Denisenkova N., Nisskaya A. “Mirror, mirror, tell me...”, or difficult questions of the future first-grader

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Keywords: motivational readiness for school volitional readiness for school communicative readiness for school intellectual readiness for school indicators of adaptation to school child’s emotional state during the period of adaptation options for coping

To cite this article:

Denisenkova N., Nisskaya A. “Mirror, mirror, tell me...”, or difficult questions of the future first-grader // Preschool Education Today. 2013, Issue 6 - p. 40–45.

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2013, 6

Natalya S. Denisenkova
Cand. Sci. (Psychol.), Professor at the Department of Social Psychology of Development, the Faculty of Social Psychology, Moscow State Psychological and Pedagogical University, Moscow, Russian Federation

Anastasia K. Nisskaya
Cand. Sci. (Psychol.), Associate Professor, Department of Educational Programs; Research Fellow, Center for Contemporary Childhood Studies, Institute of Education, National Research University Higher School of Economics (HSE), Moscow, Russian Federation

Abstract

The aim of the article is to help children and their parents in a difficult period of child’s adjustment to the school. The authors examine the relationship of psychological readiness and success of the child’s entry into school life. Indicators of these process successfulness are described. The article highlights the series of preparatory steps for school and the begining of the school life. Possibilities of support of first-graders in this interesting and difficult path to adulthood are explored. The answers to the questions whether the child knows the rules and able to comply with them without supervision by the parents and other adults, whether the child is ready to build a relationship with the teacher and peers in the form of cooperation are provided. Guidelines for psychological care to ensure safe entry child in school life are described.