Факторы поддержки детской самостоятельности на этапе перехода к обучению в школе. Теоретический обзор
Аннотация
Среди вызовов, с которыми сталкиваются первоклассники в начале школьного обучения, один из важнейших — необходимость становления самостоятельности, в том числе в учебной деятельности. Для этого требуется познавательная инициативность, умение самостоятельно планировать, прогнозировать и осуществлять учебные действия, проводить их контроль и оценку. В случае затрудненного перехода к обучению в школе у детей могут нарушаться даже выработанные в дошкольном возрасте навыки самостоятельности — бытовой, коммуникативной, познавательной.
В статье представлен обзор исследований, посвященных способам поддержки детской самостоятельности при переходе из детского сада в школу, на основе которого сделан вывод о комплексном характере такой поддержки. Среди ее факторов выделены учет возрастных психологических свойств и индивидуальных особенностей ребенка; поддерживающая и последовательная позиция семьи и вовлеченность родителей в образование; отказ от универсальных жестких требований в пользу гибкости, чуткости к потребностям ребенка и поощрения его учебной самостоятельности; адекватные возможностям ребенка ожидания учителя, создание возможностей для индивидуализации образования и целенаправленного развития социально-эмоциональных навыков детей в первом классе; согласованность целей, подходов и методов организации образовательного процесса в семье, дошкольной организации и школе.
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