TO THE PROBLEM OF MOTIVATIONAL READINESS OF SENIORPRESCHOOL CHILDREN FOR THE SCHOOL
DOI:
https://doi.org/10.58246/hpgfqb71Keywords:
older preschool children, continuity, readiness, motivational readiness for school, preschool education, primary schoolAbstract
The author of the article has provided a theoretical analysis of the problem of motivational readiness of senior preschool children for school. It has been emphasized that this problem is extremely relevant and significant, since it is an important step into adulthood, and the child’s ability to adapt to new conditions and use his or her own capabilities depends on
what it will be like. The analysis of the problem of motivational readiness of senior preschool children for school has involved the discovery of the phenomenon of continuity between preschool and primary education, as stated in the concept of the New Ukrainian School. In order to clarify the essence of the motivational readiness of senior preschool children for school, the content of the concepts of «readiness for school», «motivation» and «motivational readiness» has been revealed. The author has identified the structure of a preschool child’s motivational readiness for school, which includes: interest and positive attitude to school; formation of the
student’s internal position; cognitive necessity and cognitive initiative. We believe that motivational readiness means a child’s desire to learn, his/her attitude to school and learning as a serious activity; pedagogical means of forming preschoolers’ readiness for school include reading books about school, familiarization with some rules of student behavior, school visits;
the method of analyzing children’s works by adults together with pupils; «Off to School» games, etc. We are convinced that the formation of motivational readiness of senior preschool children for school will enable a painless transition from one level of education to another,
adaptation and lead to successful schooling.