Abstract
The article analyzes the concept of motivational readiness for schooling, reveals the structure of motivational readiness and the student’s internal position as one of the most important neoplasms of the motivational sphere in preschool age, presents the results of an empirical study of age and gender characteristics of motivational readiness of children for schooling.
Highlights
One of the fundamental components of psychological readiness for schooling is the child’s motivational readiness for school
Motivational readiness for schooling implies the presence of a future first-grader, a system of motives that provide a high interest in learning at school [2]
They call the educational one, which is characterized by a desire to study and attend school, social - based on the awareness of social significance and the need for learning, as well as positional, which is associated with interest in the external attributes of school life and the student’s position. These motives are manifested in the preparatory groups for the school as follows: the academic is 57%, social - 24% and positional is observed in 15%
Summary
One of the fundamental components of psychological readiness for schooling is the child’s motivational readiness for school. An important and at the same time insufficiently studied aspect of the problem of motivational readiness for schooling is to take into account the age and sex characteristics of the. The USA Journals Volume 03 Issue 01-2021 motivational sphere of children of preschool age. It is known that in preschool age there are differences between boys and girls, which can be reflected in the structure of motivational readiness for schooling. Reducing the age of schooling to six years is an acute and urgent problem, as it leads to the fact that many children who enter the school are completely unprepared for it. The analysis of age and sex characteristics of the motivational readiness of children to study at school is relevant
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