Мать и дитя в Кузбассе (Mar 2022)
NEUROPSYCHIC AND SOCIAL ASPECTS OF READINESS FOR THE SCHOOL EDUCATION OF PREPARATORY GROUP CHILDREN IN PRESCHOOL EDUCATIONAL INSTITUTIONS
Abstract
The aim of the investigation is to study neuropsychic and social aspects of children’s school maturity. The research considers 7 year-old children in preparatory groups of preschool educational institutions in Kemerovo. Materials and methods. The study was conducted after obtaining voluntary consent from legal representatives. For the period 2020-2021, 257 children studying in preschool educational institutions of Kemerovo were examined. All of them were attached to the preschool department of the Сhildren polyclinic in M.A. Podgorbunsky Regional Clinical Hospital Ambulance. There were 119 boys (average age was 7 years and 3 months ± 1.46 months) and 138 girls (average age was 7 years and 2 months ± 1.67 months). The study of the neuropsychological aspects was carried out using Kern-Jirasek test and the monometric test. The level of social maturity and general psychological readiness to attend secondary educational institutions was determined by the test conversation proposed by S.A. Bankov. To study the social status of families, a survey of legal representatives was conducted through a standardized questionnaire. Results. Studying the neuropsychological aspects of school maturity, the vast majority of children according to Kern-Jirasek test (77.44 %) and the monometric test (71.20 %) were ready to start attending secondary educational institutions. Every forth/fifth child had low indicators of the neuropsychic aspect of school maturity, which required corrective medical and pedagogical measures. The study of the social aspects in school maturity (the test conversation by S.A. Bankov) indicated the vulnerability of this parameter: only 40.46 % of children were socially mature; 30.74% showed a medium level of maturity; 28.80 % of children had low parameters of social maturity and general psychological readiness to attend school. Regarding family types, it was revealed that the most frequent variant of family relationships between parents was civil partnership. Open marriages were in 42.41 % of cases; two-parent families with a registered union were in 31.90 %; every fourth child had a single-parent family (25.68 %). Children with an insufficient level of neuropsychic and social readiness for school are more likely to be found in families with civil partnership. Conclusion. The neuropsychological aspects of school maturity show that the vast majority of children according to the Kern-Jirasek test (77.44 %) and the monometric test (71.20 %) were ready to start attending secondary educational institutions. Every fourth/fifth child had low indicators of the neuropsychic aspect of school maturity, which required corrective medical and pedagogical measures. The study of the social aspects for school maturity (a test conversation by S.A. Bankov) indicated the children’s vulnerability: only 40.46 % of children were socially mature; 30.74 % showed an average level of maturity; 28.80 % had low parameters of social maturity and general psychological readiness to start school. The study of family types revealed that the most frequent variant of family relationships between parents was civil partnership. Such open marriages were found in 42.41 %; full families with a registered marriage were in 31.90 % of cases and every fourth child was raised in a single-parent family (25.68 %). Children with an insufficient level of neuropsychic and social readiness for school are more likely to be found in families with a civil partnership.
