Cognitive and Social Development of Preschoolers in the Context of School Readiness

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Abstract

The aim of the research is to investigate the predictors of successful school adaptation among children of senior preschool age. Th is paper is dedicated to the results of the fi rst stage of a longitudinal study. At the first stage of research we assessed the level of cognitive and executive functioning development and social skills. 81 Moscow senior preschoolers took part in the research. Based on the data obtained we singled out 4 types of development, containing diff erent levels of cognitive and executive functioning development and social skills. At the next stage of research we shall be able to see what type of development helps children to be successful at school. At the moment we can assume that the fi rst type of development predicts the most eff ective adaptation to school.

General Information

Keywords: preschool age, school readiness, cognitive development, executive functions

Journal rubric: Developmental Psychology

Article type: scientific article

For citation: Veraksa A.N., Yakupova V.A., Almazova O.V., Martynenko M.N. Cognitive and Social Development of Preschoolers in the Context of School Readiness. Vestnik of Saint Petersburg University. Psychology, 2016. no. 3, pp. 97–108. (In Russ., аbstr. in Engl.)

References

V’iunova N. I, Gaidar K. M., Temnova L. V. Psikhologicheskaia gotovnost’ rebenka k obucheniiu vshkole. Psikhologo-pedagogicheskie osnovy [ Psychological readiness of the child to school. Psycho-pedagogicalfoundations]. Moscow, Academic Project, 2005. 256 p. (In Russian)

Information About the Authors

Aleksandr N. Veraksa, Doctor of Psychology, Professor, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Vice-Director of Psychological Institute, Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-7187-6080, e-mail: veraksa@yandex.ru

Vera A. Yakupova, PhD in Psychology, Researcher, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9472-8283, e-mail: vera.a.romanova@gmail.com

Olga V. Almazova, PhD in Psychology, Associate Professor, Developmental Psychology Department, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8852-4076, e-mail: almaz.arg@gmail.com

Margarita N. Martynenko, Student, Institute of Psychology Named After L. S. Vygotsky, Russian State University for Humanities, Moscow, Russia, e-mail: margaret.martynenko@gmail.com

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