PSYCHOLOGICAL WELLBEING OF STUDENTS THROUGH SOCIAL ADAPTABILITY

Аннотация

This article is about themotivationalreadiness ofapreschooler forlearning. Key words: Psychological readiness, motivational readiness, preschool age, psychology, motivation,learning. In modern psychology, there is no single and definite definition of the term "readiness for school"or "school maturity" Psychological readiness, in accordance with the different requirements of the school for the child's psyche, is divided into two global parts: intellectual and motivational readiness. These are two traditional directions in attempts to build a reliable organization for predicting initial school performance. Motivational readiness. The current component of readiness includes the development of qualities in children, thanks to which they could communicate with other children, teachers. The child comes to school, a class where children are busy with a common cause, and he needs to have quite flexible ways of establishing mutual relationships with other people, the ability to enterinto children's society, act together with others, theability to give in anddefend himself. Thus, this component means the development of children's need for communication with others, the ability to obey the interests and customs of the children's group, developing abilities to cope with the significance of a schoolchild in school learning situations. The current component includes the development of the child's readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This motivational readiness is expressed inthe child's attitudetoschool, to educational activities, teachers, and tohimself. Motivationalreadiness also includes aspecific level of creating amotivationalsphere. In recent years, a tendency has emerged in preschool psychology to overcome the approach to studying motives as these formations that only accompany a certain job or stand outside of it. From the standpoint of modern views, a motive is considered one of the primary structural formations ofthework itself. Some authors emphasize the importance of the motivational component in the structure of readiness for learning. It is important that incentives, being the structural initial link in the work, reveal their influence at all stages and in all structural units of work. Thus, the choice of means page1424 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue03,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai for achieving the results of work and the nature of actions depend on the nature of motives, and the operations of monitoring and evaluating the obtained result of work are associated with motives. L. I. Bozhovich, N. F. Talyzina, A. B. Orlov distinguished external and internal readiness for school education. Where internal incentives are of a personally important nature, conditioned by the cognitive need of the subject, which is obtained from the mechanism of cognition and the realization of one's own personal potential. The predominance of internal motivation has a high cognitive activity of the child in the learning mechanism; the acquisition of knowledge is both themotiveand thegoal oftheimplementation of thefunctioning proposed bytheadult. The preschooler is directly involved in the learning process, and this gives him emotional satisfaction. External incentives are characterized by the fact that mastering the content of knowledge offered by adults acts as a method for achieving other goals. With external motivation, the preschooler, as a rule, is alienated from the learning process, shows passivity, and experiences the meaninglessness of what is happening. Motivational readiness is a component of psychological readiness for school, which implies that children have a desire not just to go to school, but to study, to do specific duties that are associated with a new status, with a new position in the system of social relations - the position of a schoolchild. Without such readiness, a child, even if he can read and write, will not be able to study normally, since the environment at school and the rules of behavior will become a burden to him. According to Bozhovich L.I., successful education at school is a new system of needs, which is associated with the child's desire to become a schoolchild" to do a new, socially significant activity forms the internal position of a schoolchild. The formation of an internal position is carried out in 2 stages: At the first stage, a positive attitude towards school arises, but there is no focus on the substantive aspects of school work. The child highlights only the external formal side. Many children are primarily attracted by the external attributes of school life: a new environment, bright school bags, notebooks, pens, as well as the desire to get good grades. The child wants to go toschool, but at the sametimeprovideapreschool lifestyle. At the second stage, there is a