6 years: readiness for school
By the age of six, boys begin to grow actively. For girls, this process begins much later – at nine to eleven years old, so at the age of six they do not change so quickly.
Boys, however, significantly grow up: those who before had eaten badly, at the age of six, begin to show a noticeable appetite throughout the day and may even ask them to feed them again before bedtime. And those who have not suffered from a lack of appetite before, will even have to hold back a little.
For a six-year-old child, physical activity is extremely important. The body is full of energy, and it needs a way out. Try to spend as much time as possible on the street – in active games, in motion.
How to communicate
In the older preschool age, new forms of child communication develop, both with adults and peers. At 4-5 years, the content of the child’s conversations with adults was the surrounding objective world. Dominated by topics about nature, animals, the structure of things. A six-year-old child is primarily interested in the world of people and everything connected with it.
Now adults not only transmit knowledge about the world, responding to the numerous “why”, but they themselves become objects for research. Children ask adults about where they work, with whom they live, what they love. The child, in turn, is happy to talk about himself, his desires and plans, shares his impressions, evaluates the actions of others.
At the same time, just physical closeness and friendly attention of elders is not enough for children. By the age of six, they have a need for understanding and empathy on the part of adults.
Changes and the nature of communication between children. At this age, “pure” communication appears that is not included in any activity. Children can just talk, even if at this moment they are not playing with each other and are not doing any joint business.
Of course, in conversations with peers, “business” appeals to each other persist – what to play, who will take what role, but along with them, personal questions arise. The child is interested in what peers love, where they were, what they saw.
In the communication of children, the beginnings of friendship arise – the desire to help each other, show concern, make a gift or give way in a dispute. Another child ceases to be just a partner in the game. Now a peer is an integral personality, with its own interests, feelings and preferences. A senior preschooler learns to understand the other person’s inner world. This is the most important communication skill that a child is just starting to master.
At about six and a half years old, the child’s behavior changes. He is often naughty and grimacing, does not respond to the requests of his parents, boycotts the usual regime, ignores the demands of adults.
He argues about and without, demonstrates disobedience, does everything in spite.
The child depicts deliberately adult behavior, protesting against the “childish” lifestyle that his parents impose on him. This can be manifested in the use of curses, unwillingness to wear the clothes chosen by the parents, or to go to bed at the appointed time. “I’m not small anymore!” – declares yesterday the docile kid.
From the side, the child’s behavior looks strange and simulated. And if the crookedness of a three-year-old could cause adult laughter, then at this stage it significantly spoils the parent-child relationship.
But in fact, these negative aspects are only an outward manifestation of important – positive – changes in the psyche of the child. The essence of these changes is the loss of childish immediacy. Previously, parents could easily determine how they feel by their child’s behavior, but now the child can experience one thing and demonstrate something completely different. He, as it were, portrays that which is not. What is so positive about this?
The positive meaning of the seven-year crisis is that the child gains the ability to control his behavior – not in the game, not with the help of an adult, but namely on his own, of his own free will. Thus, the behavior of the child becomes arbitrary, free from momentary promptings.
Over time, artificial disobedience and manners will come to naught.
In such a hypertrophied and ridiculous form, the child simply develops the skill of conscious control of his actions.
In the future, this skill is transformed into the ability to behave in accordance with generally accepted norms and rules.
Readiness for school
Many parents care about the question – is it worth giving a six-year-old child to school? The affirmative answer is usually argued by the fact that he already knows how to read, thinks well and generally “misses the kindergarten”.
However, not all so simple. Psychological readiness for learning at school is a complex indicator that includes several components:
♦ intellectual readiness;
♦ personal readiness;
♦ socio-psychological readiness.
The extent to which all these components are formed together determines the success of the child’s educational activities in the future. And knowledge of letters and numbers is clearly not enough.