Maria P. Gutorova

Unfortunately in our modern society parents spent less time playing with children for different reasons: some of them are busy at work or at home: others believe that the preschooler can play alone and that such game will contribute to the development of purposefulness more than play with a grown up; and there are parents who simply do not know how to play with the child. Hence, we observe a conflict, when, coming for a child in kindergarten, the parent hears: "I do not want to go home, I want to play in the kindergarten!" Parents get an erroneous impression that in preschool establishment children are only playing, and also parents face with their own inability to organize the game. To show parents the importance of the game as the basis for the formation of child abilities, we decided to apply a new form of work with parents - conduct game activities.

The problem of psychological readiness for school is an important issue. Traditionally, Russian psychology discerns three types of readiness: intellectual, motivational and volitional. The article presents diagnostic methods for these types of readiness, along with the author’s original course of 10 correctional studies for a child’s readiness.

The articles provides with methodology, practical guidelines and aids for discernment of preschoolers with difficulties in emotional-personal and cognitive areas. For these categories of children there are given 12 study guidelines for groups of 5-6 children.