Abstract
The given article presents burning issues of theory and methodology of preschoolers‘ readiness (aged 5-6 ) to learning at a primary school on the basis of the review of the latest western psychology research. Disputable definitions of the notion readiness to school learning, its structure components and specifics of psychological diagnostics instruments usage are provided. Future perspectives of scientific investigation on the optimal and effective ways of readiness elaboration in starters at a primary school are outlined in different cross-cultural environments.
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