Psychological Readiness for School as the Basis for the Welfare of First-Grade Pupils at the Beginning of Their Learning

The article is devoted to diagnostics and correction of psychological readiness of children to study at school. Readiness for school is considered as integration of three relatively independent compo-nents: motivation readiness, intellectual readiness, volitional readiness. Diagnostics was carried out with children individually (N˃800). The following methods were used: “Diagnostics of intellectual development of primary school entrants” by G. Witzlak, “Educational activity” by L.I. Tsekhanskaya, author’s method of talking about the school. It is shown that readiness for school on three indicators reaches high level only in one third of those entering school, two thirds of children need support and assistance. The scheme of finishing and correction of psychological readiness for school is presented, in which the strengths and weaknesses of its components are described in detail. Finishing and correcting readiness for school can and should be done by the teacher in the educational process. The diagram sets out the main directions of the search; finding specific methods of influence on the child is left to the teacher’s discretion.