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, , , , THEORETICAL AND METHODOLOGICAL ISSUES IN STUDYING PSYCHOLOGICAL PHENOMENA AFFECTING SCHOOL READINESS IN EARLY CHILDHOOD // Вестник БГУ. Образование. Личность. Общество. - 2025. №3. . - С. 56-66.
Заглавие:
THEORETICAL AND METHODOLOGICAL ISSUES IN STUDYING PSYCHOLOGICAL PHENOMENA AFFECTING SCHOOL READINESS IN EARLY CHILDHOOD
Финансирование:
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Аннотация:
Since the 2008/2009 academic year Mongolia has transitioned to a 12-year
general education system, enrolling six-year-old children in school. Consequently, there is a requirement for six-year-old children to be physically, mentally, and social-ly prepared for school. At this stage, a child's primary activity becomes learning. The fundamental prerequisite for successful learning is being physically and mentally ready. If a child is not ready to learn, it can negatively impact their academic perfor-mance and hinder their transition to subsequent developmental stages. Therefore, there is a need to study the psychological phenomena that influence the school readi-ness of six-year-old children in early childhood.
Psychology and educational theories emphasize the importance of developmental stages. Developmental psychology, a major branch of psychology, asserts that human cognitive, intellectual, and social development varies by age, leading to differing needs and stress factors at each stage. Prominent psychologists have developed vari-ous theories on human development, highlighting childhood as a crucial phase in shaping an individual's personality and overall development. Scholars such as Rus-sian psychologists L. S. Vygotsky and D. B. The characteristics, needs and factors of crisis influencing the development of a child have been studied from various angles by such outstanding scientists as D. B. Elkonin, Z. Freud (Austrian psychoanalyst), E. Erickson and A. Maslow (American psychologists), as well as the Swiss psychologist Jean Piaget.
general education system, enrolling six-year-old children in school. Consequently, there is a requirement for six-year-old children to be physically, mentally, and social-ly prepared for school. At this stage, a child's primary activity becomes learning. The fundamental prerequisite for successful learning is being physically and mentally ready. If a child is not ready to learn, it can negatively impact their academic perfor-mance and hinder their transition to subsequent developmental stages. Therefore, there is a need to study the psychological phenomena that influence the school readi-ness of six-year-old children in early childhood.
Psychology and educational theories emphasize the importance of developmental stages. Developmental psychology, a major branch of psychology, asserts that human cognitive, intellectual, and social development varies by age, leading to differing needs and stress factors at each stage. Prominent psychologists have developed vari-ous theories on human development, highlighting childhood as a crucial phase in shaping an individual's personality and overall development. Scholars such as Rus-sian psychologists L. S. Vygotsky and D. B. The characteristics, needs and factors of crisis influencing the development of a child have been studied from various angles by such outstanding scientists as D. B. Elkonin, Z. Freud (Austrian psychoanalyst), E. Erickson and A. Maslow (American psychologists), as well as the Swiss psychologist Jean Piaget.
Ключевые слова:
socialization; cognitive psychology; early childhood development; social learning; cognitive abilities; early learning processes.
Список литературы:
1. Batbold Sh. Classics of Psychology, 2010.
2. Batbold Sh. Psychology of Life 1, 2022.
3. Batdelger J., Bayarjargal J. Child Psychology for Early Childhood, 2020.
4. Batsaihan B., Delgerjav M. General Psychology, 2013.
5. Bayarmaa E. Psychodynamic Psychotherapy, 2020.
6. Curriculum and Implementation Guidelines for Preschool Education, 2019.
7. Delgerjav M. Pedagogical Psychology, 2011.
8. Enkhbayar B., Javzan B. Educational Psychology, 2009.
9. Ichinkhorloo Sh. Child Development, 2010.
10. Myagmar O. Protecting and Loving Children, Ulaanbaatar, 2007.
11. Myagmar O. Some Issues of Psychological Development in Preschool Children, 2011.
12. Myagmarsjav B., Byambatogtokh G. Childhood Psychological Development in Primary School, 2024.
13. Myagmarsuren O. Lectures on Human Development Psychology, 2016.
14. Myagmarsuren O. Some Issues in the Psychological Development of Preschool-Aged Children, 2011.
15. Orosoo Sh. & Batdelger J. Physical and Psychological Development of Early Childhood, Ulaanbaatar, 1999.
16. Recommendations for Child Development Standards, 2011.
17. Tuya B. Psychological Theories of Human Development and Major Representa-tives, 2003.
18. Urantsetseg L. School Psychological Services, 2012.
2. Batbold Sh. Psychology of Life 1, 2022.
3. Batdelger J., Bayarjargal J. Child Psychology for Early Childhood, 2020.
4. Batsaihan B., Delgerjav M. General Psychology, 2013.
5. Bayarmaa E. Psychodynamic Psychotherapy, 2020.
6. Curriculum and Implementation Guidelines for Preschool Education, 2019.
7. Delgerjav M. Pedagogical Psychology, 2011.
8. Enkhbayar B., Javzan B. Educational Psychology, 2009.
9. Ichinkhorloo Sh. Child Development, 2010.
10. Myagmar O. Protecting and Loving Children, Ulaanbaatar, 2007.
11. Myagmar O. Some Issues of Psychological Development in Preschool Children, 2011.
12. Myagmarsjav B., Byambatogtokh G. Childhood Psychological Development in Primary School, 2024.
13. Myagmarsuren O. Lectures on Human Development Psychology, 2016.
14. Myagmarsuren O. Some Issues in the Psychological Development of Preschool-Aged Children, 2011.
15. Orosoo Sh. & Batdelger J. Physical and Psychological Development of Early Childhood, Ulaanbaatar, 1999.
16. Recommendations for Child Development Standards, 2011.
17. Tuya B. Psychological Theories of Human Development and Major Representa-tives, 2003.
18. Urantsetseg L. School Psychological Services, 2012.
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