QUALITATIVE AND QUANTITATIVE CHARACTERISTICS OF THE READINESS OF OLDER PRESCHOOL CHILDREN TO STUDY AT SCHOOL

Abstract

Scientific considerations made it possible to conclude that the final stage of the diagnostic procedure is the assessment of measurements. Therefore, the article presents the generalized result of a set of diagnostic tasks in the form of assessments: levels and scores. They reflect a certain degree of development in older preschoolers of important components of personal development and activity: emotional-valuable, cognitive, regulatory, creative, and playful while end-to-end abilities and skills that underlie the key competencies of future school studying. Based on the practical application with 6-7-year-old preschoolers of the set of diagnostic tasks "Magic Transformations", the qualitative and quantitative indicators of five levels of the child's readiness for start to study at primary school were characterized. Qualitative and quantitative indicators of a child's readiness to study at primary school are described as. The child's readiness for schooling is fully developed (63 – 47 points). The readiness of the child to study at school is sufficiently developed (46 – 32 points). The child's readiness to study at school is in the formative stage (31 – 16 points). The readiness of the child to study at school is conditional (15 – 7 points). The child is not ready for school (6 – 0 points). In the future, it is planned to subject a scientific assessment of the educational, educational, and developmental influences on preschoolers from the side of adults in the matter of preparing preschoolers for studying at school, with further implementation of developments in the practice of working with children.