ТРЕВОЖНОСТЬ ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА В КОНТЕКСТЕ ПСИХОЛОГИЧЕСКОЙ ГОТОВНОСТИ К ШКОЛЕ

Abstract

The article is devoted to the study of a child's psychological readiness for school and childhood anxiety. The aim of this study was to identify the relationship between anxiety and the psychological readiness of children for school. The article presents the results of a theoretical and empirical study of anxiety and readiness for school in preschool children. The article analyzes theoretical approaches to the study of the problem of anxiety in children in foreign and domestic psychological literature. The analysis showed that among elder preschool children, anxiety has not yet a stable character trait and is relatively reversible when appropriate psychological and pedagogical activities are carried out. Considering various approaches to the study of psychological readiness for school (school maturity), the author identifies their common things and differences, and also analyzes the component structure of this construct. The author conducted an empirical study of the intellectual component of psychological readiness for school in children with different levels of anxiety. The empirical study involved 30 preschoolers aged 6 7 years attending MPEI. The analysis of the results of the conducted psychodiagnostic research showed that the overwhelming majority of children (63.4%) have an increased level of anxiety. Most children have fairly well developed verbal intelligence, but non-verbal intelligence is poorly developed. A nonlinear relationship was revealed between the level of anxiety in preschoolers and the intellectual component of psychological readiness for school. The highest level of anxiety is inherent in children with the highest degree of intellectual readiness for school. Thus, there is a non-linear relationship between anxiety and children's intellectual readiness for school.