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Diagnostics of Elementary Classes Graduates’ Intellectual Readiness for Studying in the Primary School
Zak A.Z., Ph.D. in Psychology, Leading Researcher, Psychological Institute of Russian Academy of Education, Moscow, Russia, firstname.lastname@example.org
The article discusses the problem of diagnostics of the intellectual readiness of elementary school graduates for training in the primary school. Such diagnostics is advisable to conduct in line with the logical and psychological approach to thinking development of schoolchildren established by S.L. Rubinstein (1946), further developed by V.V. Davydov (1996) and specified by the author (A.Z. Zak, 1984 - 2004). According to this approach during the time in the elementary school consequently forms an analytical method of theoretical thinking (initially in the process of problem solving in the objective-active form, then in visually-graphical form, and then in verbally-sign-oriented form), and in high school – a reflexive method of thinking is formed. Based on this approach the author has developed a methodology for diagnostics of the mastering degree of analytical method of theoretical thinking that was used for testing forth-graders at the end of the school year. Data about the features of mastering the study curriculum by these participants in the fifth grade allows concluding about the relationship of their study characteristics with the formation degree of their analytical method of theoretical thinking by the end of elementary school. Presence of this connection allows during the forth-graders’ diagnostics predicting the nature of students’ adaptation to teaching in high school.
Column: Risks in Education