DEVELOPING CHILDREN’S PSYCHOLOGICAL READINESS FOR SCHOOL

Abstract

This article examines the theoretical foundations and practical significance of developing children’s psychological readiness for school. It is argued that psychological readiness for school is closely linked to the development of a child’s cognitive processes, emotional-volitional sphere, social adaptation, and intrinsic motivation for learning activities. The study analyzes the main components (intellectual, personal, emotional, and social) that determine the psychological readiness of preschool children. In addition, the role of the family environment and preschool education institutions in facilitating a child’s adaptation to school is highlighted. The article demonstrates the effectiveness of pedagogical and psychological methods, game-based technologies, and developmental exercises that ensure successful school adaptation. The proposed conclusions are aimed at fostering a positive attitude toward learning, preventing psychological difficulties, and enhancing academic achievement in primary school.