School Readiness in Children: Types and Correlation with Duration of School Preparation Activities



The article presents results of a study on personal readiness for school in children aged 6—6,5 years who engaged in school preparation activities for different periods of time either at kindergarten only or at any additional classes as well. It was assumed that longer periods of school preparation would be associated with lower levels of school motivation in children entering school. The study involved 80 preschoolers aged 6 to 6,5.The following techniques were used: the conversation "Internal position of the student" (by N.I. Gootkina), the technique for academic motivation research in first-graders (by M.R. Ginzburg), Raven’s Coloured Progressive Matrices, the first subtest of the Kern—Jirasek School Maturity Test (drawing of male figure), and the author's questionnaire about the forms and duration of school preparation activities (for parents).The outcomes of the study showed that those children who began preparing to school early and continued attending school preparation activities for much longer than a year had lower levels of school motivation and, therefore, lower levels of personal readiness for school. Interestingly, there were no significant differences in intellectual readiness between them and the children with shorter school preparation experiences. The paper concludes with discussing the practical applications of the present study.

General Information

Keywords: senior preschoolers, duration of school preparation activities, school readiness, intellectual readiness for school

Journal rubric: Developmental Psychology

Article type: scientific article


Acknowledgements. The author is grateful to A.N.Kuzunova, graduate student at the MSUPE Faculty of Educational Psychology, for her assistance in data collection.

For citation: Lubovsky D. School Readiness in Children: Types and Correlation with Duration of School Preparation Activities. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2019. Vol. 24, no. 3, pp. 43–51. DOI: 10.17759/pse.2019240304. (In Russ., аbstr. in Engl.)


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Information About the Authors

Dmitry Lubovsky, PhD in Psychology, Professor of the UNESCO Department “Cultural and Historical Psychology of Childhood”, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:



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