A child's transition to a new educational institution is a completely new stage in his or her life activity. That's why it's obvious that both parents and the child, who is entering the first grade, are worried about each other. A characteristic feature of the new status for the child - a pupil, is that learning is a mandatory and socially significant job. He or she is responsible for the teacher, school and parents for this work. A pupil's life activity is subordinated to a set of strict rules, equal for all pupils. Its main content is to obtain knowledge that is common for all students.
A completely new kind of relationship begins to emerge between the teacher and the student. A teacher for a child is not just an adult who may or may not like. He or she is presented to the child as a person who is influential, a bearer of knowledge and experience.
Children's relationships in the classroom also differ from those established in interactions during play activities
The child's desire to enter into new relationships with others at the end of preschool age is reflected in the child's readiness for schooling
In understanding a child's readiness for school, it is important to identify such components: 1. Personal readiness, which consists of organizing the child's desire to adopt a new worldview and is expressed in the presence of educational motivation, the ability to interact with peers and adults, the ability to subordinate their actions to the laws of children's groups. Ready to study will be the child for whom the educational institution is attractive not to the outside, but the prospect of acquiring new knowledge, which implies the formation of interests for cognitive activity.
2 Physical readiness, which is conditioned by the physical development of the child and its compliance with age standards
3. intellectual readiness for schooling consists of the dynamics of key mental functions: perception, memory, attention, visual and imaginative thinking and the basics of logical thinking, coherent speech, fine hand motility, and sensorimotor coordination.
In Russian psychological science, intellectual evolution is implied as a special quality procedure and is characterized by the emergence of specific neoplasms. Development, however, consists of changing the interrelationships between specific mental actions, rather than forming only a function. Today, the majority of Russian scientists in the field of psychology, following Vygotsky, when analyzing the development of mental abilities of preschool children, make a clear emphasis on such mental capabilities as perception, memory, thinking, attention, imagination, speech. Intellectual readiness for school presupposes the presence of erudition and luggage of accumulated skills, knowledge and abilities.
In order to enter school, a preschooler must be able to establish the unity of subjects and their qualities in one or another pattern. However, many children do not yet have the capacity to analyze the perceived qualities of the subjects. This means that preschool children are not yet able to intentionally analyze and separate perceived subjects.
In the course of learning activities, this needs to be developed in a systematic way, and their observances need to be taught. To this end, it is necessary to teach the child to focus on the object of observation, to create a project of its implementation, to highlight important parts.
One of the key criteria of psychological readiness for school education is the formation of arbitrary attention. A child of six years of age is able to work for a long time without having to take a break, but only because he or she is attracted and interested in him or her. But if he or she has poorly developed arbitrary attention, it is very difficult for him or her to focus on what is of no interest to him or her. This is what causes the difficulties a child faces in practice at the beginning of school, and it is the lack of attention development that is why it is necessary to worry about its formation in the first place, preparing the preschooler for school.
School readiness is a complex general manifestation that determines the psychophysical position of a future student in the aggregate. Among its various emotional characteristics, the most important are the following: sufficient education of the most important cognitive processes and abilities that allow the child to safely implement educational activities, motivational readiness - the development of a student's internal vision, personal readiness - a specific attitude to himself/herself, to his/her own abilities, results of activities, behavior, i.e. a certain degree of self-awareness formation. The main purpose of the psychological diagnosis of a child for admission to the school is to determine his or her personal characteristics, as well as the formation of their disadaptation.