Keyword: «psychological readiness for school»

The paper presents theoretical and empirical justification of modeling of processes of formation of psycho-logical readiness training-teaching in school for older preschoolers. Conducted testing of Program changes associated with shedding of psycho-pedagogical interaction based on the author model; discussed the results.

The article discusses the possibility of the formation of psychological readiness for school pupils starting grade in her psychological manifestations forms – personal, educational, regulatory.

The article is devoted to the peculiarities of psychological readiness for school at the senior preschool children, which acts as a psychological readiness of the cumulative result of the system of education aimed at the full personal development of each preschooler, and the process of formation of readiness of preschool children for school. The developed model is the author of its elements together.

The relevance of the article is due to important changes that occur in the child's life because of a change in his social status. A child’s readiness for schooling equally depends on the child’s physiological, social and mental development. These are not different types of readiness for school, this is a holistic education, reflecting the individual level of the child development at the beginning of learning at school. Psychological readiness is formed in a game. A game has a huge impact on the development of the personality side of the child’s mind; the sphere of motives and needs changes: an important motive arises and it is realized in the game – the desire to become an adult, to become a student, to follow the student's rules of behavior, to have his rights and duties. If the child has not mastered enough different kinds of games, he will not be able to study well and without stress. There are major changes in the psyche of the child in the game, the main forms of relations with other people are formed, and preparations are made for a new, more complex activity – learning.

The article analyzes the results of an empirical study of the features of communicative readiness for school among senior preschoolers. The results obtained by the author indicate that the majority of senior preschoolers are characterized by lack of form and insufficiently shaped communicative component of school readiness, which is manifested mainly in low rates of development of cooperation and partnership dialogue.