Рsychological aspects of school readiness in children with special educational needs

Abstract

Тhe content of psychological readiness for school is dynamic, constantly developing and becoming more complex. While preschoolers are capable of many actions, their cognitive abilities should not be overestimated. Logical thinking begins to form but is not yet typical; their thinking remains specific to the preschool stage. Higher forms of visual thinking emerge as a result of intellectual development, and other mental processes show similar specificity. At this age, children should be prepared for the leading activity of the next stage – learning. Developing relevant learning skills ensures, as noted by O. Usova, a “high level of learnability,” reflected in the ability to identify a learning task and turn it into a personal goal. Overcoming fear of difficulties and developing persistence help children cope with school challenges independently or with minimal assistance.