Study of the intellectual readiness of older preschoolers for school using a set of game tasks
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Abstract
Background. The intellectual development of older preschool children is of significant importance at the stage of preparation for school. The formation of intellectual readiness is one of the indicators of the child’s adaptive inclusion in the educational process in primary education programs. The analysis of scientific research has revealed the content and structural components of the concepts of “intellectual development” and “intellectual readiness of an older preschooler”. This contributed to the definition of the main criteria for the study of intellectual readiness and the development of appropriate gaming diagnostic tasks for older preschoolers.
Objective. To study the dynamics of the formation of intellectual readiness of older preschoolers in the process of stage-by-stage implementation of the intellectual project “Ready for School!”
Methods. The study involved 30 children of the preparatory school group. At the first stage, the diagnosis of preschoolers was carried out at the beginning of the school year according to the developed set of game tasks. At the second stage, an action plan was implemented with exercises aimed at the intellectual development of older preschoolers. At the final stage, a final study and analysis of the results were carried out.
Results. The analysis of the research results showed an increase in the cognitive and communicative activity of children in solving logical memorization tasks, mathematical riddles, and problems. The effectiveness of the work carried out with children on the formation of constructive and algorithmic thinking and mastery of mathematical concepts was revealed. The highest results were obtained by diagnostic indicators based on criteria for evaluating the formation of a common outlook, ideas and ways of interacting with adults and peers in various types of activities.
Conclusions. To effectively implement the tasks of developing the intellectual readiness of older preschoolers at the stage of preparation for school, the teacher needs to use systematic work technologies that promote the activation of children’s creativity and cognition: problematic mathematical tasks, multi-level and group tasks, design, elementary programming, additional exercises for neurobiology, logical memorization , associative thinking, development of interhemispheric interaction, as well as visual-motor coordination.
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