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PSYCHOLOGICAL AND MOTIVATIONAL READINESS OF A CHILD FOR SCHOOL
Reymov Muxamedali Kengesbayevich
1st year of Master's degree Nukus state pedagogical institute named after Ajiniyaz
(Nukus, Republic of Karakalpakstan)
+998907366863
Article
:The purpose of this article is the psychological readiness of a child for school and
identifies the further success of a schoolchild.
Key words
:Readiness for school, motivation, psychological readiness, school, motivation.
In modern psychology, there is no single and definite definition of the term "readiness for
school" or "school maturity".
A.I. Zaporozhets noted that readiness for school "is an integral system of interrelated qualities of
a child's personality, including the peculiarities of its motivation, the indicator of the formation
of cognitive, analytical and synthetic work, the level of formation of mechanisms of volitional
regulation of actions, etc."
Psychological readiness in accordance with the various requirements of the school for the child's
psyche is divided into two global parts: intellectual and motivational readiness. These are two
traditional directions in attempts to build a reliable organization for predicting initial school
performance.
Motivational readiness. The current component of readiness includes the development of
qualities in children, thanks to which they could communicate with other children, teachers. The
child comes to school, to a class where children are busy with a common task, and he needs to
have quite flexible ways of establishing mutual relationships with other people, he needs the
ability to enter into children's society, to act together with others, the ability to give in and defend
himself.Thus, this component means the development of children's need for communication with
others, the ability to obey the interests and customs of the children's group, developing abilities
to cope with the significance of a schoolchild in school learning situations.
The current component includes the development of a child's readiness to accept a new social
position - the position of a schoolchild who has a range of rights and responsibilities. This
motivational readiness is expressed in the child's attitude to school, to educational activities,
teachers, and himself. Motivational readiness also includes a specific level of creating a
motivational sphere.
In recent years, in preschool psychology, there has been a tendency to overcome the approach to
studying motives as these formations that only accompany a certain work or stand outside of it.
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From the standpoint of modern views, motive is considered one of the primary structural
formations of the work itself.
Some authors (L.I. Bozhovich, N.I. Gutkina, V.D. Shadrikov, etc.) emphasize the importance of
the motivational component in the structure of readiness for learning. It is important that
incentives, being the structural initial link of work, reveal their influence at all stages and in all
structural units of work. Thus, the choice of means of achieving work results and the nature of
actions depend on the nature of motives, and the operations of control and evaluation of the
obtained work result are connected with motives. L.I. Bozhovich, N.F. Talyzina, A.B. Orlov
distinguished external and internal readiness for school education.
Where internal stimuli are of a personally important nature, are determined by the cognitive need
of the subject, which is obtained from the mechanism of cognition and the implementation of
one's own personal potential. The predominance of internal motivation has a high cognitive
activity of the child in the learning mechanism, mastering knowledge is both the motive and the
goal of implementing the functioning offered by adults. The preschooler is directly involved in
the process of cognition, and this gives him emotional satisfaction. External stimuli are
characterized by the fact that mastering the content of the knowledge offered by adults acts as a
method for achieving other goals. With external motivation, the preschooler, as a rule, is
alienated from the process of cognition, shows passivity, and experiences the meaninglessness of
what is happening.
Motivational readiness is a component of psychological readiness for school, which implies that
children have a desire not only to go to school, but to study, to perform specific duties that are
associated with a new status, with a new position in the system of social relations - the position
of a schoolchild. Without such readiness, a child, even if he knows how to read and write, will
not be able to study normally, since the environment at school and the rules of behavior will
become a burden to him. According to Bozhovich L.I., successful education at school is a new
system of needs, which is associated with the child's desire to become a schoolchild" to do a new,
socially significant activity forms the internal position of a schoolchild.
The formation of an internal position is carried out in 2 stages:
At the first stage, a positive attitude towards school arises, but there is no direction to the
substantive moments of school academic work. The child highlights only the external formal
side. Many children are primarily attracted by the external attributes of school life: a new
environment, bright school bags, notebooks, pens, as well as the desire to get good grades. The
child wants to go to school, but at the same time to ensure a pre-school lifestyle. At the second
stage, there is a direction to social, although not strictly educational, foundations of work. A fully
formed position of a schoolchild includes a combination of orientation to both social and strictly
educational aspects of school life, although only a few children achieve this indicator by the age
of 7.A child who is attracted to school not by its external side (attributes of school life - school
bag, textbooks, notebooks), but by the opportunity to gain new knowledge, which means the
development of cognitive interests, is motivationally ready for school education. A future
schoolchild needs to voluntarily control his behavior, cognitive activity, which becomes possible
when formed with a hierarchical system of motives.
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Thus, the child must have developed educational motivation.
Motivational readiness also means a certain level of creation of the child's emotional sphere. By
the beginning of school education, the child must have achieved relatively good emotional
stability, against which the development and course of educational work is possible.
D.V. Soldatov, analyzing the research of domestic and foreign scientists, comes to the
conclusion that such features of preschooler motivation can be found that will allow us to say
that the development of mature educational motivation is in the "zone of proximal creation" of
the child. He calls the set of features that are typical for motivational readiness for school
education the "threshold" of motivational formation or "mature internal position of a
schoolchild", which is necessary for school education. In connection with this, a child who
exhibits psychological features that lie in the range from the minimum to the maximum of school
requirements can be considered psychologically ready for school education.
Speaking about motivational readiness, L.I. Bozhovich notes that by the age of seven a child
develops an awareness of his personal social "I", a desire for a new position in the system of
social relations that are accessible to him and for new socially significant work - for the position
of a student.
L.I. Bozhovich also emphasizes that by school age the orientation of the child's personality
changes in terms of its own content: the stability of the emerging motivational organization
increases, which increases the role of dominant motives in the child's behavior and development.
According to L.I. Bozhovich, by the end of preschool age, a child first develops an "internal
position" - a holistic attitude of the child to the surrounding reality and to himself.
Play, as the leading work in preschool age, ceases to satisfy the child. Imaginary participation in
the existence of adults becomes incomplete, and the preschooler develops a desire to take a new,
more adult position in life and do the work associated with it. In the conditions of comprehensive
school education, this is realized in the desire to become a schoolchild.
L.I. Bozhovich understands learning incentives as “what a child studies for..., what motivates
him to learn”, and she identifies two groups of learning incentives:
1) broad social incentives that are associated with the student’s relationship to the social reality
around him;
2) learning incentives determined by direct interest in work.
In the structure of motivational readiness for learning at school, Nizhegorodtseva N.V.,
Shadrikov V.A. include the following groups of incentives:
1.Social incentives, which are based on understanding the social importance and need for
learning and the desire for the social role of a schoolchild.
2. Educational and cognitive incentives reflect interest in new knowledge, the desire to learn
something new.
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3. Evaluative incentives, which are associated with the child's desire to receive a high assessment
from an adult, his approval and disposition.
4. Positional incentives, which are associated with interest in the external attributes of school life
and the position of a schoolchild.
5. Incentives external to school and learning.
6. Game incentives, inadequately transferred to educational activities.
Each of the listed incentives is present to one degree or another in the structure of motivational
readiness of a child aged 5-7 years, each has a specific impact on the development and nature of
educational activities. For any child, the level of expression and combination of incentives are
individual.
L.I. Bozhovich, V.M. Matyukhina presents the structure of the child's educational and cognitive
motivation in the form of two groups: motivation by content and motivation by process.
Motivation by content implies the child's desire to learn new facts, the essence of phenomena,
their origin, and motivation by process - the process of performing an action itself.
The range of incentives for senior preschoolers is quite wide: from an obvious reluctance to
study or orientation toward external attributes to a conscious effort to take a new social position
and interest in new activities.
L. I. Bozhovich identifies 2 groups of learning incentives:
1. Broad social incentives for learning, or incentives associated with the child's needs for
communication with other people, for their assessment and approval, with the student's desire to
take a specific place in the system of social relations available to him;
2. Incentives that are directly related to the content of educational work and the process of its
implementation.
Analysis of Bozhovich's research showed that both of these categories of incentives are needed
for the favorable implementation of educational work. In children entering school, broad social
incentives express the need to take a new position among others that arises in senior preschool
age, namely the position of a schoolchild and the desire to carry out serious, socially significant
activities associated with this position. The basis of motivation, which is connected with the
content and process of learning, is the cognitive need. It is born from an earlier childhood need
for external impressions and the need for activity, which exist in a child from the first days of life.
The development of cognitive need varies among different children: in some it is clearly
expressed and has a "theoretical" direction, in others the practical direction is more strongly
expressed, in others it is generally very weak. The problem of levels of formation of motivation
for learning is very thoroughly developed by A.K. Markova.She identifies five primary levels of
academic motivation:
The first level is a high level of school motivation, academic activity. Students definitely follow
all the teacher's instructions, are conscientious and responsible, and are very upset if they get bad
grades.
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ISSN: 2692-5206, Impact Factor: 12,23
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The second level is good school motivation. This level of motivation is the average norm.
The third level is a positive attitude towards school, but school attracts these children with
extracurricular activities. Such children feel good enough at school to communicate with friends
and teachers. They like to feel like students, have a beautiful school bag, pens, a pencil case, and
notebooks. These children have less developed cognitive stimuli, and are not very interested in
the educational process.
The fourth level is low school motivation. These children attend school reluctantly, preferring to
skip classes. They often do other things and play games during lessons. They experience
considerable difficulties in their academic activities. They are in serious adaptation to school.
The fifth level is a negative attitude towards school, school maladjustment. Such children
experience considerable difficulties in learning: they cannot cope with educational activities,
have problems communicating with classmates, in relationships with the teacher. School is often
perceived by them as a hostile environment, being in it is unbearable for them. In other cases,
students may show aggression, refuse to do assignments, follow certain norms and rules. Often,
such schoolchildren have neuropsychiatric disorders.
Conclusion
: Thus, motivational readiness for school includes a child's developed need for
knowledge, skills, and the desire to improve them. The educational activity of first-graders is
motivated not by one, but by a whole system of different incentives. Each of the listed incentives
is present to one degree or another in the motivational structure of a schoolchild, each of them
has a certain influence on the development and nature of his academic work. Together with the
awareness of the social significance of school learning, the ability to subordinate one's "want" to
the word "must", the desire to work and bring the work started to the end, the desire for success
and correct self-esteem, the incentives of academic work will begin to influence the
characteristics of the student's learning.
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