Methods for identifying psychological readiness for school. A package of diagnostic methods for determining a child's readiness for school

One of the main trends in recent years has been to ensure the continuity of preschool and school education, a prerequisite for which is the development of a strong motivation for learning among preschoolers and children raised in families.

Modern Methods for diagnosing a child's readiness for school allow assessing the ability of a preschooler to perceive standardized program material by three indicators:

• intellectual level;
• emotional-volitional readiness;
• socio-psychological readiness - the personal desire of the child to join the ranks of schoolchildren.

Diagnostics of the child's psychological readiness for school

Carrying out diagnostic measures, the purpose of which is to determine the readiness of a preschooler to move to a new level of education, cannot be successful without an understanding by a responsible specialist of the features psychological development babies in this age group.

The concept of "psychological readiness" for schooling has developed in Russian pedagogy relatively recently, but the division this concept into three components - intellectual, social and emotional readiness - has already become generally recognized.

Diagnosis table of the child's psychological readiness for school
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When testing, obtaining reliable data is possible only under the condition that diagnostics of the psychological readiness of a preschool child for school will be carried out in a complex, at once in several directions. In the course of a comprehensive assessment of the psychological state of a preschooler, the following abilities should be checked:

• The ability to determine the purpose of the upcoming activity.
• The ability to reason, build logical statements.
• Mastering Basic Operations logical thinking.
• Development of an adequate attitude to all types of educational activities performed.

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Thus, it can be done through a small interview, during which the preschooler is asked to answer a series of simple questions:

1. What is your name? (Last name can be counted as a correct answer).
2. What are the names of your mom and dad?
3. How old are you?
4. What is the name of the city (town) where you live?
5. State your home address.
6. What domestic and wild animals do you know? (The preschooler must name at least two domestic and wild animals.)
7. At what time of the year do leaves appear on trees? What time of year does the leaves fall?
8. What time of day do you wake up? What is the name of the time of day when you go to bed?
9. What cutlery do you know? (Must name at least three.)
10. What kind of clothes do you use? (Must name at least three.)

The conversation is the basic form of diagnosing readiness for schooling. In modern pedagogical practice, the use of complex tests is more common, allowing to identify indicators for each individual component of the psychological state, and, if necessary, to develop a system of corrective measures. The most popular testing methods include the following:

• Determination of the state of short-term memory (method of A.R. Luria). Preschooler read ten one compound words, unrelated, and offer to reproduce what they heard.
• Determining the amount of memory (Jacobson's method), based on the ability to repeat a series of numbers.
• Test to determine the concentration of attention. The pupil is given a completed form on which various geometric shapes are drawn, and they are offered to mark the names with a cross.
• A technique for determining the ability to classify objects (distribution of cards with pictures into groups - animals, transport, vegetables, flowers, people).
• Test for the definition of mental abilities. During testing, a row of 5 pictures is laid out in front of the child. The preschooler needs to choose which picture is superfluous.
• Methodology for detecting development figurative thinking(you should assemble a simple puzzle of 3-5 parts).
• Testing for knowledge of colors (it is necessary to name the colors depicted on the cards shown by the teacher).
• Checking the quality of sound pronunciation, during which the child needs to repeat words containing whistling, hissing, palatal and sonorous sounds after an adult.
• Evaluation of pattern repetition of movements. The pupil is invited to reproduce simple figures, patterns, written on a notebook sheet in a box.
• The Kern-Yerasek technique, aimed at assessing the level of development of fine motor skills of the hand.

The teacher-psychologist responsible for testing can use a complex of several methods and conversations to determine the KPG - the coefficient of psychological readiness of a preschooler for school.

Diagnostics of the child's emotional readiness for school

Emotional-volitional readiness is one of the basic prerequisites for the successful mastering of program material in elementary school. This category is manifested in the ability to concentrate, control one's actions and manage emotions, "play by the rules" and overcome one's own "I can't".

Diagnosis of emotional and volitional readiness of a child for school carried out through simple tests:

1. The ability to copy complex samples (method N.I. Gutkina "House").

The child is invited to reproduce the house on a blank sheet of paper exactly as on the sample. In case of incorrect copying of parts, they should not be erased, but the correct version should be drawn from above.

This technique illustrates the level of voluntary attention, fine motor skills of the hand and coordination of movements.

2. Graphic dictation (method of D. B. Elkonin).

Before starting the task, you should remember with the child which hand is left and which is right. After the pupil is given a notebook sheet in a box and a pencil. The kid should draw lines under the dictation of an adult.

The accuracy of reproduction of patterns, the number of cells in which should not exceed 12-15, allows you to determine the ability to orientate in space and readiness to follow the recommendations of an adult.

3. Determining the level of self-regulation.

During the test, the child is asked to write sticks according to the model for several minutes, adhering to simple rules: write through the box, do not go beyond the boundaries of the field, follow the given sequence (for example, I-II-III-I ...).

Diagnostics of the child's social readiness for school

The presence of a preschooler's motivation to study at school is very important, because even with outstanding intellectual abilities, unwillingness to learn can lead to very. Diagnostics social readiness child to school is carried out during a conversation, which implies the formulation of pupils of complete, clear and concise answers to the following questions:

1. Do you want to be a first grader?
2. Why is it necessary to go to school?
3. What do children do during lessons?
4. How should you behave in class?
5. What homework? Why should it be done?
6. When children come home from school, what do they do?
7. When you go to school, what will change in your life?

During the conversation, the educational psychologist may ask additional questions to make sure that the child has correctly understood the content. Provided that the preschooler answered half of the questions correctly, he can be considered fully prepared for school.

I. A.R. Luria on the definition of the state of short-term memory

Prepare 10 monosyllabic, not directly related words. For example: needle, forest, water, cup, table, mushroom, shelf, knife, roll, floor, bottle.

Instruction. "I will read the words to you, and then you will repeat everything that you remember. Listen to me carefully. Start repeating as soon as I finish reading. Ready? Reading."

Then clearly pronounce 10 words in a row, and then offer to repeat in any order.

Perform this procedure 5 times, each time put crosses under the named words, recording the results in the protocol.

Identify on which repetition the child reproduces the most words, and then evaluate the following characteristics of the child:

A) if the reproduction first increases and then decreases, then this indicates the exhaustion of attention, forgetfulness;
B) the zigzag shape of the curve indicates absent-mindedness, instability of attention;
B) a "curve" in the form of a plateau is observed with emotional lethargy, lack of interest.

II. Jacobson's method for determining the amount of memory

The child must repeat the numbers you named in the same order.
Instruction. "I'll tell you the numbers, you try to remember them, and then you call them to me."

The second column is control. If the child made a mistake when playing a line, the task for this
row is repeated from another column.

When playing:

III. Methodology for determining the concentration and distribution of attention

Prepare a sheet of paper 10x10 cells. In the cells, randomly place 16-17 different shapes: a circle, a semicircle, a square, a rectangle, an asterisk, a flag, etc.

When determining the concentration of attention, the child must put a cross on the figure you specified. And when determining the switchability of attention, put a cross on one figure, and a zero on the other.

Instruction. "Various figures are drawn here. Now you will put a cross in the stars, but you will not put anything in the rest."

When determining the switchability of attention, the instruction includes the task to put a cross in the figure you have chosen, and in another zero. Do not put anything in the rest.

The correctness, completeness of the task is taken into account. Evaluated on a 10-point system, deducting 0.5 points for each mistake. Pay attention to how quickly and confidently the child completes the task.

IV. A technique that reveals the level of development of the systematization operation

Draw a square on the entire sheet of paper. Divide each side into 6 pieces. Connect the markup so that you get 36 cells.

Make 6 circles of different sizes: from the largest that fits in the cage to the smallest. Place these 6 gradually decreasing circles in 6 cells of the bottom row from left to right. Do the same with the remaining 5 rows of cells, placing hexagons in them first (in descending order of size), and then pentagons, rectangles (or squares), trapezoids and triangles.

The result is a table with geometric figures arranged according to a certain system (in descending order: in the leftmost column, the largest sizes of figures, and in the right, the smallest).

Now remove the figures from the middle of the table (16 figures), leave only in the extreme rows and columns.

Instruction. "Look carefully at the table. It is divided into cells. In some of them, figures different shapes and magnitude. All figures are arranged in a certain order: each figure has its place, its cell.

Now look at the middle of the table. There are many empty cells here. You have 5 figures below the table. (Of the removed 16, leave 5). They have their place in the table. Look and tell me in which cell this figure should stand? Put her down. And what cell should this figure be in? "

The score is based on 10 points. Each mistake reduces the score by 2 points.

V. Methodology for determining the ability to generalize, abstract and classify

Prepare 5 cards each. furniture, transportation, flowers, animals, people, vegetables.

Instruction. "Look, there are a lot of cards here. You need to look at them carefully and sort them into groups so that each group can be called with one word." If the child does not understand the instructions, then repeat again, accompanying the show.

Grade: 10 points for completing the task without a preview; 8 points for completing the task after the show. For each unassembled group, the score is reduced by 2 points.

VI. Methodology for determining the mental abilities of children 6 years old

Prepare 10 sets (5 drawings each):

1) 4 drawings of animals; one drawing of a bird;
2) 4 drawings of furniture; one drawing of household appliances;
3) 4 game drawings, one work drawing;
4) 4 ground transport drawings, one air transport drawing;
5) 4 drawings of vegetables, one drawing of any fruit;
6) 4 drawings of clothes, one drawing of shoes;
7) 4 drawings of birds, one drawing of an insect;
8) 4 drawings of educational supplies, one drawing of a children's toy;
9) 4 drawings depicting food products; one drawing depicting something inedible;
10) 4 drawings depicting different trees, one drawing depicting a flower.

Instruction. "There are 5 drawings shown here. Look carefully at each of them and find the one that should not be there, that does not fit with the others."

The child should work at a pace that is comfortable for him. When he copes with the first task, give him the second and subsequent ones.

If the child does not understand how to do the task, repeat the instructions again and show how to do it.

Out of 10 points for each failed task, the score is reduced by 1 point.

VII. Methodology for identifying the level of development of figurative representations

The child is given 3 cut pictures in turn. Instructions are given for each cut picture. The collection time of each picture is controlled.

A) a boy. In front of the child lies a drawing of a boy cut into 5 parts.
Instruction. "If you put these parts together correctly, you will get a beautiful drawing of a boy. Do it as quickly as possible."

B) Teddy bear. In front of the child are parts of a drawing of a bear cub, cut into pieces.
Instruction. "This is a cut-up drawing of a teddy bear. Put it together as quickly as possible."

B) teapot. There are 5 parts of the teapot drawing in front of the child. Instruction. "Fold the drawing as quickly as possible" (Object name not given).

From the three estimates obtained, the arithmetic mean is calculated.

VIII. Show color name

Prepare 10 cards different color: red, orange , yellow, green , blue, blue , purple, white, black, brown.

When showing the child a card, ask: "What color is the card?"

For 10 correctly named cards - 10 points. Decrease 1 point for each mistake.

IX. Study of the quality of sound pronunciation

Invite the child to name what is shown in the pictures, or repeat after you the words in which there are sounds related to groups:

A) whistling: [c] - hard and soft, [h] - hard and soft

Plane - beads - ear Hare - goat - cart
Sieve - geese - elk Winter - newspaper - knight

B) hissing: [g], [w], [u], [h], [c]

Heron - egg - knife Cup - butterfly - key
Beetle - ski - knife Brush - lizard - knife
Cone - cat - mouse

C) palatine: [k], [g], [x], [th]

Mole - closet - lock Halva - ear - moss
Goose - corner - friend Yod - bunny - May

D) Sonorant: [r] - hard and soft, [l] - hard and soft

Cancer - bucket - ax Spatula - squirrel - chair
River - mushroom - lantern Lake - deer - salt

When choosing other words, it is important that the sound occurs at the beginning, middle and end of the word.

Score 10 points - for the clear pronunciation of all words. Failure to pronounce one sound reduces the score by 1 point.

X. Methodology for determining the level of will mobilization (according to Sh.N. Chkhartashvili)

The child is offered an album of 12 sheets, in which 10 tasks. On the left side (at the turn of each position), at the top and bottom, there are 2 circles with a diameter of 3 cm, on the right - color pictures (landscapes, animals, birds, cars, etc.).

Instruction. "Here's an album, it has pictures and circles. You need to carefully look at each circle in turn, first at the top. And so on every page. You can't look at the pictures." (The last word is underlined intonation.)

Completion of all 10 tasks without distractions from the pictures is worth 10 points. Each failed task reduces the score by 1 point.

XI. Methodology that determines the level of development fine motor skills hands, analytical and synthetic functions of the brain (studied through graphic dictation and the Kern-Jerasek method)

Sample graphic dictation

The child is given a piece of paper in a box and a pencil. Show and explain how to draw lines.

Instruction. "Now we will draw different patterns. First I will show you how to draw, and then I will dictate to you, and you listen carefully and draw. Let's try."

For example: one cell to the right, one cell up, one cell to the right, one cell up, one cell to the right, one cell down, one cell to the right, one cell down.

"See what the picture turned out? Got it? Now complete the task under my dictation, starting from this point." (Put a dot at the beginning of the line.)

First graphic image

Instruction. "Now listen carefully to me and draw only what I will dictate:

One cell up, one cell right, one cell down, one cell right, one cell up. One cell to the right, one cell down, one cell to the right, one cell up, one cell to the right, one cell down."

Evaluation: for the whole task - 10 points. 1 point is deducted for each mistake.

Second graphic dictation

Instruction. "Now draw another drawing. Listen to me carefully:

One cell right, one cell up, one cell right, one cell down, one cell right, one cell down, one cell right, one cell up, one cell right, one cell up, one cell right, one cell down, one cell right, one cell down, one cell right, one cell down, one cell right."

Evaluation: for all tasks - 10 points. 1 point is deducted for each mistake.

Third graphic dictation

Instruction. "Now let's draw another pattern. Listen to me carefully:

One cell to the right, three cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right, three cells down, one cell to the right, two cells up, one cell to the right, two cells down, one cell right, three cells up, one cell to the right."

Evaluation: for the whole task - 10 points. For each mistake, 0.5 points are deducted.

XII. A technique for studying and evaluating motor perseveration (i.e. pattern repetition of a movement)

Instruction. "Look carefully at this pattern and try to draw the same one. Right here (indicate where)."
The child must continue the pattern shown on the form. 10 forms are offered in turn.
For each correctly completed task - 1 point. Maximum - 10.

XIII. Kern-Yerasek technique

All three tasks of the methodology are aimed at determining the development of fine motor skills of the hand, coordination of movements and vision. All this is necessary for the child to learn to write at school. In addition, with the help of this test, in general terms, it is possible to determine the intellectual development of the child, the ability to imitate the model and the ability to focus and concentrate.

The methodology consists of three tasks:

1. Drawing written letters.
2. Drawing a group of points.
3. Drawing a male figure.

The child is given a sheet of unlined paper. The pencil is placed so that it is equally convenient for the child to take it with both the right and left hand.

A. Copying the phrase "She was given tea"

A child who is not yet able to write is offered to copy the phrase "She was given tea", written in written (!) Letters. If your child already knows how to write, then you should invite him to copy a sample of foreign words.

Instruction. "Look, something is written here. You can't write yet, so try to draw it. Take a good look at how it is written, and at the top of the sheet (show where) write the same way."

10 points - the copied phrase can be read. The letters are no more than 2 times larger than the sample. The letters form three words. The line is deviated from a straight line by no more than 30°.

7-6 points - the letters are divided into at least two groups. You can read at least 4 letters.

5-4 points - at least 2 letters look like samples. The whole group has the appearance of a letter.

3-2 points - scribble.

B. Drawing a group of points

The child is given a form with the image of a group of dots. The distance between the dots vertically and horizontally is -1 cm, the diameter of the dots is 2 mm.

Instruction. "The dots are drawn here. Try to draw the same ones here" (show where).

10-9 points - accurate reproduction of the sample. Dots are drawn, not circles. Any slight deviations of one or more points from a line or column are allowed. There can be any decrease in the figure, but an increase is possible no more than twice.

8-7 points - the number and arrangement of points corresponds to a given sample. Deviation of no more than three points from a given position can be ignored. The image of circles instead of dots is acceptable.

6-5 points - the drawing as a whole corresponds to the sample, not more than twice its size in length and width. The number of points does not necessarily correspond to the sample (however, they should not be more than 20 and less than 7). Deviation from the set position is not taken into account.

4-3 points - the contour of the picture does not match the sample, although it consists of separate points. Sample dimensions and number of points are not taken into account at all.

1-2 points - doodles.

B. Drawing of a person

Instruction: "Here (indicate where) draw some man (uncle)." No explanation or guidance is given. It is also forbidden to explain, help, make comments about errors. Any question of the child must be answered: "Draw as you can." It is allowed to cheer up the child. To the question: "Can I draw an aunt?" - it is necessary to explain that it is necessary to draw an uncle. If the child began to draw a female figure, you can allow her to finish drawing, and then ask him to draw a man next to him.

When evaluating a drawing of a person, the following is taken into account:

The presence of the main parts: head, eyes, mouth, nose, arms, legs;
- the presence of minor details: fingers, neck, hair, shoes;
- a way of depicting arms and legs: with one line or two, so that the shape of the limbs is visible.

10-9 points - there is a head, torso, limbs, neck. The head is not larger than the body. Hair on the head (hat), ears, eyes on the face, nose, mouth. Hands with five fingers. There is a sign of men's clothing. The drawing is made with a continuous line ("synthetic", when the arms and legs seem to "flow" from the torso.

8-7 points - in comparison with the one described above, the neck, hair, one finger of the hand may be missing, but any part of the face should not be missing. The drawing is not made "synthetically". The head and torso are drawn separately. Hands and feet are attached to them.

6-5 points - there is a head, torso, limbs. Arms, legs should be drawn with two lines. Neck, hair, clothes, fingers, feet are missing.

4-3 points - a primitive drawing of the head with limbs, depicted on one line. According to the principle "stick, stick, cucumber - that's the little man out."

1-2 points - the absence of a clear image of the torso, limbs, head and legs. Scribble.

XIV. Methodology for determining the level of development of the communicative sphere

The level of development of the child's sociability is determined in kindergarten educator during common children's games. How more active child in communication with peers, the higher the level of development of the communication system.

10 points - overactive, i.e. constantly bothers peers, involving in games, communication.
9 points - very active: involves and actively participates in games and communication.
8 points - active: makes contact, participates in games, sometimes he himself involves peers in games, communication.
7 points - more active than passive: participates in games, communication, but does not force others to do so.
6 points - it is difficult to determine whether active or passive: if they call to play - they will go, if they don't call - they won't go, they themselves do not show activity, but they do not refuse to participate either.
5 points - rather passive than active: sometimes refuses to communicate, but participates in games and communication.
4 points - passive: only sometimes participates in games when he is persistently invited.
3 points - very passive: does not participate in games, only observes.
2 points - closed, does not respond to peer games.

XV. Methodology for determining the state of long-term memory

Ask the child to name previously memorized words in an hour. Instruction. "Remember the words I read to you."

Score 10 points - if the child reproduced all those words. Each word not reproduced reduces the score by 1 point.

Evaluation of results

The coefficient of psychological readiness (CPG) of a child for school is determined by the ratio of the sum of grades to the number of methods. At the same time, the CPG assesses unsatisfactory readiness up to 3 points, weak readiness up to 5 points, average readiness up to 7 points, good readiness up to 9 points and very good readiness up to 10 points.

The article was prepared according to methodological development A.I. Fukin and T.B. Kurbatskaya

Determining your child's readiness for school

I. A.R. Luria on the definition of the state of short-term memory

Prepare 10 monosyllabic, not directly related words. For example: needle, wood, water, cup, table, mushroom, shelf, knife, roll, floor, bottle.

Instruction."I will read the words to you, and then you will repeat everything that you remember. Listen to me carefully. Start repeating as soon as I finish reading. Ready? Reading."

Then clearly pronounce 10 words in a row, and then offer to repeat in any order.

Perform this procedure 5 times, each time put crosses under the named words, recording the results in the protocol.

Identify on which repetition the child reproduces the most words, and then evaluate the following characteristics of the child:

A) if the reproduction first increases and then decreases, then this indicates the exhaustion of attention, forgetfulness;

B) the zigzag shape of the curve indicates absent-mindedness, instability of attention;

B) a "curve" in the form of a plateau is observed with emotional lethargy, lack of interest.

II. Jacobson's method for determining the amount of memory

The child must repeat the numbers you named in the same order.

Instruction."I'll tell you the numbers, you try to remember them, and then you call them to me."

The second column is control. If the child made a mistake when reproducing a certain line, the task for this line is repeated from another column.

When playing:

III. Methodology for determining the concentration and distribution of attention

Prepare a sheet of paper 10x10 cells. In the cells, randomly place 16-17 different shapes: a circle, a semicircle, a square, a rectangle, an asterisk, a flag, etc.

When determining the concentration of attention, the child must put a cross on the figure you specified. And when determining the switchability of attention, put a cross on one figure, and a zero on the other.

Instruction."Various figures are drawn here. Now you will put a cross in the stars, but you will not put anything in the rest."

When determining the switchability of attention, the instruction includes the task to put a cross in the figure you have chosen, and in another zero. Do not put anything in the rest.

The correctness, completeness of the task is taken into account. Evaluated on a 10-point system, deducting 0.5 points for each mistake. Pay attention to how quickly and confidently the child completes the task.

IV. A technique that reveals the level of development of the systematization operation

Draw a square on the entire sheet of paper. Divide each side into 6 pieces. Connect the markup so that you get 36 cells.

Make 6 circles of different sizes: from the largest that fits in the cage to the smallest. Place these 6 gradually decreasing circles in 6 cells of the bottom row from left to right. Do the same with the remaining 5 rows of cells, placing hexagons in them first (in descending order of size), and then pentagons, rectangles (or squares), trapezoids and triangles.

The result is a table with geometric figures arranged according to a certain system (in descending order: in the leftmost column, the largest sizes of figures, and in the right, the smallest).

Now remove the figures from the middle of the table (16 figures), leave only in the extreme rows and columns.

Instruction."Look carefully at the table. It is divided into cells. In some of them there are figures of different shapes and sizes. All the figures are arranged in a certain order: each figure has its place, its cell.

Now look at the middle of the table. There are many empty cells here. You have 5 figures below the table. (Of the removed 16, leave 5). They have their place in the table. Look and tell me in which cell this figure should stand? Put her down. And what cell should this figure be in? "

The score is based on 10 points. Each mistake reduces the score by 2 points.

V. Methodology for determining the ability to generalize, abstract and classify

Prepare 5 cards each depicting furniture, vehicles, flowers, animals, people, vegetables.

Instruction."Look, there are a lot of cards here. You need to look at them carefully and sort them into groups so that each group can be called with one word." If the child does not understand the instructions, then repeat again, accompanying the show.

Grade: 10 points for completing the task without a preview; 8 points for completing the task after the show. For each unassembled group, the score is reduced by 2 points.

VI. Methodology for determining the mental abilities of children 6 years old

Prepare 10 sets (5 drawings each):

1) 4 drawings of animals; one drawing of a bird;

2) 4 drawings of furniture; one drawing of household appliances;

3) 4 game drawings, one work drawing;

4) 4 ground transport drawings, one air transport drawing;

5) 4 drawings of vegetables, one drawing of any fruit;

6) 4 drawings of clothes, one drawing of shoes;

7) 4 drawings of birds, one drawing of an insect;

8) 4 drawings of educational supplies, one drawing of a children's toy;

9) 4 drawings depicting food products; one drawing depicting something inedible;

10) 4 drawings depicting different trees, one drawing depicting a flower.

Instruction."There are 5 drawings shown here. Look carefully at each of them and find the one that should not be there, that does not fit with the others."

The child should work at a pace that is comfortable for him. When he copes with the first task, give him the second and subsequent ones.

If the child does not understand how to do the task, repeat the instructions again and show how to do it.

Out of 10 points for each failed task, the score is reduced by 1 point.

VII. Methodology for identifying the level of development of figurative representations

The child is given 3 cut pictures in turn. Instructions are given for each cut picture. The collection time of each picture is controlled.

A) a boy. In front of the child lies a drawing of a boy cut into 5 parts.

Instruction. "If you put these parts together correctly, you will get a beautiful drawing of a boy. Do it as quickly as possible."

B) Teddy bear. In front of the child are parts of a drawing of a bear cub, cut into pieces.

Instruction. "This is a cut-up drawing of a teddy bear. Put it together as quickly as possible."

B) teapot. There are 5 parts of the teapot drawing in front of the child. Instruction. "Fold the drawing as quickly as possible" (Object name not given).

From the three estimates obtained, the arithmetic mean is calculated.

VIII. Show color name

Prepare 10 cards of different colors: red, orange, yellow, green, blue, blue, purple, white, black, brown.

When showing the child a card, ask: "What color is the card?"

For 10 correctly named cards - 10 points. Decrease 1 point for each mistake.

IX. Study of the quality of sound pronunciation

Invite the child to name what is shown in the pictures, or repeat after you the words in which there are sounds related to groups:

A) whistling: [c] - hard and soft, [h] - hard and soft

Plane - beads - ear Hare - goat - cart

Sieve - geese - elk Winter - newspaper - knight

B) hissing: [g], [w], [u], [h], [c]

Heron - egg - knife Cup - butterfly - key

Beetle - ski - knife Brush - lizard - knife

Cone - cat - mouse

C) palatine: [k], [g], [x], [th]

Mole - closet - lock Halva - ear - moss

Goose - corner - friend Yod - bunny - May

D) Sonorant: [r] - hard and soft, [l] - hard and soft

Cancer - bucket - ax Spatula - squirrel - chair

River - mushroom - lantern Lake - deer - salt

When choosing other words, it is important that the sound occurs at the beginning, middle and end of the word.

Score 10 points - for the clear pronunciation of all words. Failure to pronounce one sound reduces the score by 1 point.

X. Methodology for determining the level of will mobilization (according to Sh.N. Chkhartashvili )

The child is offered an album of 12 sheets, in which 10 tasks. On the left side (at the turn of each position), at the top and bottom, there are 2 circles with a diameter of 3 cm, on the right - color pictures (landscapes, animals, birds, cars, etc.).

Instruction. "Here's an album, it has pictures and circles. You need to carefully look at each circle in turn, first at the top. And so on every page. You can't look at the pictures." (The last word is underlined intonation.)

Completion of all 10 tasks without distractions from the pictures is worth 10 points. Each failed task reduces the score by 1 point.

XI. A technique that determines the level of development of fine motor skills of the hands, analytical and synthetic functions of the brain (studied through graphic dictation and the Kern-Jerasek method)

Sample graphic dictation

The child is given a piece of paper in a box and a pencil. Show and explain how to draw lines.

Instruction."Now we will draw different patterns. First I will show you how to draw, and then I will dictate to you, and you listen carefully and draw. Let's try."

For example: one cell to the right, one cell up, one cell to the right, one cell up, one cell to the right, one cell down, one cell to the right, one cell down.

"See what the picture turned out? Got it? Now complete the task under my dictation, starting from this point." (Put a dot at the beginning of the line.)

First graphic image

Instruction. "Now listen carefully to me and draw only what I will dictate:

one cell up, one cell right, one cell down, one cell right, one cell up. One cell to the right, one cell down, one cell to the right, one cell up, one cell to the right, one cell down."

Evaluation: for the whole task - 10 points. 1 point is deducted for each mistake.

Second graphic dictation

Instruction. "Now draw another drawing. Listen to me carefully:

one cell right, one cell up, one cell right, one cell down, one cell right, one cell down, one cell right, one cell up, one cell right, one cell up, one cell right, one cell down, one cell right, one cell down, one cell right, one cell down, one cell right."

Evaluation: for all tasks - 10 points. 1 point is deducted for each mistake.

Third graphic dictation

Instruction. "Now let's draw another pattern. Listen to me carefully:

one cell to the right, three cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right, three cells down, one cell to the right, two cells up, one cell to the right, two cells down, one cell right, three cells up, one cell to the right."

Evaluation: for the whole task - 10 points. For each mistake, 0.5 points are deducted.

XII. A technique for studying and evaluating motor perseveration (i.e. pattern repetition of a movement)

Instruction. "Look carefully at this pattern and try to draw the same one. Right here (indicate where)."

The child must continue the pattern shown on the form. 10 forms are offered in turn.

For each correctly completed task - 1 point. Maximum - 10.

XIII. Kern-Yerasek technique

All three tasks of the methodology are aimed at determining the development of fine motor skills of the hand, coordination of movements and vision. All this is necessary for the child to learn to write at school. In addition, with the help of this test, in general terms, it is possible to determine the intellectual development of the child, the ability to imitate the model and the ability to focus and concentrate.

The methodology consists of three tasks:

1. Drawing written letters.

2. Drawing a group of points.

3. Drawing a male figure.

The child is given a sheet of unlined paper. The pencil is placed so that it is equally convenient for the child to take it with both the right and left hand.

A. Copying the phrase "She was given tea"

A child who is not yet able to write is offered to copy the phrase "She was given tea", written in written (!) Letters. If your child already knows how to write, then you should invite him to copy a sample of foreign words.

Instruction. "Look, something is written here. You can't write yet, so try to draw it. Take a good look at how it is written, and at the top of the sheet (show where) write the same way."

7-6 points - the letters are divided into at least two groups. You can read at least 4 letters.

5-4 points - at least 2 letters look like samples. The whole group has the appearance of a letter.

3-2 points - scribble.

B. Drawing a group of points

The child is given a form with the image of a group of dots. The distance between the dots vertically and horizontally is -1 cm, the diameter of the dots is 2 mm.

Instruction."The dots are drawn here. Try to draw the same ones here" (show where).

10-9 points - accurate reproduction of the sample. Dots are drawn, not circles. Any slight deviations of one or more points from a line or column are allowed. There can be any decrease in the figure, but an increase is possible no more than twice.

8-7 points - the number and arrangement of points corresponds to a given sample. Deviation of no more than three points from a given position can be ignored. The image of circles instead of dots is acceptable.

6-5 points - the drawing as a whole corresponds to the sample, not more than twice its size in length and width. The number of points does not necessarily correspond to the sample (however, they should not be more than 20 and less than 7). Deviation from the set position is not taken into account.

4-3 points - the contour of the picture does not match the sample, although it consists of separate points. Sample dimensions and number of points are not taken into account at all.

1-2 points - doodles.

B. Drawing of a person

Instruction: "Here (indicate where) draw some man (uncle)." No explanation or guidance is given. It is also forbidden to explain, help, make comments about errors. Any question of the child must be answered: "Draw as you can." It is allowed to cheer up the child. To the question: "Can I draw an aunt?" - it is necessary to explain that it is necessary to draw an uncle. If the child began to draw a female figure, you can allow her to finish drawing, and then ask him to draw a man next to him.

When evaluating a drawing of a person, the following is taken into account:

The presence of the main parts: head, eyes, mouth, nose, arms, legs;

The presence of minor details: fingers, neck, hair, shoes;

The way the arms and legs are depicted: with one line or two, so that the shape of the limbs is visible.

10-9 points - there is a head, torso, limbs, neck. The head is not larger than the body. Hair on the head (hat), ears, eyes on the face, nose, mouth. Hands with five fingers. There is a sign of men's clothing. The drawing is made with a continuous line ("synthetic", when the arms and legs seem to "flow" from the torso.

8-7 points - in comparison with the one described above, the neck, hair, one finger of the hand may be missing, but any part of the face should not be missing. The drawing is not made "synthetically". The head and torso are drawn separately. Hands and feet are attached to them.

6-5 points - there is a head, torso, limbs. Arms, legs should be drawn with two lines. Neck, hair, clothes, fingers, feet are missing.

4-3 points - a primitive drawing of the head with limbs, depicted on one line. According to the principle "stick, stick, cucumber - here comes the little man"

1-2 points - the absence of a clear image of the torso, limbs, head and legs. Scribble.

XIV. Methodology for determining the level of development of the communicative sphere

The level of development of the child's sociability is determined in the kindergarten by the teacher during general children's games. The more active the child is in communicating with peers, the higher the level of development of the communication system.

10 points - overactive, i.e. constantly bothers peers, involving in games, communication.

9 points - very active: involves and actively participates in games and communication.

8 points - active: makes contact, participates in games, sometimes he himself involves peers in games, communication.

7 points - more active than passive: participates in games, communication, but does not force others to do so.

6 points - it is difficult to determine whether active or passive: if they call to play - they will go, if they don't call - they won't go, they themselves do not show activity, but they do not refuse to participate either.

5 points - rather passive than active: sometimes refuses to communicate, but participates in games and communication.

4 points - passive: only sometimes participates in games when he is persistently invited.

3 points - very passive: does not participate in games, only observes.

2 points - closed, does not respond to peer games.

XV. Methodology for determining the state of long-term memory

Ask the child to name previously memorized words in an hour. Instruction. "Remember the words I read to you"

Score 10 points - if the child reproduced all those words. Each word not reproduced reduces the score by 1 point.

Evaluation of results

The coefficient of psychological readiness (CPG) of a child for school is determined by the ratio of the sum of grades to the number of methods. At the same time, the CPG assesses unsatisfactory readiness up to 3 points, weak readiness up to 5 points, average readiness up to 7 points, good readiness up to 9 points and very good readiness up to 10 points.

A set of methods for determining readiness

children 6–7 years old to school

Prepared by: Mazko Elena Evgenievna, practical psychologist Oryol school

1.Pictogram

Methodology for the study of mediated memory, figurative thinking. The child is given a sheet of paper, a simple pencil.

Instruction. "I will now read the words that you need to remember well and repeat to me at the end of the lesson. There are a lot of words, and to make it easier for you to remember them, you can draw something on a piece of paper that each of them will remind you of. But you can only draw pictures , not letters. Since there are quite a lot of words, and there is only one leaflet, try to arrange the drawings so that they all fit on it. Do not try to draw pictures, the quality of the drawing is not important, it is only important that they correctly convey the meaning of the "word".

A set of words: cheerful boy, delicious dinner, strict teacher, difficult work, cold, cold, deceit, friendship, development, blind boy, fear, cheerful company.

Conducting a test. The adult reads the word, and the child draws. Each drawing takes 1-2 minutes. An adult carefully monitors that the child does not write letters, but draws. After finishing the work, the adult must number the drawing so that it can be seen which drawing refers to which word. 20-30 minutes after the end of the drawing, the children are presented with their pieces of paper with drawings and asked to look at their drawings. They remembered the words that an adult dictated to them. The number of correctly reproduced words, as well as the number of errors, are counted and recorded. If instead of the word "separation" the child says "parting" or instead of "delicious dinner" - "sweet dinner", this is not considered a mistake.

For children 6-7 years old, the norm will be the reproduction of 10-12 words out of 12. The nature of the drawings speaks about the development of figurative thinking, namely: their connection with the topic, reflection of the essence of the subject.

Run levels:

Below average- the drawings have little to do with the topic, or this connection is superficial (but the word "cold" the child draws a tree and explains that he is also cold).

Average level- adequate drawings for simple words and failure or literal, concrete reflection of compound words (e.g. development).

High level- pictures reflect the essence of the subject. For example, for a "delicious dinner" either a cake, or a table with some kind of dish, or a plate of food can be drawn.

It is necessary to note those cases when the child draws drawings that are almost the same type, slightly unrelated to the content of the word, but at the same time correctly reproduce the words. In this case, this is an indicator of good mechanical memory, which compensates for the insufficient level of development of thinking.

2. The most unlike

L.A. Wagner (Allows you to study the thinking and perception of children).

Conducting a test. 8 is laid out in a row in front of the child geometric shapes:

2 blue circles (small and large) 2 red circles (small and large),

2 blue squares (small and large), 2 red squares (small and large).

Instruction. One of the figures (any) is taken out of the row, placed closer to the child and asked: "Find among the other figures the most unlike this one. The most unlike - only one." the figurine indicated by the child is placed next to the sample figurine and asked: "Why do you think that these figurines are the most dissimilar?" Each child completes a task with 2-3 figures.

If a child has difficulties, an adult can help and, pointing to two figures that differ in one parameter (for example, a large and small blue square), ask: "How do these figures differ from each other?" You can also help highlight other features - color and shape.

Children 6-7 years old independently isolate the following parameters: color, size, shape - and are guided by the weight of these parameters when choosing a figure.

The level of performance of the task is determined by the number of signs that the child is guided by when choosing the "most dissimilar" figure and which he named.

Below the average- the predominance of choice for one attribute without naming the attribute.

Average level- the predominance of choice on two grounds and the naming of one.

High level- the predominance of choice on three grounds and the naming of one or two.

3.Consecutive pictures

The technique is aimed at studying verbal-logical thinking. The child is offered a series of pictures (5-8), which tells about some event. Sequential pictures of D. Wexler's test are used: Sonya, Fire, Picnic.

Conducting a test. Pictures are laid out in front of the child in random order.

Instruction. "Look at these pictures. What do you think it's about? Now arrange the cards to make a coherent story."

If the child cannot immediately determine the content of the situation, he can be helped by questions: "Who is depicted? What are they doing?" etc. After making sure that the child understood the general content of the pictures, offer to arrange them in order: "Lay out the pictures so that it is clear which of them begins this story and which one ends." In the process of work, an adult should not interfere and help the child. After the child has finished laying out the pictures, he is asked to tell the story that resulted from the alignment, gradually moving from one episode to another. If a mistake is made in the story, then the child is pointed to it in the process of the story and is told that it cannot be that the firefighters put out the fire, and then it breaks out, or that the dog first steals the chicken, and then it ends up in the basket again. If the child does not correct the mistake on his own, the adult should not rearrange the pictures until the end of the story.

Analysis of results. When analyzing the results, they take into account, first of all, the correct order of the arrangement of pictures, which must correspond to the logic of the development of the narrative.

The child must arrange not only in a logical, but also in a "worldly" sequence. For example, a child can put a card on which the mother gives the girl medicine in front of the picture on which the doctor examines her, explaining that the mother always treats the child herself, and the doctor calls only to write out a certificate. However, for children older than 6-7 years, such an answer is considered incorrect. With such errors, an adult can ask the child if he is sure that this picture (showing which one) is in its place. If the child cannot place it correctly, the examination ends, but if he corrects the mistake, the task is repeated with another set of pictures.

Run levels :

Below average- the pictures are laid out in random order, and a story is compiled from them.

Average level- pictures are laid out and described, following worldly logic.

High level- children lay out and describe the pictures, following the logic of the depicted content.

4. Graphic dictation .

The technique is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of the line on a sheet of paper, and independently act on the instructions of an adult.

The methodology is carried out as follows. Each child is given a squared notebook sheet with four dots on it (see fig.). In the upper right corner, the surname and name of the child, the date of the examination, and additional data, if necessary, are recorded. After all the children have been given the sheets, the inspector gives preliminary explanations.

After all the children have been given sheets, the inspector gives preliminary explanations: “Now we will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen to me carefully - I will say how many cells and in which side you should draw the line. Draw only those lines that I say. When you draw, wait until I tell you how to draw the next one. The next line must be started where the previous one ended, without lifting the pencil from the paper. Everyone remembers where is the right hand? right hand to the side. See, she points to the door. When I say that you need to draw a line to the right, you will draw it to the door (on the board, previously drawn into cells, a line is drawn from left to right one cell long). I drew a line one cell to the right. And now, without taking my hands off, I draw two cells up (the corresponding line is drawn on the board). Now extend left hand. See, she points to the window. Here I am, without taking my hands off, I draw a line three cells to the left - to the window (the corresponding line is on the board). Does everyone understand how to draw?

After preliminary explanations are given, they proceed to drawing a training pattern. The examiner says: "We begin to draw the first pattern. Put the pencil on the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper. Now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. Then continue to draw the same pattern yourself."

When dictating, you need to make long enough pauses so that the children have time to finish the previous line. One and a half to two minutes are given for an independent continuation of the pattern. Children need to be explained that the pattern does not have to go across the entire width of the page. While drawing a training pattern (both from dictation and then on their own), the assistant walks through the rows and corrects the mistakes made by the children, helping them to follow the instructions accurately. When drawing subsequent patterns, such control is removed, and the assistant only makes sure that the children do not turn their leaves over and start a new pattern from the right point. If necessary, he approves of timid children, but does not give any specific instructions.

After the time allotted for an independent pattern, the checker says: "Now put the pencil on the next melancholy. Ready! Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One square to the right. One square up. One square to the right. And now you yourself continue to draw the same pattern."

After giving the children one and a half to two minutes to continue the pattern on their own, the inspector says: “That's it, you don’t need to draw this pattern further. We will draw the next pattern. Raise the pencil. Put them on the next point. I’m starting to dictate. Attention! Three cells up. One cell right Two squares down One square right Two squares up One square right Three squares down One square right Two squares up One square right Two squares down One square right Three squares up Now continue to draw yourself this pattern."

After one and a half to two minutes, the dictation of the last pattern begins: "Put the pencil on the very last point. Attention! Three cells to the right. One cell up. One cell to the left (the word "left" is emphasized by the voice). Two cells up. Three cells to the right. Two cells down. One cell to the left, the word "left" is voiced again.) One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now continue to draw this pattern yourself."

After the time allotted for the independent continuation of the last pattern, the inspector and assistant collect the sheets from the children. The total time for the procedure is usually about 15 minutes.

Results processing .

The results of the training pattern are not evaluated. In each of the subsequent patterns, the performance of the dictation and the independent continuation of the pattern are evaluated separately. The assessment is made on the following scale:

Accurate reproduction of the pattern - 4 points uneven lines, "trembling" line, "dirt", etc. is not taken into account and the score is not reduced).

Reproduction containing an error in one line - 3 points.

Reproduction with several errors - 2 points.

Reproduction, in which there is only a similarity of individual elements with the dictated pattern, - 1 point.

Lack of similarity even in individual elements - 0 points.

For an independent continuation of the pattern, marks are given on the same scale.

Thus, for each pattern, the child receives two marks: one for completing the dictation, the other for the independent continuation of the pattern. Both of them range from 0 to 4.

The final mark of the dictation work is derived from the three corresponding marks for individual patterns by summing the maximum of them with the minimum, there is a mark that occupies an intermediate position or coincides with the maximum or minimum, is not taken into account. The resulting score can range from 0 to 7.

Similarly, out of three marks for the continuation of the pattern, the final one is displayed. Then both final grades are summed up, giving a total score (SB), which can range from 0 (if 0 points are received for dictation work and independent work) to 16 points (if 8 points are received for both types of work).

5. Tests of school motivation

Test-questionnaire to determine the formation of the "internal position of the student".

Ask your child the following questions and write down the answers.

Do you want to go to school?

Do you want to stay in kindergarten (at home) for another year?

What do you like to do most in kindergarten (at home)? Why?

Do you like having books read to you?

Are you asking for a book to be read to you?

What are your favorite books?

Why do you want to go to school?

Are you trying to quit a job that you can't do?

Do you like school uniform and school supplies?

If you are allowed to wear school uniform and use school supplies, and they will not be allowed to go to school, then that will suit you? Why?

If we play school now, who do you want to be: a student or a teacher?

In the game at school, what will we have longer - a lesson or a break?

Analysis of results

Answers to questions No. 1, 2, 3, 4, 5, 10, 11, 12 are taken into account.

With the "internal position of the student" formed, the answers to the questions will be as follows.

№ 1 - I want to go to school.

№ 2 - Doesn't want to stay in kindergarten (at home) for another year.

№ 3 - Those classes that were taught (letters, numbers, etc.)

№ 4 - I love it when people read books to me.

№ 5 - I ask myself to be read to me.

№ 10 - No, it won't work, I want to go to school.

№ 11 - I want to be a student.

№ 12 - Let the lesson be longer.

Ladder test

Show the child a ladder and ask him to place all the children you know on this ladder. On the top three steps there will be good children: smart, kind, strong, obedient - the higher, the better ("good", "very good", "very good") And on the three lower steps - bad. The lower, the worse ("bad", "very bad", "the worst"). On the middle step, children are neither bad nor bad. What step would you place yourself on? Why?

Then ask the child the question: "Are you really like this or would you like to be? Mark what you really are and what you would like to be." After that, ask: "What step would your mother (dad, grandmother, teacher, etc.) put you on."

Analysis of results.

In the process of completing this task, observe the child: whether he hesitates, thinks, argues his choice, asks questions, etc.

If a child, without hesitation, puts himself on the highest step, believes that his mother (another adult) evaluates him in the same way, arguing his choice, referring to the opinion of an adult: "I'm good. Good and no more, that's mom said," then you can suggest that he has inadequately high self-esteem.

O high self-esteem we can say that after some thought and hesitation, the child puts himself on the highest rung, naming his shortcomings and mentioning his mistakes, explains them as external, not dependent on him. He considers the reasons that the assessment of adults in some cases may be somewhat lower than his own: "Of course, I'm good, but sometimes I'm lazy. Mom says that I'm sloppy."

If, having considered the task, he puts himself on the 2nd or 3rd step, explains his actions, referring to real situations and achievements, that the adult's assessment is the same or lower, then we can talk about adequate self-esteem.

If a child puts himself on the lower steps, does not explain his choice or refers to the opinion of an adult: "Mom said so," then this indicates low self-esteem.

If the child puts himself on the middle step, this may indicate that he did not understand the task or does not want to complete it. Children with low self-esteem due to high anxiety and self-doubt often refuse to complete the task, answering all questions “I don’t know”.

Inadequately high self-esteem is characteristic of children 4-5 years old: they do not see their mistakes, they cannot correctly evaluate themselves, their actions and actions. Children of senior preschool age are able to analyze their activities and correlate their opinions, experiences and actions with the opinions and assessments of others, therefore self-esteem of 6-7 years old becomes more realistic, in familiar situations, familiar activities approaches adequate. In an unfamiliar situation and unfamiliar activities, their self-esteem may be overestimated.

Low self-esteem in preschool children is considered as evidence of a dysfunctional emotional development personality.

Attachment 1.

Literature.

1. The program of education and training in kindergarten. Pedagogical diagnostics of the development of children before entering school. Ed. T.S. Komarova and O.A. Solomennikova Yaroslavl, Academy of Development 2006)

2. Handbook of an elementary school psychologist. HE. Istratova, T.V. Exacusto. Edition 4th. Rostov-on-Don "PHOENIX" 2006

3. Preparation for school. Development tests and exercises. M.N. Ilyina Moscow, St. Petersburg, Nizhny Novgorod, Voronezh, Rostov-on-Don, Yekaterinburg, Samara, Novosibirsk, Kyiv, Kharkov, Minsk. Peter 2004

1. Newspaper "Psychologist", No. 11 2010

"Child Readiness for School"(page 18)

Determining the level of development of graphic skills

Modification of "graphic dictation" by D. Elkonin (p. 18)

Studying the level of development of analytical and synthetic skills

Kern-Jerasik and D. Wexler tests (p. 18)

Studying the level of development of phonetic skills

Tests V. Tarsun, N. Remington (p. 19)

Studying the level of development of arithmetic skills

Tests by V. Tarsun (p. 19)

Studying the level of short-term memory and logical thinking

Methodology S. Korobko, L. Kondratenko (p. 20)

Learning the ability to establish a logical sequence of events

D. Wexler test (p. 20)

Evaluation map of the level of development and readiness for learning p. 21

2. " The work of a psychologist with young schoolchildren, S. Korobko, O. Korobko, "Litera", Kyiv: 2008

"Express diagnostics of readiness before school start"

Phonemic hearing test (p. 22)

Test of copying of hollow warehouses (p. 24)

Vocabulary test (p. 25)

Short-hour memory test`yati (p. 27)

Psychological follow-up card(p. 30)

When a child enters school, a new age period- Jr school age, and learning activity becomes the leading one in it. Fundamental changes are taking place in the life of a recent preschooler, and the main change concerns the social environment outside the family. This has a particularly strong effect on those children who have not attended kindergarten and who will, therefore, for the first time become members of the children's team.

In the family, the position of the child is also changing, he has new responsibilities, the demands on him are increasing. In connection with formal assessments of the successes and failures of the child, parents, one way or another, react to them. Relationships that are new for the younger student are emerging - a complex mediation between the institutions of the family and the school. As already mentioned, educational activity at this age becomes leading, and labor activity also comes to the fore now. But still in the life of a child is of great importance game form activities. Preparing a child for school is a serious issue that is being studied by psychologists, educators, medical workers which always worries parents. In this article we will talk about diagnostic methods that allow us to assess the degree of psychological preparation of a child for schooling.

Recall that the word "diagnosis" came to us from the Greek language and it means "the science of methods for recognizing diseases and the process of making a diagnosis." Psychological diagnostics, thus, is a psychological diagnosis, that is, a qualified recognition of the psychological state of a person.

Readiness of the child for school in terms of psychology

Psychological readiness for systematic learning at school is understood as sufficient for mastering school curriculum the level of psychological development of the child, taking into account learning in a peer group. This is the result of the development of the child in the preschool period of his life, formed gradually and depending on the conditions in which this development took place. Scientists distinguish intellectual and personal readiness for learning. Personal readiness, in turn, implies a certain degree of development of the child's moral, volitional qualities, as well as social behavioral motives. The study also identified three aspects school maturity– intellectual, emotional and social. Let's consider each aspect in more detail.

The intellectual aspect of school maturity

Reflects the functional maturity of the brain structure. The child should be able to concentrate, distinguish figures from the background, think analytically, comprehending the main connections between phenomena, demonstrate sensorimotor concentration, subtle hand movements, the ability to reproduce patterns and memorize logically.

The emotional aspect of school maturity

It implies the child's ability to perform not too exciting tasks for a long time, restrain his emotions and control his will. At an early age, as is known, the processes of excitation predominate over the processes of inhibition. But by the school years, the psyche of a small person changes, the arbitrariness of his behavior develops. The child already knows how to recognize emotions by various signs (intonation, gestures, facial expressions), and regulate them. To determine the readiness for schooling, this aspect is especially important, since at school the child will have to face various life situations that are not always pleasant for him (relationships with classmates, teachers, failures, grades, etc.) If the child is unable to control his emotions and manage them, then he will not be able to correct his own behavior and establish social ties. It is necessary to teach a child to adequately respond to the emotions of other people from preschool age.

The social aspect of school maturity

It expresses the formation of the child's readiness to accept his new social position as a student who has certain rights and obligations. The child must feel the need to communicate with peers, must be able to correlate his behavior with the laws of the children's team and correctly perceive his role as a student in a school environment. This also applies to the area of ​​motivation for learning. In that case, a child is considered ready for school when it attracts him not by the external side (the ability to wear a beautiful satchel, use bright accessories, notebooks, pencil cases, pens, etc.), but by the content side (the opportunity to gain new knowledge). If the hierarchical system of motives of the child is formed, he will be able to control his cognitive activity and his behavior. Developed learning motivation, therefore, is an important sign for determining the degree of readiness of the child for school.

Readiness of the child for school in terms of physical development

The way of life of a child with the beginning of his schooling changes, old habits are broken, mental stress increases, relationships with new people are formed - teachers, classmates. All this contributes to an increase in the burden on the child, on everything functional systems organism, which can not but affect the health in general. It also happens that some children cannot adapt to a new regimen during the entire first year of study. This suggests that in the preschool period of life, the physical development of the baby was not given enough attention. The child's body must be in an active and vigorous state, the baby must be hardened, its functional systems must be trained, labor skills and motor qualities must be sufficiently developed.

The specifics of educational activities

For successful study, the child must have a number of specific skills and abilities that he will need in various lessons. Distinguish between specific and generalized skills. Specific skills are needed for certain lessons (drawing, reading, addition, writing, etc.). Generalized skills will be useful to the child in any class. These skills will develop fully at an older age, but their prerequisites are laid already in the preschool period. Highest value for learning activities have the following skills:

It is highly desirable that by the beginning of schooling, the child has formed the following five motives.

1. Informative. This is the desire to read in order to learn interesting and new facts about the world around us (about space, dinosaurs, animals, birds, etc.)
2. Perspective. Desire to read for a more interesting and easy school experience.
3. Motivation for personal growth. The child wants to read to become like adults, or to make adults proud of him.
4. Activity. Read so that later you can play games with inventing fairy tales, fascinating stories, etc.
5. The motive for communicating with peers. The desire to read, then to tell friends about what they read.

Level speech development child also determines the degree of his readiness or unpreparedness for schooling. After all, the system of school knowledge is assimilated precisely with the help of oral and written speech. The better the child's oral speech is developed by the time he enters school, the easier and faster he will master the letter, and his written speech will be more complete in the future.

Determination of psychological readiness for schooling

This procedure varies depending on the conditions in which the psychologist works. April and May are considered the most favorable time for the diagnosis.. Beforehand, a sheet is placed on the bulletin board in kindergarten, where parents can see information about the types of tasks offered to the child at an interview with a psychologist. AT general view these jobs usually look like this. The preschooler should be able to:

1. Work according to the rule
2. Play Samples
3. Recognize individual sounds in words
4. Lay out plot illustrations sequentially and compose a story based on them

As a rule, the psychologist conducts examinations in the presence of parents in order to eliminate their fears about the bias or severity of the specialist. Parents see with their own eyes what tasks are offered to their child. When the child completes all the tasks, parents, if necessary, receive comments from the psychologist and advice on how to better prepare the child for school in the remaining time.

A friendly contact should be established with the preschooler during the interview, and the interview itself should be perceived by him as a game, which will allow the baby to relax and reduce stress. An anxious child requires special emotional support. The psychologist can even hug the baby, pat him on the head, affectionately convince him that he will definitely cope with all the games. In the process of completing tasks, you need to constantly remind the child that everything is fine, and he is doing everything right.

Some practical methods for diagnosing a child's readiness for school

The level of everyday knowledge and orientation of children in the world around can be checked by asking the following questions:

1. What is your name? (If instead of a name a child calls a surname, do not consider this a mistake)
2. What are your parents' names? (Child can name abbreviations)
3. How old are you?
4. What is the name of the city where you live?
5. What is the name of the street where you live?
6. Give me your house number and apartment number
7. What animals do you know? Name wild and domestic animals (Child must name at least two domestic and at least two wild animals)
8. At what time of the year do the leaves appear on the trees? What time of year do they fall?
9. What is the name of the time of day when you wake up, have dinner, get ready for bed?
10. What cutlery do you use? What kind of clothing do you use? (Child must list at least three pieces of cutlery and at least three pieces of clothing.)

For each correct answer, the child gets 1 point. According to this method, the maximum number of points that a preschooler can score is 10. For each answer, the child is given 30 seconds. Lack of response is regarded as a mistake and in this case the child receives 0 points. According to this method, a child is considered completely psychologically ready for school in the case when he answers all the questions correctly, that is, he receives 10 points in the end. You can ask the child additional questions, but do not prompt the answer.

Assessment of the child's attitude to learning at school

The purpose of the proposed methodology is to determine the motivation for learning in children entering school. The conclusion about the readiness or unpreparedness of the child for schooling cannot be made without this type of diagnosis. If a preschooler knows how to interact with other people (adults and peers), if with his cognitive processes everything is in order - it is impossible to draw a final conclusion that he is completely ready for school. If the child does not have a desire to learn, of course, he can be accepted to school (subject to cognitive and communicative readiness), but, again, on the condition that interest in learning must certainly appear within the first few months.

Ask your child the following questions:

1. Do you want to go to school?
2. Why is it necessary to go to school?
3. What do they usually do at school?
4. What are lessons? What do they do in class?
5. How should you behave in class?
6. What is homework? Why does it need to be done?
7. When you come home from school, what will you do?
8. When you start school, what will be new in your life?

The answer will be considered correct if it exactly and completely corresponds to the meaning of the question asked. You can ask additional leading questions. Be sure to make sure that the child understands the question correctly. A child will be considered school ready if they answer most of the questions asked(at least half of them) as consciously, clearly and succinctly as possible.