Psychological and pedagogical aspects of children's school readiness and adaptation to distance learning

The article presents an analysis of the problems of psychological development and education of children in the conditions of distance learning. We have analyzed the gaps in the psychological readiness of children to school based on the empirical data from the diagnostics of over-fives (n = 174) in the period from 2014 to 2021. The results of systematic diagnostics show a significant decrease in the average values of a number of indicators of psychological readiness of children to school. For some of indicators we have statistically confirmed the differences (MannWhitney U test) in the samples of children in 2014 (n = 44) and 2021 (n = 41): sthenicity, attention span, self-attitude. The article considers the positive and negative aspects of distance learning through the prism of the continuity of preschoolers’ training and the upcoming educational activity in primary school. In view of this, we interviewed preschool and primary school teachers (n = 184), who have experience of distant interaction with children.