Form of pedagogical characteristics for a preschooler. An example of a characteristic for a preschooler with mental retardation

Characteristics for the pupil kindergarten, a sample of which the teacher and other teachers working in the preschool educational institution should have, is an official document. It describes in detail the personality of the child, the development of his cognitive abilities and the degree of adaptation in a preschool institution.

for characterization

Characterization in kindergarten is given for the first time, so it is important to describe as objectively as possible necessary qualities child. It is possible that further school teachers and other specialists working with the child (defectologists, psychologists, social workers). To present the most adequate picture of the development of the baby, the following recommendations should be taken into account:

• it is worth observing the child in the natural conditions of his life, for example, in the game;
• study should be carried out in different activities;
• do not allow your own conjectures;
• get to know the child's family, identify the people who have the greatest influence on the development of the baby (this may not necessarily be the parents);
• have a conversation with these people, assess the family atmosphere;
• describe the child's health.

Algorithm for compiling a characteristic

Before going to the child, you need to have a plan with you so that the document is informative and has a clear structure. So, you need to specify:

• general information about the baby (personal data, address of residence, period of attending kindergarten);
• description of the family (composition, status, educational influence);
• physical and mental health of the child;
• characteristics of the activity (playing, cognitive, self-service skills);
• behavior during classes;
• character traits;
• conclusions about the adaptation process.

Social information about the child

Living conditions of the child important point, which should include a characteristic for a kindergarten pupil. A sample document from the educator should include the following information:

• the influence of the family on the development of the child (are there any negative factors for the development of the baby - the antisocial behavior of the parents, the lack of educational influence, the status of an incomplete, guardian or large family);
• serious illnesses of close relatives that can directly or indirectly affect the development of the child;
• the material status of the family (does the child receive everything necessary for development, how stable is the income in the family).

Psychological and pedagogical characteristics for a child in kindergarten

Preschool teachers are quite well versed not only in the features of the essence of the pedagogical process of child development, but also in the psychology of this process. Otherwise, for additional information you can contact a full-time psychologist who can supplement information about the child. After all, the features of the mental development of a child in an educational institution are the most important part, which includes a characteristic for a kindergarten pupil. The sample document should include the following structural points:

• c it is necessary to describe: how much the child has mastered the skills of elementary everyday activities (does he know how to dress, put on shoes, wash, comb, use cutlery, etc.), what types of graphic and design activities the child has (skills in drawing, modeling, games with a designer, performing actions by analogy and verbal instructions, performing manipulations with counting sticks, writing different lines, etc.);
• participation in classes and attitude to educational activities (is he involved in the process, does he understand the tasks of the teacher, what is the pace of work, how quickly gets tired and distracted, how long can he concentrate, how does he overcome difficulties);
• psychological traits: the adequacy of emotional reactions, the general background of mood, the ability to communicate with children and adults, elementary knowledge of morality, the level of aggressiveness, the ability to obey, and others.

Features of gaming activity

In games, the development of the preschooler takes place. That is why the description of the features gaming activity should include a description of the kindergarten pupil. A sample of this part of the document may include information about how the child manifests himself in the game: with interest, initiative, whether he understands the rules correctly, whether there are favorite activities, whether he takes part in role-playing games and what role he chooses. Does he interact with children while playing? Does he transfer his experience into it? Are all plots and tasks available to his imagination? Does he know how to change the content of the game and take a leadership position?

Characteristics for a kindergarten pupil: sample

Characteristic pupil ... (name of preschool educational institution) Ivanova Daria, 2011 year of birth

Attends ... (name of preschool educational institution) since 2014. During this time, she showed herself as a kind, cheerful child.

Dasha is brought up in a complete family. She is more attached to her mother, T. M. Ivanova, who spends all her free time with her daughter. Father, Ivanov A.A., due to his employment, devotes less time to raising a child, but shows genuine interest in his daughter's life. The family is financially secure, Dasha has everything necessary for life and visiting the garden.

Daria is age appropriate physical development. The girl shows interest in learning activities, knows how to concentrate on the task at hand, is rarely distracted, and understands the teacher's instructions. Dasha has a fairly large vocabulary, can read, pronounces all phonemes correctly, can express her thoughts and build sentences correctly.

B shows himself as an initiator: he often suggests the plot of the game and distributes roles among children. He chooses games of a domestic and social nature, for example, "Shop", "Beauty Salon", House". He likes to sing, participate in matinees. He knows how to draw, sculpt from plasticine, attends a music school in piano.

Dasha is a cheerful, open girl, adequately responds to praise and criticism. Knows how to share with children, understands what is "bad", tries to comfort another sad child, loves animals. At home, he has his own duties: watering flowers and feeding the cat.

The characteristic is compiled for presentation at the place of requirement.

Intelligent component

(level of development of mental processes)

High level abilitynavigate the environment. Possesses an average stock of knowledge about the surrounding world.The ability to navigate in space, vocabulary, the ability to express one's thoughts, visual-figurative thinking, the ability to classify (name furniture, vegetables, fruits, domestic and wild animals, dishes, etc. in one word), compare and generalize are quite well developed. objects according to essential features (color, shape, size, purpose), visual attention and memory. The average level of development of the ability to build sentences,literate speech, the ability to graphically depict objects. High level of development of emotionally rich speech, the ability to understand the content of the text, but the sound pronunciation should be improved. Above average level of development of attention stability, mediated memory, fine and gross motor skills.

General level of mental development

The boy has a high level of cognitive activity (tasks interest the child, on the whole he performs them willingly and with interest).The fund of actions and operations is sufficient. Tasks are done in painmost cases is correct.

Emotional-volitional component of maturity

Shows no aggressive behavior. According to the results of the diagnostics, the presence of anxiety, fears and stubbornness was not revealed. Rthe child is able to maintain and achieve the goal set by an adult, as well as independently set a goal and guideto take action, to achieve results.Able to control his emotions (not to cry orget upset if it didn’t work out) and immediate desires (fortake it when you want to play, do not shout out the answer, but wait). Disciplined, capable obeys the social rules of behavior and activity, performsadult requirementspromptly and accurately. Enough independent, can act withoutoutside help. Adequatelyresponds to obstacles in the activity.Rthe child rationally knows how to orgareduce your activity, perform it with concentrationtake.

social relations

Relationships with children are built on a benevolent basis and emotional support. The child develops a desire to cooperate with children and adults. Among the children in the group, the boy has a constant circle of friends with common interests. The child has a high level of development of communicative abilities (ability to communicate).

Personal qualities

A characteristic feature of the child is diligent behavior, positive thinking. He has a high level of development of self-regulation (self-control) of his actions, voluntary behavior and memory (memorize purposefully). The boy has a high level of self-esteem, he considers himself healthy, smart, good, beautiful, kind, happy. Shows creativity in class. With pleasure, she draws on given and free topics, talks about herself. Responds adequately to comments, loves praise and approval. The child has a level moral development is normal and the educational-cognitive motive dominates.

Conclusion

The child has a high level of development creativity, visual-figurative thinking, memory, emotional-volitional sphere of personality, communication skills. Above average level of development of attention, imagination, coherent speech. The average level of development of mathematical abilities. The correct pronunciation of sounds is not sufficiently developed.

Individual sessions with a speech therapist are recommended, aimed at developing the presence of active phrasal speech, sound pronunciation, the ability to compose a story about an object from a picture. Recommended individual lessons with a teacher-psychologist and educator aimed at developing imagination and mathematical abilities (composition of the number).

Date______________ Signature____________________

Boytseva A.A.

Educational psychologist

Characteristics for a preschool child

Ivanov Dmitry Evgenievich

date of birth: 01.01.2007

address: st. Tatarstan, d.25 - kv.1

Ivanov Dmitry has been attending this kindergarten since 2010. She has been studying with the last teachers since September 2012. Adapting to new caregivers and new group passed in the middle. The child often suffers from colds, attends kindergarten willingly.

Dima is not sociable child, contacts adults only when necessary, has no friends and girlfriends among peers.

Self-service skills are formed in accordance with his age: he knows how to dress, undress, keep his clothes clean, use a scarf, comb, cutlery, fasten buttons, tie shoelaces. Be careful while eating. Complies elementary rules hygiene, rules of conduct in kindergarten.

He has a positive attitude towards kindergarten classes, he is engaged willingly. Roma is inquisitive, attentive in class, able to act with concentration for 20-25 minutes. Shows a strong interest in various types activities, especially art.

The child's speech is intelligible, there are slight hesitations, he uses all parts of speech, actively uses synonyms and antonyms. The vocabulary is quite expanded. Has difficulty in the grammatical design of phrases, in coherent speech. The automation of sounds _______ continues.

The child loves to work. Interested in all kinds labor activity. Prefers household work. He treats the labor assignments of educators responsibly, brings the work he has begun to the end.

The boy has a well-developed memory. The development of elementary mathematical abilities corresponds to age. Logical thinking is poorly developed: it is poorly oriented in the search for patterns, classification. With the program senior group copes partially.

Dima is brought up in a complete family, there elder sister. Mom _______ full name _____ and dad _______ full name _____________ take a great part in the development and upbringing of the child.

MADOU No. ___________, group No. __ Educator: ________ Full name ______

Head: _________ Full name _____

On the topic: methodological developments, presentations and notes

Pedagogical characteristics for a preschool child according to FGT

Pedagogical characteristics for a child of preschool age 1. Full name. - 2. Age (date of birth) - 3. Institution - MBDOU "Kindergarten No." Group -...

Ponomareva Elena Vitalevna

Teacher speech therapist MBDOU D / s No. 31

Kamyshin

General information about the child: Lyosha K., ... .. year of birth, attends MBDOU D / s No. ..., attends kindergarten for the third year.

Anamnesis study: Child from 4th pregnancy. During pregnancy, the mother lay on the conservation, with complaints of toxicosis. Childbirth early rapid. Asphyxia, hypoxia, ischemia. Peculiarities early development: holds head from 3 months, sits from 7 months, walks from 1 year 2 months. Mom could not remember the features of early speech development. First words at 4 years old (ma, pa, ba). There are no hereditary, neuropsychiatric diseases in parents. Diseases of the first year of life: frequent SARS. Hearing and vision are normal.

Conditions of family upbringing: He is brought up in a complete family, but his father works in another city. Mom works in a factory, pays little attention to the child. Has an older brother (15 years old) with speech development corresponding to the age norm. The grandmother lives in the family, who spends more time with the child than the rest of the family. She sincerely loves the child, but due to illiteracy she cannot provide Lesha with the necessary developing speech environment. All family members are Russian-speaking.

Self-service skills at a high level: he washes his hands and dries himself with a towel. Dressing and undressing without help. She folds clothes. Eats on its own. Holds cutlery correctly.

Game activity:In the game, as a rule, he occupies a subordinate position. Constantly imitates children. He tries to attract the attention of children, sometimes takes away toys from them. Sometimes he asks: "Give me a beep." Often plays alone.

Motor-motor development:Motor activity at the average level. Motor awkward, quickly tired. fine motor skills hands are underdeveloped: Lesha performs shading with violations of the contour of the picture. He ties the ropes on the hat on his own, but with difficulty, while the movements are slow, awkward.

Prerequisites for learning activities:Performs tasks according to the step-by-step instructions of an adult and together with an adult. Self-control skills are poorly developed.

cognitive processes:

- attention: sometimes with difficultyconcentrates and switches attention to tasks offered by adults. Manifestsinterest in the task at hand, but copes with tasks and exercises only when individual approach adult.The rate of working capacity is low, which is associated with distracted attention and very rapid fatigue.

- perception:knows and shows correctly primary colors. Correctly correlates geometric shapes with the sample. Adds split pictures from 2, 3, 4 parts (including diagonally). Correlates objects relative to size by trial and error and with the help of an adult.

- memory:visual memory predominates. The amount of memory is small.Memorization is short-lived, even if the memorization setting has been given.

- thinking:can perform basic logical operations, sometimes accompanied by an adult. It is difficult to classify objects according to the main feature, it does not build causal relationships. Most often, Lesha manages to cope with tasks that do not require reasoning or do not require answers.

- imagination: reproductive.

Personality characteristic:

- motivational-need sphere: Often the instructions for the task are not understood the first time. The child often needs support and praise from an adult. All tempo characteristics are slightly reduced.

- emotional-volitional development: the prevailing mood is neutral.There is no clear expression of any emotion. Not capricious. A smile appears on the face rarely, fleetingly. Children do not offend him, but if this happens by chance, then Lesha simply withdraws from the game.

- communicative activity: in Lesha's peer group« accepted ". Not proactive.Accepts the conditions of the collective game offered by adults. With children and well-known adults, he is contact, but with unfamiliar adults he is silent, withdraws into himself.

- personality traits, personality traits: child balanced, benevolent. Assiduous, but activity is most often ineffective, as it gets tired very quickly. The material absorbs in small portions and slowly. All tempo characteristics are reduced.

Features of speech development:

- dictionary: The passive vocabulary is much wider than the active one. A good understanding of the speech addressed to him, not only at the household level, but also in specially organized classes. Words available in the active dictionary: monosyllabic (give, where, on), two-syllable (mother, aunt, bye, autumn). Very rarely uses simple non-common sentences (Aunt, bye. Where is uncle? Give bibi.) Speech is of an everyday nature. The verbal dictionary is characterized by insufficient formation of ideas about the actions performed and their differentiation. A qualitative dictionary is characterized by the absence of adjectives that describe the color, shape, size of objects.

- grammatical structure of speech:Uses nouns and verbs in the infinitive form. There is no word agreement in the sentence. Does not form plural nouns. I.p. Word formation is not available.Understands but does not use prepositions in speech: on, in and many others.

- sound pronunciation: violation of sound pronunciation is polymorphic.

- syllable structure:grossly violated. Speech is incomprehensible

- prosodic side of speech:voice quiet, unemotional. Speech is blurred.

- structure and mobility articulation apparatus, the presence of hesitation: performs articulation exercises with errors, long search for a pose, distortion of the articulation pose.

- phonemic perception, analysis and synthesis: phonemic processes, as well as the skills of sound analysis and synthesis are not formed.

- formation of coherent speech: not formed.

Logopedic conclusion: OHP level 1. Motor alalia.

A long-term plan for corrective work with a child:

I stage. Education of speech activity, formation of passive and active vocabulary accessible to understanding and perception. A dialogue, a short story, a simple uncommon and common sentence are used.
II stage.Formation of phrasal speech:
- distribute the proposal on specific issues, on the didactic elements of the phrase, presented visually;
- grammatically and intonationally formulate a sentence;
- work on complicating the structure of the phrase;
- complication of the dictionary due to abstract words;
- dialogue, descriptive stories (description of one object, a group of homogeneous objects, compare descriptions of different objects).
III stage. Formation of coherent speech as a particularly difficult communication activity.
- the method of breaking into parts available for perception and repetition is used;
- work on the coherence and integrity of the text;
- creative storytelling in the likeness;
- texts and pictures with more complex content;
- when working on a text with a hidden meaning, speech and semantic activity is trained.
Speech exercises:
- perception of the finished sample,
– analytical types of work (highlight a specific word),
- construction of words (insert a certain! to the word),
= the child learns to reason, generalize, draw conclusions.
A) practical, b) visual and c) verbal methods are used:
A)games, exercises, modeling (game methods + demonstration, question, indication, explanation).
b) drawings, observation,
c) story, conversation, explanation pedagogical assessment.

Preschool childhood is an important period in the mental and personal development of the child. In domestic psychology and pedagogy, it is customary to single out younger, middle and older preschool age. Each age period is associated not only with further development, but also with a significant restructuring cognitive activity and the personality of the child, necessary for his successful transition to a new social status - the status of a schoolchild.

IN preschool age in a normally developing child, great changes occur in all mental development. Cognitive activity increases enormously - perception develops, visual thinking develops, the beginnings of logical thinking appear.

The growth of cognitive abilities is facilitated by the formation of semantic memory, voluntary attention, etc. The role of speech increases significantly both in the child's knowledge of the world around him and in the development of communication, different types children's activities. In the works of A. V. Zaporozhets, it is noted that preschoolers can perform actions according to verbal instructions, acquire knowledge based on explanations only if they have clear visual representations.

New types of activities appear: the game is the first and main type of joint activity of preschoolers; visual activity- the first productive activity of the child; elements of work.

There is an intensive formation of personality, will. Child learning moral ideas, forms of behavior, becomes a small member of human society. At preschool age, a normally developing child has an extremely increased cognitive activity, interest in learning about the world around him. No wonder preschool children go through the age of "why".

The basis of cognition for a preschool child is sensory cognition - perception and visual thinking. It is on how perception, visual-effective and visual-figurative thinking are formed in a preschooler that determines his cognitive abilities, the further development of activity, as well as speech and higher, logical forms of thinking.

Perception is formed at preschool age due to the improvement of perceptual actions and the assimilation of systems of sensory standards developed by mankind throughout history ( geometric shapes, colors of the spectrum, measures of weight, values, time, system of phonemes mother tongue, pitch range, etc.).

In three-year-old children, perception reaches a relatively high level. For example, they can highlight the properties and relationships of objects, which can occur not only practically, but also visually with the help of perceptual actions. Children are able to work according to the model, while highlighting the color, shape, size, material and other properties of objects, as well as some spatial relationships between them. Perception is actively included in the child's activity, it helps him to perform tasks that are feasible, familiar in nature, presented to adults (or encountered in everyday life), to find a solution much faster and more efficiently than before.

The perceptual actions themselves in younger preschoolers are still insufficiently perfect. Only the first step took place - the transition from practical orientation to perceptual orientation. So, for example, when folding a nesting doll, a three-year-old child already chooses in advance those of its elements that seem suitable to him. But this choice is still often inaccurate, so the child checks its correctness by trying on the selected parts against each other and, if necessary, replacing them. Here we are dealing with an expanded perceptual orientation. In the fifth year of life, children already learn many sensory standards (for example, the names of shapes and objects: circle, oval, square, rectangle, triangle), but so far unsystematically.

In older preschool age, along with the assimilation of individual standards, there is also the assimilation of systems in which these standards are included. Having mastered the system of sensory standards, children of older preschool age are already making a generalization of objects according to their essential features and properties. Along with the formation of the perception of the properties and relations of objects, a preschool child develops an idea of ​​​​space, develops orientation in it, which arises on the basis of the previously established consideration of the spatial properties and relations of objects, and the holistic perception of objects changes.

It becomes clearer and at the same time more dissected - the child not only has a good idea of ​​the general outlines of the object, but also knows how to single out its essential parts, correctly imagines their shape, size ratio, spatial arrangement.

The other side of sensory cognition is visual thinking, closely related to perception. The first form of thinking that occurs in a normally developing child is visual-effective thinking. It appears in practical activities (everyday and object-playing) and is aimed at its maintenance.

Visual-effective thinking is not only the earliest form of thinking, but also the original one. On its basis, first visual-figurative, and then verbal-logical thinking arises. Therefore, the development of visual-effective thinking largely determines the formation of the entire cognitive activity of the child.

At preschool age, the child is freely oriented in the conditions of practical tasks that arise before him, can independently find a way out of a problem situation. In visual- actionable thinking the problem situation is resolved with the help of auxiliary means or tools.

In the middle preschool age, the most characteristic form of thinking for a child is visual-figurative, which determines a qualitatively new stage in his development. At this age, the child can already solve problems not only in the process of practical actions with objects, but also in his mind, relying on his figurative ideas about objects.

Visual-figurative thinking in preschool childhood is the main one, and by the older preschool age it becomes more generalized. Children can understand complex diagrams, represent a real situation based on them, and even create such images on their own. On the basis of figurative thinking, verbal-logical thinking begins to form at preschool age, which enables the child to solve problems, to acquire more complex elementary scientific knowledge.

In children of the fourth and fifth years of life, arbitrary memory continues to develop. The child has already accepted a variety of memory tasks and begins to make special efforts in order to remember. If a child of this age is given some kind of assignment, then he no longer rushes to immediately fulfill it, like younger children, but after repeating the task at first, he proceeds to complete it.

Children gradually increase the amount of memorized material. A child of 4-5 years old keeps in memory five or six objects or pictures. It is during this period that elements of mediated memorization begin to be laid.

Preschoolers develop several types of activities: play, visual, constructive and labor elements. Each type of activity poses certain tasks for the perception, thinking, speech and personality of the child and requires a certain level of their development.

At a younger preschool age, the game is a continuation and development of objective activity, the child uses real objects and toys depicting them strictly for their intended purpose, mastering a variety of objective actions: learning to take off and put clothes on the doll, unbutton and fasten buttons, load the cubes into the machine and unload them etc. At a younger preschool age, all these actions gradually cease to be an end in themselves - they begin to be performed not on their own, but for something, for a specific purpose. In the future, they are replaced by a chain of logically consistent actions that reflect habitual situations often repeated in the child's life, but they do not trace the plot and do not reflect the relationship of people.

In middle preschool age, there is role-playing game. Here the following happens: firstly, objects and objective actions cease to interest the child; secondly, in the center of his attention are the relations of people, most often associated with specific substantive actions. The child, playing them, assimilates human relationships. This type of game requires the participation of several children, therefore it is the first and main type of joint activity of preschool children and has a great influence on the development of their relationships.

By the age of five, the role-playing game becomes predominant and requires the participation of a group of preschoolers, therefore it is the first and main type of their joint activity. In the process of this game, children learn to interact, assimilate moral standards, which affects the development of their personality as a whole. Particularly important are the relationships that arise in children in the game when distributing roles, in the course of coordinating further actions, evaluating them, discussing the rules of behavior, etc. Five-year-old children can choose the theme of the game, create conditions for it, and fulfill the appropriate actions and rules, have experience in dramatization games. They develop the ability to jointly build and creatively develop the plot of the game.

In preschool childhood, productive activities begin to form that require a fairly high level of sensory development, in particular perception and ideas. The result of productive activity is a product that reflects the reproduced object from the side of the whole, details and its properties. So, for example, drawings depicting objects appear in normally developing children by the end of the third - the beginning of the fourth year of life.

Productive activity contributes to the formation of the perception and ideas of the child and has a great influence on the development of the personality of a preschooler - it requires the ability to focus on the task, to bring the work begun to the end. It requires the development of motor skills, visual-motor coordination, the development of imagination and thinking: the analysis of the object, the allocation of the main operation of images-representations. At the senior preschool age, productive activity continues to develop actively on the basis of a fairly highly developed perception and ideas. By the end of preschool age, children can create and play with very complex buildings and structures.

The appearance of elements of labor activity in three-year-old children is expressed mainly in the mastery of self-care skills, which provide them with a certain independence in everyday life: a child can dress, undress, wash, use the toilet, and eat without the help of an adult.

Self-service includes a number of highly complex skills that a child must master. Two types of difficulties may arise here: in determining and mastering the sequence of operations, on the one hand, and in mastering each of them, on the other. In this case, the organization of the orienting-exploratory phase of mastering skills, which is directly related to perception, acquires special significance.

At a younger preschool age, a child’s word often turns out to be insufficiently generalized, situational, or, conversely, generalized, and in some cases the child’s understanding of it may be completely incorrect. In the speech of children, there are substitutions, substitutions of familiar words for unfamiliar ones. Such speech cannot yet serve as a reliable support for the transfer of new knowledge to the child, which is formed in preschoolers only through visualization (A. V. Zaporozhets).

The growing need for communication leads to the fact that preschoolers develop all forms and functions of speech. And at a younger preschool age, the speech of an adult plays a guiding and organizing role. It attracts the attention of the child, directs him to the activity, in simpler cases determines the purpose of the activity, but the inclusion of a verbal instruction does not always help the child in its assimilation and implementation. The preschooler also needs other means of transferring knowledge and organizing activities: showing actions, a model, joint actions with an adult.

In the middle preschool age, the picture begins to change - the word can already more adequately direct the child's activities and convey information to him, but verbal instruction, the transfer of experience in verbal form still need sensory support.

Only by the age of five, the word begins in itself, within a certain content, to serve as a source of information and a means of transmitting social experience. The inclusion of the word not only accelerates, changes qualitatively, but also facilitates the process of assimilating new knowledge, and contributes to the mastery of new activities. The skills acquired with the help of verbal instructions are more easily transferred by the child to an unfamiliar situation, to a new object. The role of the preschooler's own speech is also changing, this is manifested in the regulation of his activity. From accompanying it turns first into fixing, and then into planning. Speech is actively involved in the assimilation of knowledge, in the development of thinking, in sensory development, to the moral, aesthetic education of the child, to the formation of his activities and personality.

Thus, language and speech are traditionally considered in psychology and pedagogy as a knot in which various lines of mental development are intertwined - thinking, imagination, memory, emotions. Speech is the main channel for transmitting culture from generation to generation, as well as the most important means of education and upbringing.

At preschool age, under the influence of adults, the child learns moral norms, learns to subordinate his actions to ethical standards. Thus, he forms correct behavior in the team, self-consciousness, self-esteem, self-control appear, the emotional and volitional sphere and motivation of activity develop.

Older preschoolers have a fairly wide range of general information about the reality around them. This knowledge includes ideas about the work of adults, about family relationships, and the events of social life.

However, they are not always distinct. The older the child becomes, the more actively he is included in the life of society, so he needs to communicate with others and their moral assessment. A five-year-old child already largely masters these norms, he accumulates social experience, feelings such as shame, pride, etc. appear. He begins to especially need empathy, mutual understanding from adults and peers, in their assessment. At the same time, he begins to evaluate them himself: actions, personal qualities. At this age, the assessment of an adult is experienced by the child very sharply. He is no longer just striving to do some work for the sake of the action itself, but is waiting for the evaluation of his activities by those around him.

Older preschoolers have social, play motives associated with the desire for contacts with adults and peers, motives of pride and self-affirmation. There is a possibility of subordination of motives, which is one of the most important neoplasms in the development of the personality of older preschoolers. So, for example, a five-year-old child can suppress immediate desires; deliberate actions predominate over impulsive ones.

Children of the sixth year of life are able to voluntarily control their own activities. They are able to limit their desires, overcome obstacles that stand in the way of achieving goals, evaluate the results of their actions. At this age, children understand the meaning of the tasks set by adults, they can independently follow his instructions.

When examining children of the seventh year of life, it is necessary to pay attention not only to the level of development of cognitive activity, but also to the prerequisites for educational activity. Currently, there is a parallel three-year and four-year primary education. Therefore, the survey should be focused on a reasonable definition of the conditions of schooling.

Readiness for schooling includes the necessary level of physical and mental development of the child, certain skills, as well as generalized ideas about the world around him.

To date, there is a generally accepted understanding of the phenomenon of psychological readiness for schooling as a complex structural formation, consisting of a number of components.

Under the psychological readiness for school, many researchers understand the presence of a complex of certain psychological qualities that have already been formed by the time they enter school and can be diagnosed using special techniques. The following areas are distinguished as components of psychological readiness for school: motivational, intellectual, communicative and arbitrary. Let's take a closer look at these components. Motivational sphere. The central place in this area is occupied by the formation of the student's internal position as an indicator of his social maturity and a system of motives, manifested in cognitive choice, self-affirmation, establishing and maintaining positive relationships with peers and adults.

Intellectual sphere. Its readiness is manifested in a certain level of visual-figurative thinking, the presence of elements of logical thinking, figurative and semantic memory, voluntary attention, the necessary level of development of the perceptual sphere and imagination. In other words, the need for the formation of basic cognitive processes is noted.

An important prerequisite for school education is general intellectual skills - awareness of the goal of an activity set by an adult, the ability to think through ways to achieve it, plan one's actions, control oneself during work, and correctly evaluate the results obtained. The child's entry into school changes the social situation of his development. In order for the beginning of schooling to become the starting point of a new stage of development, the child must be ready for new forms of cooperation with adults and with his peers.

Communication sphere. It captures the ability to build the right relationships in joint activities. Arbitrary sphere. The child's voluntary behavior is born at preschool age in the process of role-playing and allows him to rise to a higher level in his development. The game is a school of voluntary behavior, since the process of learning at school from the very beginning is based on a certain level of development of the total behavior. The arbitrariness of behavior is also manifested in those prerequisites for learning activity that D. B. Elkonin singles out as indicators of readiness for learning at school. The formation of volitional readiness of the future first-grader requires serious attention. He must be able to do not only what he wants, but also what the teacher, regime, program requires of him. To do not only pleasant, but also necessary, you need willpower, the ability to control your behavior, attention, thinking and memory.

Under the readiness of the child's body for schooling, the level of morphological and functional development is considered, which allows the child to withstand the requirements school life and study load. The criterion of readiness in this sense is the performance of children during the school day, school week, etc.

The readiness of mental processes is manifested in the level of formation of perception, thinking, memory, speech, attention. The criterion of readiness in this case is the arbitrariness of cognitive activity, the ability to generalize and developed speech.

Personal readiness to study at school is expressed in the child's desire to become a schoolchild, to perform educational activities, as well as in relation to the child's school, educational activities, teachers, and himself. It is important that the school attracts the child with its main activity - teaching (“I will learn to read, write, solve problems”).