In the modern world, there is probably not a single parent who would not ask this question: and it does not matter that your child is only a year or two old. Questions: “the child’s readiness for school”, “which school to send to?” and “how to prepare it?” worry all parents without exception. The truth of this statement is evidenced by the huge number of early development centers, school preparation courses, tutors, books on the topic “after two, three, five... it’s too late,” the number of which is growing more and more every year. Demand gives rise to supply and it’s like a marathon: someone sends their child to a kindergarten that has a corresponding “program”, someone starts intensively taking their child to various classes, but the result of this marathon is essentially the same: in the end, September 1 we get a future student who is absolutely not motivated to study! No, of course they told the child that he was going to school, and they even told him why he should passionately want this... but statistics are a stubborn thing - children don’t want to study! And now I’m talking about the child’s inner desire: about such curiosity, inquisitiveness, the desire to learn something. And you can rewrite textbooks as much as you like, simplifying the program, introduce interactive learning, equip modern computer classes in kindergarten, or stoop to the level of permissiveness and curry favor with children , you can even demand from the teacher that he offers only topics that are interesting to children, but this does not stimulate in them a “thirst for knowledge”, and even on the contrary, causes great harm to the healthy development of the child, because in medical terms: “an organ that does not develop atrophies “The children expect something different from us. Going to first grade, a new stage, a new era and a new life begins for them, and it seems appropriate to me to look at the readiness of the future first-grader from the perspective of three spheres: physiological psychological social Physiological sphere Child development is very individual, but the proportions of the human body change from infancy to school and this is a generally accepted fact . You can often hear that a child “stretched out” before school and his teeth begin to change (this happens at the age of about seven years). Psychological sphere It is impossible to consider psychological readiness for schooling without a family, because it is at this moment that internal trust is established: everyone has difficulties in schooling, but not everyone has parental support in overcoming them. Therefore, regardless of the result, how successful the child turns out to be in the learning process, it is important to observe the “Rule of the Three Ps”: Acceptance, Understanding, Support. Psychological readiness for school can be described as the ability of the soul to live in a variety of moods: to move from one feeling to another. If a child is depressed, for example, by fear, then it will most likely be difficult for him to rejoice with others. If he is prone to fantasies and dreams, it will be difficult for him to be in the general action and to be involved in the school process. How emotionally able is the child to be in a new environment, without parents, where he will have to make new contacts? His ability to withstand and cope with difficult situations, sometimes with conflicting relationships, is very important. And the point is not whether conflicts appear in the group (they are inevitable in any case in an emerging class society), the question is how they are resolved. If a child is emotionally demanding and constantly attracts increased attention to himself, he may find himself in a situation of attention deficit on the part of the teacher and this may be difficult for the child to experience. One of the emotional prerequisites for a child’s readiness for kindergarten is his readiness and ability to listen with concentration to a short story told by an adult. It is worth noting that in successful school learning this skill occupies one of the leading positions. The child reaches out his hand, but he is not asked (“they don’t see me”), the teacher explains new material, but the child cannot grasp the essence.