july 12, 2026

RU/EN

Headings of Vestnik

June 2026, № 2 (250), pages 16-25

doi: 10.25198/1814-6457-250-16

Gasilina M.A., Litvinenko N.V. MODEL FORDEVELOPING CHILDREN’S PERSONAL READINESS FOR SCHOOLDeveloping personal readiness for school is currently complicated by negative changes in children, such as declining cognitive development, poor performance in activities that require internal adherence to rules, decreased energy and desire to take action, and underdeveloped motivational needs, as well as willpower and volition. Addressing this issue requires a theoretical justification and the development of a model for organizing the educational process in preschool settings that ensures the necessary level of personal development for a child’s successful entry into learning at this new stage of development. The personal readiness of older preschoolers for school is a systemic development that includes the characteristics of their motivation, their readiness to accept the position of a “student” (motivational component), the degree of development of the mechanisms of volitional regulation of actions (volitional component), and emotional self-regulation (emotional component). Children with a low level of personal readiness exhibit the following: a negative attitude toward school and the educational process; a weak orientation toward school rules and norms of behavior; a lack of understanding of the importance of teacher authority; negative emotional expectations regarding school; low self-esteem; difficulties in orienting themselves to the system of task conditions and a lack of desire for independent completion of tasks and volitional actions. The development of personal readiness for school in older preschoolers will be effective if the preschool educational institution implements a model based on psychological, pedagogical, activity-based, and environmental approaches. This model is supported by the implementation of such conditions in the work of the teacher and educational psychologist as the creation of a special, comprehensive developmental environment aimed at maintaining motivation for learning and developing the child’s life experience; the development of the child’s ability to control emotional states and feelings, adequate self-esteem, and socially acceptable ways of expressing emotional manifestations of self-confidence; and the acquisition of skills in independent planning and behavioral control.Key words: personal readiness, senior preschool age, motivational component, educational process, volitional regulation, activity-based approach, developmental environment.

Download

References:

1. Alekhina Yu. A. (2021) Psychological and pedagogical diagnostics of first-graders’ readiness for learning during the adaptive period. Innovative science, No. 1, Pp. 110–116

2. Bozhovich L. I. (2008) Personality and its development in childhood. St. Petersburg: Piter, 398 p.

3. Bure R. S. (2012) Social and moral education of preschoolers. Moscow: Mosaic-Synthesis, 80 p.

4. Boldareva O. A. and Stepanova G. A. (2022) Substantive components of children’s readiness for school education. Bulletin of the ChSPU named after I. Ya. Yakovleva, No. 4 (117), Pp. 10–17.

5. Davydova G.I. (2023) Psychological support of the educational environment. Humanitarian science, No. 3, Pp. 159–165.

6. Zaporozhets A. V. (1986) Selected psychological works. Moscow: Pedagogika, 320 p.

7. Ivanova M. L. (2018) Psychological and pedagogical conditions for the formation of psychological readiness for school in senior preschoolers. Nizhny Tagil, 98 p.

8. Ilyina M. N. (2007) Preparation for School: Developmental Tests and Exercises. St. Petersburg: Piter, 208 p.

9. Grinevich I. M., Chuprina A. A., Totorkulova M. A., Moskvitina N. Yu., Grinevich G. V. and Matyazhova O. A. (2018) Competency Model of Preschool Education: Monograph. Stavropol: SKIRO PK i PRO, 94 p.

10. Kostyak T. V. (2008) Psychological Adaptation of First-Graders. Moscow: Academy, 173 p.

11. Lisina M. I. (2009) Formation of a Child’s Personality in Communication. St. Petersburg: Piter, 209 p.

12. Lobanova A. V. (2017) Psychological and pedagogical conditions and methods for developing children’s readiness for school. Humanitarian scientific research, No. 3 (67), Pp. 304–312.

13. Lubovsky D. V. (2019) School readiness of children: types and relationship with the duration of preparation for school. Psychological science and education, Vol. 24, No. 3, Pp. 43–51

14. Melnik E. V. and Ryzhkova I. N. (2021) Formation of psychological readiness for school education in senior preschoolers: monograph. Chelyabinsk: Publishing house “Activist”, 141 p.

15. Nezhnova T. A. (1988) Formation of a New Internal Position. Pedagogy, Pp. 22–36.

16. Nurieva A. R., Minnullina R.F. and Galich T.N. (2024) The Essence of the Concept “Preschooler’s Readiness for School”. Problems of Modern Pedagogical Education, No. 82-1, Pp. 295–298.

17. Dybina O. V. (ed.) (2008) Pedagogical Diagnostics of Preschoolers’ Competencies. For Working with Children Aged 5–7. Moscow: Mosaic-Synthesis, 64 p.

18. Petrova S. S. and Ivanova M.L. (2021) Psychological and Pedagogical Conditions for the Formation of Psychological Readiness for School in Senior Preschoolers. Scientific research in the modern world: experience, problems and development prospects, Pp. 93–108.

19. Posokhova S. T. (2001) Psychology of the adaptive personality: monograph. St. Petersburg: Herzen State Pedagogical Univ., 240 p.

20. Sokolova E. N. and Baranova E.A. (2021) On the structure of the components of communicative readiness for school in children aged 6–7 years. World Science, No. 11 (56), Pp. 185–189.

21. Sultanova L. R. (2019) Psychological and pedagogical conditions for the formation of children’s personal readiness for school. Scientific journal NovaUm. Ru, Pp. 346–349.

22. Taushkanova E. S. (2015) Formation of psychological readiness for school education in the conditions of a preschool educational organization. Concept, No. 1, Pp. 146–150.

23. Uruntaeva G. A. (2025) Psychology of a preschooler: practical training. M.: NITs INFRA-M, 401 p.

24. Tsaregorodtseva E. A. (2022) On the issue of personal readiness for school education of children of the alpha generation. Modern teacher – a look into the future, Pp. 90–93.

25. Shchur V. G. (1982) Methodology for studying a child’s ideas about other people’s attitudes towards him. Personality Psychology: Theory and Experiment. Moscow: Nauka, 322 p.

26. Elkonin D. B. (2005) Child Psychology. Moscow: Academy, 384 p.

27. Ostrov J.M., Kamper-DeMarco K.E., Blakely-McClure S.J., Perry K.J. and Mutignani L. (2018). Prospective associations between aggression/bullying and adjustment in preschool: Is general aggression different from bullying behavior? Journal of Child and Family Studies, 1–14. DOI: 10.1007/s10826-018-1055-y

28. Yoder M.L. and Williford A.P. (2019). Teacher perception of preschool disruptive behavior: Prevalence and contributing factors. Early Education and Development, 30 (7), Pp. 835–853. DOI: 10.1080/10409289.2019.1594531

About this article

Authors: Gasilina M.A., Litvinenko N.V.

Year: 2026

doi: 10.25198/1814-6457-250-16

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

© Электронное периодическое издание: ВЕСТНИК ОГУ on-line (VESTNIK OSU on-line), ISSN on-line 1814-6465
Зарегистрировано в Федеральной службе по надзору в сфере связи, информационных технологий и массовых коммуникаций
Свидетельство о регистрации СМИ: Эл № ФС77-37678 от 29 сентября 2009 г.
Учредитель: Оренбургский государственный университет имени В.А. Бондаренко (ОГУ)
Главный редактор: С.А. Мирошников
Адрес редакции: 460018, г. Оренбург, проспект Победы, д. 13, к. 2335
Тел./факс: (3532)37-27-78 E-mail: vestnik@mail.osu.ru