The psychological readiness of children to study at school (part 3)

There are probably children in each class whose intellectual passivity leads them to the number of lagging, poorly performing students. The reasons for this kind of passivity often lie in the limited intellectual impressions and interests of the child. Unable to cope with the simplest educational task, he quickly performs it if it translates into a practical plane or into a game.

An integral part of a child’s psychological readiness for schooling is intellectual readiness. This concept includes both the stock of knowledge and perceptions of the child about the environment, and the formation of his mental skills. Continue reading →