Features of motivation readiness of children in psychological literature

Abstract

The article reveals the issue of psychological readiness of children to study at school. The aim of the article
is to reveal the issue of psychological readiness of preschoolers with cognitive development disorders to study at school and methods of studying their learning motivation. In the research, in order to achieve
the set goal and reveal the topic, methods of search, analysis, systematization and generalization of the
researched material were used.
The psychology of motivation of the XIX and XX centuries is investigated. It is proved that in the middle
of the XIX century the subject, limits and specifics of the psychology of motivation were studied in the
context of behavioral psychology, and in the XX century the field of motivation studies acquires wider
boundaries and is actually distributed between socio-cognitive psychology.
The leading role of motivational readiness is determined, which is decisive in the successful learning and
adaptation of the child to school. Psychological and pedagogical researches on the specified problems
are analyzed. The motives (external – getting a good grade, increasing their prestige, avoiding trouble,
etc. and internal – educational and cognitive), which determine the educational activities of preschoolers.
With the help of O. Wenger’s experimental test “Motivational readiness” the preschooler’s orientation to
a positive attitude to school, interest in the process and content of education of children with cognitive
impairment was determined. It was found that the child’s readiness for learning is characterized by its
weak focus on a positive attitude to school, low interest in the content and learning process. Tasks aimed
at further study of motivational readiness for learning of preschoolers with cognitive impairments are
outlined.
Thus, the study shows that the motivation to learn in children with cognitive impairment is not formed.
Readiness for educational activities is characterized by a weak orientation of the child to a positive attitude
to school, low interest in the content and learning process. Due to the violation of the development of
cognitive processes in preschoolers there are difficulties in the process of cognitive and educational
activities.