikhailovna Bezrukikh:
- The main thing that will help you smoothly enter your studies is adequate requirements for children, in everything. To their behavior, skills, quality and time of completion of tasks. Well, the average first-grader cannot fluently read an entire paragraph in a minute, cannot sit still for forty minutes, and then walk sedately along the corridor for another ten minutes. And one more thing: your expectations for your child’s success should correspond not only to his age, but also to his individual developmental characteristics. The state of a child's health sometimes plays a greater role than his intellectual abilities.

Natalya Fedorovna Vinogradova:
- We ask you, dear adults: observe nature with your child, make small discoveries, expand his sensory experience. Many of our children come to school “poor” from the point of view of feelings - they look, touch, listen a little, determine the taste and smell of different objects. But it is the sensory perception of the surrounding world that is the basis for the development of the mind. Many great teachers of the past emphasized that the development of mind and speech comes from observations of nature.
Education in primary school is by no means the main thing. It is more important not to ruin your motivation to study, but for this, choose a convenient school and a kind teacher. Wish you luck!

Tatyana Yurievna Altukhova, primary school teacher, teacher of the highest category, total work experience - 28 years:
- Dear parents! I have one request for you, and I think many colleagues will agree with me: it is better for your child to sit at his desk completely untrained than to be taught incorrectly. What a huge amount of work it takes to wean a child from letter-by-letter reading, to motivate him to work correctly with copybooks, in which he has been writing haphazardly for two years now. In general, if you are not sure that you can do everything right, it is better to read a book to your child or take him for a walk. Give him a general idea of ​​the world, nature, why it is so important to study and why to gain knowledge. The teacher will do the rest.

Marfa Buseva, child psychologist:
- Dear parents of preschoolers! I know that you will still work with your children, give instructions, examples... I will not dissuade you, but please, please leave them alone more often. Let them, after hanging around the house, suddenly find something to do for themselves, start building a house out of pillows, start muttering fairy tales to themselves and housing teddy bears. Let them dig tunnels in the sandbox, make water pipes from plastic bottles, tie knots on ropes, try on pots and declare that it’s time for them to go into space. The game lays down all the basic skills, awakens creativity, imagination, initiative - and what will the child do without all this at his desk?

Anastasia Izyumskaya, journalist, founder of the family information support project “Family Tree”:
- There is one golden rule, familiar to everyone who has ever flown on an airplane: in the event of an air accident, first put the mask on yourself, then on the child. Before the birth of my son, this rule seemed blasphemous to me. Since then, I had to rethink a lot, including the need to take care of myself. An anxious mother is not able to give her child protection, and he will need protection, even in the most beautiful school. If you feel that it is difficult for you to cope with global changes in your life, that you are very worried about your son or daughter, that thoughts about school oppress you - take care of your well-being. Support yourself - and then you will be able to support your first grader at the right time.

Alexandra Chkanikova

*Since May 2017, the united publishing group "DROFA-VENTANA" has been part of the Russian Textbook corporation. The corporation also includes the Astrel publishing house and the LECTA digital educational platform. General Director Alexander Brychkin, a graduate of the Financial Academy under the Government of the Russian Federation, Candidate of Economic Sciences, head of innovative projects of the DROFA publishing house in the field of digital education, was appointed.