Open AccessThe specifics of the psychological readiness of modern children to school
Author(s) -
Elena А. Sorokoumova,
Marina G. Kurnosova
Publication year - 2020
Publication title -
pedagogika i psihologiâ obrazovaniâ
Language(s) - English
Resource type - Journals
ISSN - 2500-297X
DOI - 10.31862/2500-297x-2020-1-238-257
Subject(s) - psychology , perception , developmental psychology , demonstrative , cognition , task (project management) , component (thermodynamics) , generalization , cognitive psychology , mathematical analysis , linguistics , philosophy , physics , mathematics , management , neuroscience , economics , thermodynamics
The issues of children’s readiness for school in the digital environment are considered. The article presents the results of an empirical study aimed at studying the intellectual, personal, and emotional-volitional readiness of children of the digital generation for school. The study involved a group of 20 children aged 6–7. The results of the study showed that the specificity of the personal component is manifested in the predominance of the evaluation motive, in the unwillingness to contact with other children, the desire for individual activities, in the predominance of demonstrative behavior and the unwillingness to engage in joint activities with peers. The specificity of the emotional-volitional component is manifested in the ability of children to accept only close, specific goals, limited by the conditions of the educational task, as well as in the weak regulation of the actual activity. The specificity of the cognitive component of the psychological readiness of children of the digital generation to study at school is manifested in the predominance of short-term mechanical memory, visual generalization, schematic perception of the image, and the need for emotional and regulatory assistance when performing tasks.