Keywords
achievement motivation
problem situation
success situation
cognitive impairment
How to Cite
Abstract
The article reveals the issue of psychological readiness of children to study at school. The aim of the article is to reveal the issue of psychological readiness of preschoolers with cognitive development disorders to study at school. In the research, in order to achieve the set goal and reveal the topic, methods of search, analysis, systematization and generalization of the researched material were used. The psychology of motivation of the IX and XX centuries is investigated. It is proved that in the middle of the IX century the subject, limits and specifics of the psychology of motivation were studied in the context of behavioral psychology, and in the XX century the field of motivation studies acquires wider boundaries and is actually distributed between socio-cognitive psychology.
The leading role of motivational readiness is determined, which is decisive in the successful learning and adaptation of the child to school. Psychological and pedagogical researches on the specified problems are analyzed. The motives (external -getting a good grade, increasing their prestige, avoiding trouble, etc. and internal -educational and cognitive), which determine the educational activities of preschoolers. It was found that the child's readiness for learning is characterized by its weak focus on a positive attitude to school, low interest in the content and learning process.
It has been determined that due to the immaturity of the cortical parts of the brain, which are often combined with local lesions of the brain structures and are characterized by heterogeneity and polymorphism of disorders of the emotional-volitional and cognitive spheres. It has been identified generalized classification features, which are characteristic of one or another group of children with impaired cognitive development: a combination of a low level of intellectual productivity with a low level of cognitive activity, delayed mental development, autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD).
Tasks aimed at further study of motivational readiness for learning of preschoolers with cognitive impairments are outlined. Thus, the study shows that the motivation to learn in children with cognitive impairment is not formed. Readiness for educational activities is characterized by a weak orientation of the child to a positive attitude to school, low interest in the content and learning process. Due to the violation of the development of cognitive processes in preschoolers there are difficulties in the process of cognitive and educational activities.
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