Certain pointers of psychological readiness of preschool-age children from families with many children for school education
Some differences are described between preschool-age children of those two types of families, such as differences in imagination, volitional visual attention and communicative actions including several inner factors of those actions. It was proved that preschool-age children from families that have many children thanks to much more various and intensive communication inside their families appear to have higher pointers of psychological readiness for school education as far as they are related to communication and adaptation.