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Throughout the preschool childhood character of the strong-willed sphere of the personality becomes complicated and its specific weight in the general structure of behavior that is shown mainly, in the increasing aspiration to overcoming of difficulties changes. Development of will at this age is closely connected with change of motives of behavior, a taxonomy it.

According to E.E. and G.G. Kravtsov, about a third of 7 summer first graders is insufficiently ready to school. With 6 summer children a situation even more difficult. Among them there are children ready to school training, but their minority.

Moral instances generate moral motives of behavior which can be on the influence by stronger, than many direct including elementary requirements at preschool children.

Such positive orientation of the child on school as on actually educational institution - the most important prerequisite of its safe entry into school and educational reality, i.e. adoption by it of the relevant school requirements and full inclusion in educational process.

At the same time that though at preschool age also there are strong-willed actions, but the sphere of their application and their place in behavior of the child remain the extremely limited. Researches show that only the senior preschool child is capable to long strong-willed efforts.

Intellectual readiness for school training is connected with development of thought processes - ability to generalize, compare objects, to classify them, to allocate essential signs, to draw conclusions. The child has to have a certain width of representations, including figurative and spatial, the corresponding speech development, informative activity.

The cool and fixed system of training assumes not only the special relation of the child with the teacher, but also the specific relations with other children. The new form of communication with contemporaries develops at the very beginning of school training.

The prevailing intellectual unavailability to training directly results in not success of educational actions, impossibility to understand and fulfill requirements of the teacher and, therefore, to low marks. At intellectual unavailability different options of development of children are possible. A peculiar option is the verbalizm.

Pupils with personal unavailability to training, showing a children's spontaneity, at a lesson answer at the same time, without raising hands and interrupting each other, share the reasons and feelings with the teacher. They usually get into gear only at the direct address to them of the teacher, and in the rest of the time distract, without watching the events in a class, break discipline. Having high self-esteem they take offense at remarks when the teacher and parents show discontent with their behavior, they complain that lessons uninteresting, school bad or the teacher angry. The motivational immaturity inherent in these children, often involves problems in knowledge, low efficiency of educational activity.