School maturity diagnostic problem

School maturity diagnostic problem

School maturity diagnostic problem

Currently, there are many methods of diagnostics of school maturity of the child. In general, there are three main approaches to the study of the problem; anthropological, pedagogical and psychological.

As part of an anthropological approach to solving this problem, we propose to evaluate the maturity of the child’s school performance through the analysis of his physical development. To this end being sought correlations between physical parameters and the child’s ability to successfully master the curriculum.

Despite the large number of studies in this field, many of these results are questionable, and – often contradictory. This is largely due to the fact that, in assessing the value of somatic indicators often lack a satisfactory explanation of the desired patterns that are complex communication and interpretation, taking into account the constitutional, medical, social and psychological factors.

Teaching approach involves the assessment of school maturity in terms of mastery of a child certain amount of knowledge and skills necessary for learning in school. The prospects of such an evaluation is complicated by the presence of the phenomenon of school maturity of other factors, in addition to the intellectual, which in this aspect of the study is practically not affected.

In this regard, more useful in the diagnosis may be psychological techniques. As part of the psychological approach to school maturity diagnostics two main areas stands out clearly. The first involves the use of psycho-diagnostic methods for determining the level of school maturity (test Kern-Yeraseka, Vittslaka test, etc.,). The second involves the definition of school maturity through the diagnosis of the level of development of mental processes of the child. In domestic psychology similar development began in the 1930s. When first presented experimental methods, reflecting changes in the child’s mind in the process of internalization of the socio-symbolic activity (method of double stimulation).

The basis of modern works of this direction has laid down the understanding of mental processes as the indicative actions to study objects and phenomena, detection and sealing of their properties and relations. Accordingly, the diagnosis of the intellectual maturity of the school component is seen as assessment of the level of development of these processes.

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