It seems that today’s children are ready for school and shsat, because there are educational games and tasks in kindergarten, and no one cancelled additional classes in preparation for school. As a rule, at such classes are engaged in the development of children’s cognitive abilities, but a child’s readiness for school is determined not only by the intellectual aspect.

The following components are traditionally distinguished in the psychological readiness of a child for school:

intellectual readiness to learn;
motivational readiness to learn;
volitional readiness to learn.
When we talk about intellectual readiness and examples of consonants, we primarily talk about the development of thinking. It is this aspect that is developed in most additional classes. But, strangely enough, intellectual readiness does not imply that the child can read, count or write. The main thing is that the child has the necessary level of psychological development, which provides arbitrary regulation of attention, memory, thinking and, as a consequence, gives the child the ability to read, write, count.

But, as noted by many psychologists, the leading role in readiness of the child for school is played by the development of the motivational and emotional sphere. Even if a child has a high level of development of the cognitive sphere, it is not a guarantee of his further successful learning at school. Motivational readiness consists of social motives (desire to take a new position of a schoolboy in the world of people, need for communication with adults on a new level) and the motives associated with learning activities which the child cannot satisfy at home. The fusion of these two motives, aspiration to become a schoolboy, to carry out the rules of behavior of a schoolboy, to have his rights and duties and make up an “internal position of a schoolboy”.

Motivational readiness is formed not immediately, but gradually. As psychologist Martsinkovskaya T.D. notes, there are several stages of formation:

The first stage is interest in the external side of learning, the process of learning, that is, interest in school, school supplies, the rules of conduct in school;
But this interest is not long, it passes after 2-3 months of training and it is replaced by interest in the content of classes, obtaining knowledge, i.e. cognitive motivation itself.
The last component of psychological readiness is volitional readiness of a preschooler. This is the child’s ability to concentrate and retain instructions given by an adult. A child with formed volitional readiness can easily “not fall out” of a lesson, not forget to “write down the task in the notebook” and keep his or her attention on the learning process.

Additionally the motor development of the child is also considered, because the coordination of the hands will allow for future beautiful and fast writing, holding a pencil or pen correctly, not getting tired while writing. Equally important is the coordination between the actions of the eyes and hands, because often a future first grader will need to look at the board or teacher and write something in the notebook.

It is not difficult to determine the level of psychological readiness of a child for school, but if it is done not by special techniques, but simply “by eye,” then we can only talk about a subjective assessment.