2024 Author: Harry Day | [email protected]. Last modified: 2023-12-17 15:43
In the structure of readiness for school, motives for learning are the most important quality of a future first grader
In the structure of motives that determine the attitude towards learning, six groups can be distinguished:
1. Social motive - "I want to go to school, because all children must learn, this is necessary and important"
2. Educational - cognitive motive - interest in new knowledge, desire to learn something new.
3. Evaluation motive - striving to get high marks and approval from an adult - "I want to go to school, because there I will get only A's"
4. Positional motive - interest in the external attributes of school life - "I want to go to school, because there are big, but in kindergarten all are small"
5. External motive - "I will go to school because my mother said so"
6. Game motive - "I want to go to school, because there you can play with friends"
Each of the listed motives to one degree or another is present in the motivational sphere of a 6-7 year old child, and each of the listed motives has a certain impact on the nature of the future student's educational activity.
Sufficiently developed educational, cognitive, evaluative and positional motives have a positive impact on school performance.
Consider the options that are often found among first graders, when one of the motives is strongly dominant.
With the dominance of a social (evaluative or positional) motive, the child is engaged in the lesson because it is important and necessary. He doesn't need to be forced to do his homework. At the same time, the child is very worried if something does not understand or does not work out. Self-esteem and academic performance may decrease. If such a student is not helped in time, then by the second or third grade he may become poorly performing.
With the dominance of the educational and cognitive motive, the child does well only when it is interesting to him. Dislikes exercises based on multiple repetitions and requiring diligence and perseverance. Such pupils in elementary school study at the intermediate level. but in high school they start to learn better. Often, about such students, the teacher says: "Smart, but lazy."
With the dominance of the evaluative motive, diligence in the lesson depends on the teacher's praise. Low level of independence in completing assignments. Uncertainty and frequent questions to an adult: "Did I do it right?" He tries not to think, but to catch the emotional reaction of the teacher. Competes with classmates for "A", for calls to the board, for the praise of the teacher. He is very offended by those who are more successful than him. Cries often.
With the dominance of the positional motive, concentration in the lesson depends on the availability of attributes and aids. Interest in school fades away quickly enough. A strong reluctance to learn is formed. With such children, work on the formation of motives must begin long before entering school.
With the dominance of an external motive, the child is engaged only under the pressure of the teacher. There is a high probability of the formation of a negative attitude towards school and learning.
With the dominance of the play motive, the child can study only if the lesson is played in a playful way. The student in the lesson does not do what is asked, but what he wants - he looks out the window or draws pictures in the teradka, or plays with a pen, or even walks around the classroom, not understanding the role of the teacher.
The formation of motives for learning and a positive attitude towards school is one of the most important tasks of the family. Basic human needs, primarily social and cognitive, are laid down and actively developed from early childhood in the family.
If you feel that your child is 6 years old - the desire to play is stronger than the desire to learn, you should show the child to a child psychologist and, together with a specialist, outline a plan for the development of educational motivation of the future first grader.
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