INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2429
THE CONTENT OF A CHILD’S MENTAL READINESS FOR SCHOOL
Kurbonova Zilola Ismoil kizi
Bukhara State Pedagogical Institute,
Teacher of Preschool Education Department
Annotation:
This article explores the mental readiness of children for school in preschool
education institutions and highlights its distinctive features. It proposes innovative methods and
approaches to assess children's mental preparedness.
Keywords:
mental readiness, knowledge, perception, memory, behavior, skills, competence,
imaginative thinking, literacy training.
One of the key components of mental readiness for school is a child’s sufficient breadth of
knowledge about the surrounding world. Basement of this knowledge is essential as it forms the
foundation upon which teachers organize their work. The quality of the knowledge that children
possess is considered as primary importance in assessing mental readiness. Key indicators of
this quality include: children’s conscious acquisition of knowledge; clarity and categorization
of their ideas; completeness of basic concepts; their ability to apply acquired knowledge
independently to solve academic and practical tasks; and consistency in understanding
relationships and connections between objects and phenomena.
An essential element of a child's mental readiness for school is the development of
cognitive activity. This mainly includes firstly:
the growing intentionality in cognitive processes
voluntary memorization and meaningful reproduction of material
planned perception of objects and phenomena
the ability to solve cognitive and practical problems purposefully and others
Secondly, improving the quality of cognitive processes is also vital:
the accuracy of perception
clarity and categorization of observation
speed and precision of memory and reproduction
Moreover, it is important that children develop an inquisitive attitude toward the world and
an eagerness to gain knowledge and attend school. The general level of thinking activity is
crucial in developing school readiness. Under regular and goal-oriented educational conditions
in preschools, children develop the ability to analyze objects from multiple perspectives, use
socially accepted sensory standards to
explore characteristics of objects and phenomena, identify key connections and features,
generalize based on those observations, and compare items by distinguishing similarities and
differences. Children also develop elementary independence in intellectual activity, including
the ability to:
plan their actions independently
carry out tasks according to a plan
pose simple cognitive questions and solve them
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2430
Mental readiness also includes mastering elements of learning activity. By the end of the
preschool period, under systematic education, children should be able to:
understand academic tasks
follow accurately carry out the teacher’s instructions
use demonstrated methods to reach a result
control the quality of their actions and behavior
critically assess their own and others’ work
The level of speech development is a significant indicator of school readiness. This
includes accurate pronunciation, a rich vocabulary, the ability to express thoughts logically and
grammatically, and skills in polite communication. Additionally, early literacy, basic
mathematical concepts, sufficient knowledge, skills, and competencies in the mother tongue are
important components. Thus, mental readiness for school consists of interconnected aspects of
cognitive and speech development. These are considered intellectual activity, cognitive interests,
modes of thinking, organized knowledge about the surrounding world, vocabulary and elements
of learning behavior. The unity of these factors ensures that a child is mentally prepared to
absorb school material.
Mental readiness encompasses not only imaginative and logical thinking but also includes
self-control, curiosity, independence, observation, listening, memorizing, and comparing. The
effectiveness of school education largely depends on a child's proficiency in their native
language and the development of their speech.
This is because all learning activities are built on the foundation of logical verbal
development, the child’s ability to think independently without adult help, and their ability to
effectively use speech for storytelling, reasoning, explaining, and clear expression. In addition,
practical intelligence plays an important role in school readiness—for instance, the ability to
copy a pattern or complete verbal instructions accurately.
Adults working with preschool children must always consider the ongoing development of their
physical and mental capacities. For example, forcing children to write before their finger
muscles are fully developed may be harmful. If a child struggles with handwriting, it may lead
to a decrease in self-confidence or interest in learning.
Often, mental readiness is equated with a child's worldview and knowledge about nature,
people, and human labor. While this knowledge can form the foundation of school education, it
is not the main indicator of readiness. A child's vocabulary and ability to follow certain
behaviors are important but not sufficient on their own. The school curriculum requires the
ability to compare, analyze, generalize, draw conclusions, and other well-developed cognitive
processes.
For example, a 6–7-year-old child should not only understand specific natural phenomena
but also grasp the connection and interaction between living organisms and the environment. At
this stage of development, visual-figurative thinking enables children to distinguish essential
features and relationships among objects. It is important to emphasize that both visual-active
and visual-figurative thinking play a central role in the cognitive development of not only 6–7-
year-olds but also younger school-age children.
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INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2431
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