Continuity in the formation of universal educational activities during the transition from preschool to primary general education. OMP "formation of prerequisites for educational achievement in preschool children in conditions of continuity with school"

“School learning never begins from scratch, but always builds on a certain stage of development completed by the child.”
L. S. Vygotsky
Completing the preschool period and entering school is a difficult and important stage in a child’s life. Creating conditions for the successful adaptation of younger schoolchildren is our common task. “School should not bring a sharp change in life. Having become a student, the child continues to do today what he did yesterday. Let new things appear in his life gradually and not overwhelm him with an avalanche of impressions” (V. A. Sukhomlinsky).
The problem of organizing continuity of education affects all links of the existing educational system, namely: transitions from a preschool educational institution (preschool) to an educational institution that implements the basic educational program of primary general education. The main problems of ensuring continuity are associated with the insufficiency of the targeted formation of such universal educational actions as communicative, speech, regulatory, general cognitive, and logical.

The spontaneity and often unpredictability of the results of children's development pose with all severity the task of purposeful, controlled formation of a system of universal educational activities that ensure the competence of the “ability to learn.”

Psychological and pedagogical conditions for organizing the assimilation of a system of universal educational activities at the stage of preschool and primary general education.
1. Maintaining continuity not only in working methods, but also in styles of pedagogical communication.
2. Maintaining the continuity of preschool and school methods of work and when forming a team of first-grade children through the organization of their interpersonal communication.
3. Formation of leading activity as the most important factor in the development of the child; reliance on the game in the formation of educational activities. Conducting classes taking into account the principle of compliance of the form of classes with the leading type of activity - the game. The use of games with rules and role-playing games for propaedeutics of arbitrariness; "back to school" game.
4. The teacher’s friendly and respectful attitude towards children (students, pupils).
5. To achieve effectiveness in teaching preschoolers and primary schoolchildren, it is necessary to develop a positive emotional attitude towards classes. Encouraging children for activity, cognitive initiative, any efforts aimed at solving a problem, any answer, even the wrong one.
6. Using a game form of classes, riddles, suggestions to come up with something, suggest it yourself.
7. Adequate assessment - a detailed description of what the student was able to do, what he learned, what difficulties and mistakes there are, specific instructions on how the results can be improved, what needs to be done for this, a ban on direct assessments of the student’s personality (lazy, irresponsible, stupid , sloppy, etc.).
8. Ensuring the implementation of such educational actions as: perception of instructions; planning activities, the ability to complete a task to the end; assessment of actions based on joint activities - teacher, student, pupil.
9. Application of tasks that promote the development of cognitive functions: attention; memory; thinking.
10. Application of various forms of organizing educational activities for the purpose of developing communication skills, working in pairs; work in subgroups. Providing the child with the opportunity to choose an activity, partner, means, a combination of gaming, educational, productive and other types of activities.
11. Activating children's curiosity and initiative:
– ability to ask questions;
– expressing one’s own opinions;
– ability to make simple practical conclusions.
12. Organization of conditions for partnership cooperation between children and teachers.
13. Implementation of pedagogical propaganda among parents and the general public.
14. Balance of reproductive (reproducing a finished sample) and research, creative activity, joint and independent, mobile and static forms of activity.

Continuity in the formation of universal educational activities during the transition from the level of preschool education to the level of primary general education and their significance for further education

Universal learning activities

Stage of preschool education (pre-school)
Personal: - self-determination, meaning formation.
Cognitive logical: classification
Cognitive sign-symbolic
Regulatory:
-selecting and preserving a goal specified in the form of a sample - a product of action,
-orientation to the pattern and the rule for performing the action,
- grade.
Communicative: as the ability to enter into cooperation.
Communicative: how to communicate.

1st stage school:
Personal actions: - meaning formation, meaning determination, regulatory actions.
Cognitive, personal, regulatory, communicative.
Communicative (speech), regulatory to correlate one’s own position with the position of partners.
Communicative, regulatory.

Results of the development of universal learning activities

Stage of preschool education (pre-school):
Formation of the student’s internal position.
Mastering the concept of conservation (using the example of a discrete set).
Distinguishing between symbols/signs and replaced objective reality.
The ability to voluntarily regulate behavior and activity: constructing an objective action in accordance with a given pattern and rule.
Overcoming egocentrism and decentration in thinking and interpersonal interaction.
Development of communication as communication and cooperation with adults and peers. Development of planning and regulating functions of speech.

1st stage school:
Adequate school motivation. Achievement motivation.
Development of the foundations of civic identity. Formation of reflexive adequate self-esteem.
Functional and structural formation of educational activities. Development of arbitrariness of perception, attention, memory, imagination.
Formation of an internal action plan.
Development of reflection - the student’s awareness of the content, sequence and basis of actions.

The importance of universal learning activities

For 1st grade:
Formation of adequate motivation for educational activities.
Providing the prerequisites for the formation of numbers based on mastering the preservation of a discrete set as a condition for mastering mathematics.
Formation of prerequisites for successful mastery of reading (literacy) and writing; mastering mathematics and native language; ability to solve mathematical, linguistic and other problems; understanding of conventional images in any educational subjects.
Formation of the ability to organize and carry out educational activities in collaboration with the teacher.
Mastery of standards of generalized methods of action, scientific concepts (in Russian, mathematics) and subject-specific, productive activities (in technology, fine arts, etc.).

Awareness of the content of one’s actions and mastery of educational content
Developing learning collaboration with teacher and peer.
Awareness of the content of one’s actions and mastery of educational content.

Thus, it is necessary to ensure the full personal development, physiological and psychological well-being of the child in the transition period from preschool education to school, aimed at the long-term formation of the child’s personality based on his previous experience and accumulated knowledge. It is necessary to strive to organize a unified developing world - preschool and primary education.

Development of Prototype in the Uncategorized section and published on October 10th, 2015
You are at:

To view the presentation with pictures, design and slides, download its file and open it in PowerPoint on your computer.
Text content of presentation slides: Continuity of the program for the formation of educational learning during the transition from preschool to primary and basic general education Senatorova Nelly Mikhailovna, Municipal Budgetary Educational Institution Secondary School No. 189 Novosibirsk Problem The problem of organizing continuity of education affects all links of the existing educational system. Despite the huge age-psychological differences between students, the difficulties they experience have much in common. The problem of continuity is acute at two key points: the entry of children into school; the transition of students to the level of basic general education. Readiness of children to study at school: physical readiness Readiness of children to study at school: psychological readiness Difficulties in the transition to the level of basic general education Reasons for the occurrence of difficulties Conclusion The main problems of ensuring continuity are associated with ignoring the task of purposeful formation of such educational skills as communicative, speech, regulatory, general cognitive , logical, etc. The basis for the continuity of different levels of the educational system is a focus on the key strategic priority of lifelong education - the formation of the ability to learn, which should be ensured by the formation of a learning system. The ability to learn Personal, regulatory, cognitive and communicative universal educational actions as the basis of the ability to learn will be formed in as a result of studying all subjects without exception by graduates at the level of primary general education. The connection between academic learning and the content of educational subjects. The formation of educational learning is implemented within the framework of an integral educational process in the course of: studying the system of academic subjects and disciplines, meta-subject activities, organizing forms of educational cooperation, solving important problems in the life of students. Each academic subject, depending on the subject content and ways of organizing the educational activities of students, reveals certain opportunities for the formation of educational learning. The educational subject “Russian language” ensures the formation of cognitive, communicative and regulatory actions. Orientation in the morphological and syntactic structure of the language, mastering the rules of word and sentence structure, and the graphic form of letters ensure the development of sign-symbolic actions: Substitution (for example, a sound with a letter), modeling (for example, the composition of a word by drawing up a diagram), model transformation (word modification). The educational subject “The World around us” Performs an integrating function. Ensures that students develop a holistic scientific picture of the natural and sociocultural world, human relations with nature, society, other people, the state, and an awareness of their place in society. Creates the basis for the formation of a worldview, life self-determination, and the formation of a Russian civil identity. Promotes the formation of general cognitive learning skills: mastery of the initial forms of research activity (including the ability to search and work with information); the formation of substitution and modeling actions (the use of ready-made models to explain phenomena, identify the properties of objects and create models); the formation of logical actions of comparison, subsuming concepts, analogies, classification of objects of living and inanimate nature based on external signs or known characteristic properties; establishing cause-and-effect relationships in the surrounding world, including on the diverse material of the nature and culture of the native land. The academic subject “Foreign Language” Ensures the development of communicative actions. Forms the communicative culture of the student. Promotes: the general speech development of the student based on the formation of generalized linguistic structures of grammar and syntax; development of arbitrariness and awareness of monologue and dialogic speech; development of written speech; formation of orientation towards the partner, his statements, behavior, emotional state and experiences; respect for the interests of the partner; the ability to listen and hear the interlocutor, conduct a dialogue, express and justify one’s opinion in a form understandable to the interlocutor. Acquaintance of students with the culture, history and traditions of other peoples and world culture. Discovery of the universality of children's subculture. Formation of personal universal actions: civil identity of the individual, mainly in its general cultural component; friendly attitude, respect and tolerance towards other countries and peoples; competence in intercultural dialogue. Academic subject “Foreign Language” Promotes the development of general educational cognitive activities. Meaningful reading: identifying the subject and predicate of the text; understanding the meaning of the text; the ability to predict the development of its plot; the ability to ask questions based on the meaning of the text read; composing an original text based on a plan. Academic subject “Foreign language” The ability to learn is a significant factor in increasing the efficiency of students’ mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice. Thank you for your attention! Sources of information Approximate basic educational program of an educational institution. Elementary School. Compiled by Savinov Evgeniy Stepanovich The main educational program of the Municipal budgetary educational institution of the city of Novosibirsk “Secondary school No. 189”. Elementary School. https://yandex.ru/images

Attached files

Preparing children for successful learning at school is a priority task of preschool education, which in the current situation associated with the adoption of the Federal State Educational Standard for Preschool Education is of particular relevance.

The change in the conditions of children's readiness for school is associated with serious changes that have taken place recently: new programs have been introduced, the very structure of teaching at school has changed, so increasingly higher demands are placed on children entering the first grade. However, it remains alarming that increasing educational demands are having a detrimental effect on children's health.

In modern conditions, preschool education is designed not so much to provide a certain amount of knowledge and skills, but to ensure the child’s readiness for school, which is associated with all facets of his personality - mental, moral, physical, etc. The complexity of the problem of continuity requires the interaction of preschool teachers and primary school teachers, so that Preschool children were able to safely accept their new status as schoolchildren. Preparing children for school is one of the most pressing problems in preschool educational institutions, since every year
training requirements become more complicated, the program itself varies in different
educational institutions. Practice shows that for many children who, for one reason or another, did not receive full development in early and preschool childhood, entering school can be a difficult experience. Therefore, to ensure a painless transition of children from preschool childhood to school life, to create the prerequisites for the formation of educational activities, preschool educational institutions create conditions for the maximum development of the intellectual and creative personality of each child, ready to accept a new social role, the status of a student. Preparing children for school is a multifaceted task, covering all areas of a child’s life.

Psychological and social readiness for school is one of the important and significant aspects of this task. Leading Russian teachers and psychologists dealt with the problem of determining and developing readiness for schooling in children as a holistic and complex personal formation: L.S. Vygotsky, T.I. Babaeva, L.I. Bozovic, L.R. Bolotina, N.I. Gutkina, E.E. Kravtsova, Ya. L. Kolomensky, N.V. Nizhegorodtseva, N.G. Salmina, V.D. Shadrikov, D.B. El-konin et al. A targeted analysis of psychological and pedagogical literature led to the conclusion that readiness for school is a certain level mental development child, which allows him to study successfully in the future.

Continuity creates conditions for the implementation in the pedagogical process of kindergarten and school of a unified, dynamic and promising system of education and training, which ensures the steady progressive-ascending formation of personality. Establishing continuity between kindergarten and school helps to bring closer the conditions for the education and training of older preschoolers and younger schoolchildren. Thanks to this, the transition to new conditions of schooling is carried out with the least psychological difficulties for children. At the same time, the natural entry of children into new conditions is ensured, which helps to increase the effectiveness of the education and training of students from the first days of their stay at school.

Recently, various aspects of the problem of a child’s readiness for school in an educational complex have been the subject of research by many scientists. This way we were able to resolve the following issues:

Approaches to organizing lifelong education in preschool educational institutions to prepare children for school have been developed (L. Wenger, O.I. Simeonova, E. Kravtsova, G. Kravtsov, etc.);

The patterns of work of preschool educational institutions and schools are shown as conditions for improving the quality of a child’s readiness for school (L.B. Gutsalyuk, Z.P. Krasnoshlyk, G.M. Svezhentsova).

At the same time, it should be noted that not all problems have already been solved, and potential ways to improve their effectiveness have been used.

Ensuring the continuity of the formation of UDL in children during the transition from preschool to primary general education.

“Being ready for school does not mean being able to read, write and do math. To be ready for school means to be ready to learn it all.”

D.p.n. Leonid Abramovich Wenger.

Building continuity between kindergarten and school in preparing children for school today requires a new approach.

The introduction of Federal State Requirements (FGT) for the structure of the preschool program and the adoption of new Federal State Educational Standards (FSES) for primary school education is an important stage in the continuity of kindergarten and school.

A feature of the new standards is the formation and development of educational activity in children - the ability to learn, without which it is impossible to build a system of lifelong learning in the future.

Slide (Continuity of planned results of preschool and primary general education)

The concept of implementing the continuity of FGT and Federal State Educational Standards

Integrative qualities

Personal results

Development of educational areas

Studying school subjects

Development of basic competencies

Meta-subject learning outcomes

In the standard of primary general education, a special role is given to the formation of meta-subject skills in schoolchildren. The foundation is laid precisely in preschool childhood. The meta-subject results described for the first time by FGT and the new educational Standard for primary general education show priority directions in continuity.

Our school interacts with several kindergartens, today I will share my experience of cooperation with kindergarten 15 “Semitsvetik” " cry

Having analyzed previous work on continuity with teachers of preparatory groups and teachers graduating 4th grade, we came to the conclusion that, first of all, it is necessary to develop a unified, systematic and consistent work of two structures, preschool and primary education.

In this regard, a program was developed to develop key competencies of preschoolers within the framework of cooperation between preschool educational institutions and primary schools, which became part of the program for the formation of educational skills for students at the level of primary general education. cry

The basis for continuity is the focus on the key priority of lifelong education – developing children’s ability to learn. cry

The goal of the program is to create a system for the continuous formation of children’s learning skills as a condition for successful adaptation to school life

Program objectives:

Creation of psychological and pedagogical conditions favorable for the adaptation of future first-graders to school education;

Carrying out activities to improve the content of education within the framework of continuity in the formation of personal, regulatory, cognitive, communicative learning skills in children.

Social and personal competencies are a set of competencies that contribute to the self-development and self-realization of an individual, his successful life in social interaction. And we see that they are key in the formation of UUD

One of the areas of activity within the program was the organization of the work of the Pythagoric Center. One of the forms of work on the basis of our school is the organization of a harmonious development group (cry) and classes at school for the future first-grader. (cry)

The main goal of the school for the future first-grader is to ensure continuity between preschool and primary education and to prepare children for learning.

Working in the school of a future first-grader contributes to the development (cry)

Curiosity in a preschooler as the basis for the cognitive activity of a future student; Cognitive activity not only acts as a necessary component of educational activity, but also ensures his interest in learning, arbitrariness of behavior and the development of other important qualities of the child’s personality. (slide)

Development of the child’s ability to independently solve creative (mental, artistic) and other problems, as a means to be successful in various types of activities, including academic activities. Formation of abilities - teaching a child spatial modeling, the use of plans, diagrams, signs, symbols, substitute objects. (slide)

Formation of creative imagination as a direction of a child’s intellectual and personal development

The development of communication - the ability to communicate with adults and peers - is one of the necessary conditions for the success of educational activities - the most important direction of social and personal development.

Slides (children at recess)

How happy children are when at their future first-grader’s school, during breaks between classes, fourth-graders spend fun physics minutes with them. Children in the preparatory group are happy to meet their older friends, exchange impressions, and communicate freely with them.

An important interaction between the kindergarten and the school is the attendance of the future first-grader’s school classes by preparatory group teachers. After classes they have the opportunity to discuss pressing problems together with teachers andadjust your activities, borrow the positive experience of teachers, which makes it possible to improve methods teaching children. Such cooperationcauses in preschoolersthe desire to go to school and interest in new things removes fear and instills confidence in one’sforces., creates an atmosphere of goodwill and contributes to the successful adaptation of children to school.

Another important, in our opinion, area of ​​work between the kindergarten and the school is the organization of joint holidays, exhibitions, festivals, participation in project activities and other interesting events. cry

For kindergarten children and elementary school students, we organize joint events: Autumn workshop “Gifts of Autumn”,(all children are invited to create an original craft from natural materials, then an exhibition is organized, which is accompanied by a literary montage - reading beautiful poems about autumn, the event ends with the preparation of a joint autumn bouquet of leaves prepared by fourth-graders.

Elementary school students take an active part in concerts for future first-graders (songs, dances, poems, skits are so lively, colorful, cheerful and fun that the preschoolers themselves start dancing with the artists). Slide

Students love to prepare and show fairy tales, altered in a new way, to the children. The fairy tales “About the Roast Chicken” were greeted with great interest, attention, and delight by the kindergarten children. (slide)"The Tale of Smart Pies and Scientist Boots." In the future, for this school year there will be a joint production of a fairy tale by children from preparatory groups and 4th grade students with the release of the show in kindergarten and school.

The children go to kindergarten not only with an entertainment program, but also with an educational one - a propaganda team on traffic rules on the topic - “Know how to behave correctly on the streets of your hometown”

Such meetings activate curiosity and creativity, develop preschoolers’ positive interest in school life, and introduce them to the educational space of schools. Children are liberated and open up in joint events, during holidays and matinees. They have a desire to go to school and become 1st grade students. Future first-graders learn from schoolchildren ways of behavior, manners of conversation, free communication, and schoolchildren show concern for their younger friends. And this contributes to the development of communicative learning skills. cry

An important area of ​​work between kindergarten and primary school is working with parents. The kindergarten has organized corners for parents with advice for future first-graders. Joint parent-teacher meetings are held. (cry)

The School 24 website contains material that can be used when preparing and holding meetings with parents of future first-graders.

In conclusion, I would like to say that only such interest on both sides allows us to truly solve the problems of continuity of preschool and primary education, making the transition from kindergarten to primary school painless and successful for a child.

Our first grade teachers felt the positive results of the interaction.

Children learn the program well because they have developed basic learning skills: the ability to listen and understand the teacher’s explanation; act according to his instructions, complete the work. Their level of preparation meets the requirements for first-graders; children successfully go through the adaptation period when starting school. Most importantly, they develop motives for learning: an attitude towards studying as an important socially significant matter, a desire to acquire knowledge, an interest in certain academic subjects.

Everyone will benefit from such interaction, especially children. For the sake of children, you can find time, energy and means to solve problems of succession .(cry)

Thank you for your attention!

In early childhood (from 1 year to 3 years), the child’s activities in terms of his relationships with adults can be characterized as joint activities. B. G. Ananyev wrote on this issue: “An adult, a loved one, not only “substitutes” things for a child’s game, but also accustoms the child to play and forms the child’s relationship to the known objects of his actions. In a certain sense of the word, it would be more correct to say that the objective action of a child is a joint action of a child and an adult, in which the element of the adult’s assistance is leading.

Even before the child begins to actively speak, it is this “assistance” of the adult that performs the function of communication and guidance. It is expressed not only in demonstrating actions with an object or the qualities of an object, not only in accustoming to the normativity and regularity of life (accustoming to a routine of life, accustoming to permitted actions, prohibiting illegal actions), but also in the constancy of evaluative influences on the child” (1980, volume II, p. 110).

Throughout early childhood, in joint activities with adults and under their guidance, the child masters basic objective actions. Many of the actions that children master during this period can only be performed with direct help and with the participation of

adults. However, as children master actions, they begin to perform them independently. Already in the 2nd year of life, the child learns to walk independently; in the 3rd year, the child’s movements (running, walking, climbing) become more and more perfect and coordinated. The child also masters some subtle movements of the hands and fingers, learns, for example, to hold a pencil and draw lines and strokes with it, fasten a button, spin a top, etc. With proper upbringing, by the age of 3, the child can eat, wash, dress and do much more.

Profound changes are also taking place in language acquisition. Speech becomes the child’s main means of communication with adults. The guidance of a child’s behavior on the part of adults is becoming increasingly verbal in nature. The ability to separate oneself from one’s actions appears, which was pointed out by I.M. Sechenov: “When a child answers the question: “What is Petya doing?” answers from himself absolutely correctly, i.e., in accordance with reality: “Petya sits, plays, runs,” his analysis of his own person has already gone to the extent of separating himself from his actions” (1952, p. 261).

The behavior of adults, the nature of their relationships with each other, and the ways they act with objects become a model for the child to reproduce. An adult, his manners and actions become the subject of imitation. This is expressed in the fact that by the end of early childhood, role-playing play arises, during which the child begins to recognize the actions of adults in his actions, identify his actions with the actions of adults, and on this basis call himself by the name of an adult.

H. M. Shchelovanov points out: “These successes in the development of a child during the 3rd year of life qualitatively change his entire behavior. Although the role of an adult still remains leading in the development of a child of this age and he himself is still very helpless, the gradual development in the 3rd year of a child’s life makes him more and more independent” (Raising Early Children..., 1955, p. 192) .

According to L.A. Porembskaya (1956), independence manifests itself even in the pre- school age and lies in the fact that every healthy child, in a narrow sphere of his practical life and within the limits of his own small capabilities, strives to act without the help of adults, to show some independence from adults.

The manifestation of independence in everything that a child can really do without the help of adults takes on the character of a tendency towards independence, a desire to act independently of adults, to overcome some difficulties without their help, even in an area that is not yet accessible to the child. This finds its expression in the words “I myself.”

The wishes of preschool children are usually satisfied by the adults caring for them. As a rule, there are no particular discrepancies between the desires of a child and an adult. In cases where a child wants something illegal or impossible, adults quickly switch his attention to another attractive object. The child's desires are unstable, quickly passing, and they are usually controlled by replacing them with a new or more attractive object.

The emergence of a desire for independence simultaneously means the emergence of a new form of desires that do not directly coincide with the desires of adults, which, in particular, is confirmed by the persistent “I want.”

Naturally, new trends that increase the child’s activity lead to the emergence of new relationships with adults. Both foreign and Soviet literature have repeatedly noted the difficulties of upbringing that arise during this period (manifestations of selfishness, jealousy, stubbornness, negativism and “depreciation” in the child). Of particular interest are those works that reveal the specific conditions for the emergence of negativism in children.

Thus, A. N. Golubeva (1955), studying cases of stubbornness in children of primary preschool age, noted that stubbornness is selective. There was not a single case of stubbornness towards their peers. As a rule, it arose in relation to adults, and to very specific individuals.

A.P. Larin (1953) noted that stubbornness sometimes arises early, under unfavorable upbringing conditions. At first, stubbornness can be selective, that is, it can have one person as its object, if resistance to the child’s will is caused only by this person. But gradually, stubbornness can spread to other individuals or to all adults. Analyzing the causes of stubbornness, A.P. Larin came to the conclusion that it arises when the child’s freedom is infringed, that is, when his independence and initiative are limited.

Depending on the ratio of demands and respect for the child on the part of adults, A.P. Larin identifies several types of stubbornness. Stubbornness does not arise and development proceeds normally without any conflicts when there is a balance between demandingness and respect. If exactingness significantly exceeds respect, then stubbornness of the “offended” type arises; when exactingness is very low, but there is a lot of respect, then stubbornness of the “minion” type is stated. It is also possible for a situation in which no demands are made on the child and no respect is shown; then it is a case of stubbornness "neglect".

The described classification correctly indicates the main reasons

us, leading to stubbornness. They lie within the relationship between an adult and a child. These relationships do not remain constant, and their changes, especially at a younger age, depend entirely on adults, who need to establish the right balance between demandingness and respect. Relationships that at one level of the child’s development were sufficient to demonstrate independence may become shy at another level, and if they are not changed in time, conditions will arise for the child’s stubbornness. Cases of stubbornness in this situation are a symptom that some significant changes have occurred in the child’s development, and the existing relationship between adults and the child no longer corresponds to the new level of his development.

At the border of early childhood and preschool age, symptoms of stubbornness and negativism that arise in the child’s behavior show that the relationship of joint activity has come into conflict with the new level of his development. But a “crisis” arises only when adults, not noticing the child’s tendency to independently satisfy his desires, continue to restrain his independence, maintain the old type of relationship of joint activity, and limit the child’s activity and freedom. If adults do not oppose the child’s manifestation of independence (of course, within certain limits), then difficulties either do not arise at all or are quickly overcome. Thus, a “crisis” of behavior, often observed at the age of three, occurs only under certain conditions and is not at all necessary with corresponding changes in the relationship between the child and adults.

A. N. Leontyev rightly wrote about this: “In reality, crises are by no means inevitable companions of a child’s mental development. What is inevitable is not crises, but turning points, qualitative shifts in development. On the contrary, a crisis is evidence of a change or shift that has not occurred in a timely manner and in the right direction. There may not be a crisis at all, because the child’s mental development is not spontaneous, but is a rationally controlled process - controlled by upbringing” (1983, volume II, p. 288).

What changes in development that appear at the end of early childhood lead to the need to restructure the relationship between the child and adults and the transition to preschool age? At the end of early childhood, tendencies towards independent activity arise. Behind them lies not only the separation of oneself from one’s actions, but also the separation of oneself from an adult. And this is associated with psychological changes in the very content of actions. In early childhood, the child's actions are directly caused by objects. Until the end of early childhood, the child's desires do not exist for him as his personal desires. Adults replace one attractive

for the child, the object is different or the child is completely prohibited from acting with the attractive object.

Tendencies to immediately carry out actions with objects in early childhood are associated with expanding activity and unrestrained exploration. The repeated discrepancy between tendencies to action and the actions actually carried out by the child leads to the isolation of these tendencies, to their transformation into the child’s own desires, which may not coincide with the desires of the adult. The emergence of personal (own) desires rebuilds the action, turning it into volitional. On this basis, the possibility opens up for the subordination of desires, and, consequently, the struggle between them. This also becomes a prerequisite for the widespread development of creative types of activity in preschool age, in which the child goes from his own idea to its implementation.

In the transition period from early childhood to preschool age, personal desires also take the form of affect. It is not the child who owns his desires, but they who own him. He is in the power of his desires, just as he was previously in the power of an affectively attractive object. Stubbornness and negativism are hypobulical in nature, being already strong-willed in content. The power of one’s own desires over a child is especially clearly manifested in those cases of negativism, when a child, having once said “I want” or “I don’t want,” continues to insist on this, despite the offer of a more attractive object to adults.

During this period, the collapse of previous forms of affect and previous forms of joint activity occurs, the birth of personal desires and tendencies towards independence in their implementation. Prerequisites for personality development arise.