EMOTIONAL AND VOLITIONAL COMPONENT OF SCHOOL READINESS
Abstract
The article reveals the uncertainties of school
readiness problem. The author considers the features of
pre-schoolchildrens psychological school readiness and
specifi city of primary schoolers psychological preparedness
for transition to secondary school. The emphasis is
laid on emotional and volitional school readiness; its manifestations
are described in pre-schoolchildren and primary
schoolers training. It is shown that the level of volitional
control (volitional effort, and volitional qualities) predetermines
a smooth transition to secondary school and success
in learning. The features of emotional and motivational
components of school readiness are marked at different
levels. The author describes specifi c psychological readiness
of schoolchildren in grade 4 and 5 and highlights a
number of challenges facing students psychological training
for studies in high school.
readiness problem. The author considers the features of
pre-schoolchildrens psychological school readiness and
specifi city of primary schoolers psychological preparedness
for transition to secondary school. The emphasis is
laid on emotional and volitional school readiness; its manifestations
are described in pre-schoolchildren and primary
schoolers training. It is shown that the level of volitional
control (volitional effort, and volitional qualities) predetermines
a smooth transition to secondary school and success
in learning. The features of emotional and motivational
components of school readiness are marked at different
levels. The author describes specifi c psychological readiness
of schoolchildren in grade 4 and 5 and highlights a
number of challenges facing students psychological training
for studies in high school.
References
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