PROBLEMS OF MOTIVATIONAL READINESS FOR LEARNING IN SCHOOL FOR CHILDREN OF OLDER PRESCHOOL AGE

Keywords: motive, motivation, motivational readiness, learning motivation, achievement motivation, motivation components, children of older preschool age

Abstract

In the scientific research, the theoretical analysis on the problem of studying motivational readiness for schools of older children has been carried out. The purpose of the study is to conduct a theoretical review of scientific sources devoted to the motivational readiness for the schooling of older preschool children. Research methods: analysis of scientific sources. Objectives of the study: presentation of theoretical analysis of scientific sources, both classical and modern, research on the problem of studying the motivational readiness for the schooling of older preschool children; description of the terms “motive”, “motivation” and terms such as “learning motivation”, “achievement motivation”, “motivation components” and “school readiness motivation”; determining the features of the development of motivational readiness for school in preschool children; identification of the main factors influencing the development of motivation; substantiation of the best periods of motivation formation in children; disclosure of the significance for the child of motivational readiness to study at school. During the scientific theoretical research, the content of terms was revealed and the meaning of “motivational readiness for school” was determined. It is noted that in children of older preschool age under the influence of cognitive and social motives are formed internal motives that affect the learning process. In the process of educational activity, the child is sufficiently aware of, control and manage its actions and desires, it confirms the formation of arbitrary behaviour, and determines the readiness for schooling; it is revealed that the development of motivation is influenced by the mutual work of employees of the teaching staff of preschool institutions and family members. Their interaction allows to properly organize the child’s learning process, adjust it to activities, monitor the implementation of tasks, provide timely assistance, support and apply other methods of encouragement that will motivate the child to perform educational tasks; it was analyzed that it is best to develop motivational components to start at an early age and continue in preschool. During this period, children are laid down basic models of motivation, which are crucial for establishing strong internal motivational orientations; it is established that the motivational readiness for school presupposes the child’s desire to become a student and study at school. There is a formation of “internal attitude”, qualitative changes in the mental sphere: mastering the system of current school rules; understanding of evaluation; the formation of the need to succeed; adequate level of self-esteem and demands.

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Published
2021-11-15
How to Cite
Bielova, O. B. (2021). PROBLEMS OF MOTIVATIONAL READINESS FOR LEARNING IN SCHOOL FOR CHILDREN OF OLDER PRESCHOOL AGE. Pedagogical Sciences: Theory and Practice , (2), 181-187. https://doi.org/10.26661/2522-4360-2021-2-29
Section
SECTION VII. THEORY AND METHODOLOGY OF UPBRINGING