Modern methods of preparing children for schooling. Game methods of preparing a child for school

Preparing a child for entry into grade 1 is not easy. Some parents and grandparents are ready to teach the future first grader all night long. In recent years, preparatory courses, which are available at many general education schools, gymnasiums and special children's centers, have become in great demand. In general, every child (preschooler) must go through the entire preparatory process, consisting of certain stages, only then the preparation for school will be successful.

What should a child know and be able to do before entering school?

Preparing children for school takes a lot of time, so some parents prefer to send their children to private schools. Such institutions recruit groups of children up to school age for learning everything you need under the guidance of professional teachers. At the same time, families should also regularly deal with children, because in any case, an individual approach is important. In order for the child to be able to adapt to school subjects without great difficulties, he must:

know the letters
be able to read (possibly by syllables) small simple texts;
have writing skills;
know the seasons, the names of months, days;
know your last name, first name, patronymic;
have good memory to memorize 5-7 of 10 clearly named simple words;
find similarities and differences between objects;
be able to subtract and add numbers within the first ten;
know the basic geometric figures;
know 10-12 primary colors, etc.

Methods of preparing children for school

Before you give your child any pre-school assignments, check out a few popular techniques. With their help, the child during the training can acquire all the necessary skills. Teaching methods are usually aimed at developing fine motor skills, logical thinking, obtaining mathematical knowledge, etc. At the same time, taking into account the individual characteristics of the preschooler, it is necessary to engage in his physical training. Known methods of primary education:

Zaitsev;
Montessori;
Nikitins.

Zaitsev's technique

In order for the preschool preparation of the child at home to be successful, pay attention to Zaitsev's methodology, which includes an approach to teaching reading, writing, English and Russian. It involves the use of visual perception of information. The basic principle is to teach the baby everything necessary without harm to health and taking into account individual characteristics. She is able to activate the channels of perception of information, saving time and saving the baby from cramming. Minus: in individual lessons, the technique is implemented worse than in group ones.

Montessori Method

Individual program preparation for school, helping to prepare a future first grader, can be organized in accordance with the Montessori methodology. In it, much attention is paid to the development of sensations and fine motor skills of the baby. In the learning process, it is not necessary to use any special aids. Parents should create a complete developmental environment for the baby. The downside is the lack of role-playing and outdoor games in the methodology.

Nikitin's technique

To increase the level of knowledge with the help of homework, check out the Nikitin method. Its main principles are development, which must be creative, free. Classes are held, alternating: intellectual, creative, sports. The sports atmosphere plays a fundamental role in the formation of the baby, so all conditions for this should be created in your home. The technique is creative, with an emphasis on physical development, creativity, but there is a minus - not all children have a desire to learn.

Preparatory classes for school

You need to start working with your baby from an early age. Particular attention should be paid to psychological preparation. Initially, tasks are performed in game form, but then they become more complex, but interesting. Children receive basic knowledge, as a rule, in kindergartens. You can achieve great results both at home by inviting a private tutor, and by sending the child to special development centers or preparatory courses at schools.

School preparation courses

Having decided to choose preparatory courses for school, take the choice of a suitable institution thoroughly. Such courses are available both at the schools themselves and in educational centers, i.e. non-profit organizations. With the help of complex classes, the team, children can adapt to the school system, lessons. Often in such courses, preschoolers are taught in such a way that they can easily perform the necessary exercises and correctly answer certain questions. It is much more important that the baby is able to think creatively, independently reason and draw conclusions.

preschool tutor

A tutor for a preschooler is a great option to teach a child to read and write, to prepare him for future interviews at school. Moreover, some teachers additionally teach children English language. Do not forget that a tutor for preparing a child for school must have a pedagogical education and appropriate qualifications. A big plus of tutoring is an individual approach that will help develop attention, reasoning skills, etc. The child will gain deeper knowledge. Cons: it is difficult to find a decent teacher, high cost.

How much does it cost to prepare a child for school

Preparatory courses will increase your child's readiness for admission, especially if you plan to send him to a gymnasium. This is recommended for those children who do not attend kindergarten. Classes in specialized institutions are aimed at mastering the basics of writing and literacy, teaching reading, developing speech and musical skills, etc. Some centers teach chess, foreign languages, etc. The cost of training in Moscow:

Free training

Kindergarten teachers must lay the foundations for numeracy, writing, and reading. Parents have a more important task - to teach kids to finish what they started, let it be some examples from mathematics, drawing or something else. To ensure that your child is age-appropriate in terms of development, try to communicate more with him, answering all questions. To pay attention active games, physical development, teach independence and safety rules.

How to prepare your child for school

To develop memory, logical thinking and other skills at home, read or watch cartoons together, discussing what the child has learned. Be more interested in the opinion of the baby, while asking questions. Try to make homework fun for your preschooler. The advantage of preparing at home is to save money, and the right materials can always be found online. The downside can be quality, because not all parents have a pedagogical education. In addition, classes in the family circle do not always discipline the baby.

Where to start preparing

According to psychologists, the period of 3-4 years is considered the most suitable age to start training a future first-grader. Start teaching your child to read and count in a playful manner, for example, while walking, count the number of houses, cars, etc. with him. Do crafts together, paying attention to the artistic development of the future first grader: draw, create applications, sculpt, collect puzzles. Set up a comfortable desk at home. Pay attention to the motivation of your child, otherwise, learning will progress slowly.

Program

You should not prepare the baby for school in the abstract, try to find requirements, tests, tasks and concrete examples questions. For the development of fine motor skills, a child must string pasta or beads, cut something out of paper, draw with paints, create applications, embroider, knit, etc. To teach your baby everything you need, pay attention to the following lesson plan:

materials

To teach your child everything that is needed when entering school, use special visual materials. You can find them in large numbers on thematic web resources. For the development of logical thinking, attention, memory and imagination, there are many educational games that require multi-colored cardboard. For example, for learning to read and write, you need a picture book: select any letter, say it several times and invite your child to circle it with a pencil all over the page. More details can be found in teaching aids.

Games to prepare for school preschoolers

Educational games will help future preschoolers to consolidate knowledge of the alphabet, learn how to compose words, write and read. In addition, such activities contribute to the development of attention and concentration. Moreover, a preschool child is often distracted and cannot concentrate on one type of activity for a long time. Games that will help in the development of the baby:

Title: Book Detective.
Purpose: to develop the speed of thinking, to teach to correlate letters with specific pictures.
Material: book with illustrations.
Description: give the task to the kid to find a picture in the book for a certain letter. If several children participate in the game, then introduce an element of competition, i.e. The winner is the one who finds the most pictures.

Here's another good option:

Title: Illustrator.
Purpose: to teach how to handle a book, develop logic, imagination.
Material: several books.
Description: Read a short story or verse to your child, then invite him to pick up drawings for him from other books. Then ask to retell short story read based on the selected pictures.

Developing classes

As a developmental exercise, you can use any labyrinths where some character needs help to get to the exit or get somewhere. There are many games that help improve concentration and increase its volume. Some exercises contribute to the development and arbitrariness of attention. A good version of the developing game:

Title: "Flowers in the flowerbed"
Material: multi-colored cardboard.
Description: cut out of cardboard three flowers in blue, orange, red and three flower beds of a rectangular, square, round shape. Let the child distribute the colors in the flower beds based on the story - red flowers did not grow in a square or round flower bed, orange ones did not grow in a rectangular or round one.

Another game that is great for developing a variety of skills in preschoolers:

Title: How are they similar and how are they different?
Goal: to develop logical thinking.
Description: offer the children two items each, which they should compare and point out their differences, similarities.

How to mentally prepare your child for school

Personally social readiness preschooler is that by the time of admission he must be fully prepared both for communication and interaction with peers and adults. For psychological preparation to be really successful, give the child the opportunity to independently establish contacts with others on the playground.

The so-called "home children" are often afraid of large crowds, although not all adults feel comfortable in the crowd. At the same time, one should not forget that the future first-grader will have to be in a team, so try to get out to mass events from time to time. Motivate the baby - if he is used to constant praise at home, then evaluate not every step, but the finished result.

Video

Methods of preparing children for schooling.

Entering first grade is a very important moment in the life of a growing child. Parents are constantly worried about when to start studying with the baby in order to prepare him for school and what the child must be able to do by the age of 6-7.

The very first knowledge that a preschooler must possess without fail is the ability to give his full name, surname and patronymic, as well as the full name of the next of kin: mom, dad, brother or sister, grandparents. In order to check this, it is enough to periodically ask him the appropriate questions.

The school preparation program implies that a child of 6-7 years old should know the names of the seasons, the days of the week, the number of months in a year. It is very easy to check this by asking the baby leading questions, for example:

What day did we go to new site?
When is dad's day off?
What is the name of the time of year when it is snowing outside and you wear warm clothes?
When can you swim?
When will we decorate the Christmas tree?
What month is your birthday?

Preparing children for school includes teaching them. There is nothing wrong with the fact that the baby cannot quickly and confidently read the whole page of the book - for admission to the first grade, it is enough to be able to read at least a few of the simplest sentences, even by syllables.

Many parents include in preparing for school and teaching the child writing skills. In fact, it is enough for a preschooler to be able to print two or three words in block letters.

Basic mathematical knowledge is of great importance in the methods of preparing for school. A first-grader kid must go forward and backward up to twenty, and perform the simplest mathematical operations with numbers up to ten: subtract and add them. You can check whether the baby knows elementary math well by putting a few apples in front of him and asking him to count them. After the initial count, you can remove a few apples - let the baby count how many were taken and how much was left.

An important skill that all preschool children should have is the ability to combine words or objects according to a number of features, as well as find similarities or differences between them, and choose an extra word or object from a number of presented ones. It is called . The program of preparing children for school must necessarily include the following exercises for the development of logic:

What do the objects or pictures have in common?
Find the differences!
Choose the odd word in the row

A child entering school must have a normal vocabulary and. He must repeat at least 7 out of 10 words named to him, know the names of geometric shapes, primary colors, animals and birds, and be able to answer logical questions such as:

What happens in the morning - sunrise or sunset?
Which season comes later - winter or spring?
Which animal is bigger - a sheep or a horse?
What is the name of a baby horse? What about cats, dogs, cows?

An important point in the program of preparation for school is the ability of the baby to compose, memorize and fantasize. The child should be able to describe in his own words what is drawn in the picture, compose short stories, retell read fairy tales or stories, and also recite a small poem in 2-3 quatrains by heart.

In the program of preparation for the school of preschoolers, parents must include teaching the baby the basic concepts. The baby should have an idea of what good and evil are, how bad deeds differ from good ones, how to behave with adults, how to communicate with peers.

It will not be superfluous to include in the process of preparing for school and teaching the baby basic self-care skills. By school age, a child should lay out objects and put them in their proper places, put themselves in order,.

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INTRODUCTION

1. ANALYSIS OF GENERAL AND SPECIAL LITERATURE

ON PSYCHOLOGICAL READINESS FOR SCHOOL STUDIES IN PRIMARY SCHOOL STUDENTS

2. EXPERIMENTAL STUDY OF THE READINESS OF STUDENTS OF GRADES 1-3 FOR SCHOOL EDUCATION AND REVEALING THE DEFECTS OF UNREADiness.

3. MAIN DIRECTIONS OF CORRECTION-

EDUCATIONAL WORK TO PREPARE CHILDREN FOR SCHOOL TRAINING

CONCLUSION

BIBLIOGRAPHY

psychological schoolboy intellectual thinking

INTRODUCTION

At present, in Russia, against the backdrop of fundamental changes in the political, socio-economic and spiritual life, an important aspect is the provision of assistance to children with learning difficulties. As noted in the Modernization Concept Russian education for the period up to 2010, in the 21st century, the most urgent problem is the adaptation of students to the rapidly changing conditions of life and learning. This problem is closely connected with the formation of the cognitive activity of the child and the formation of his personality as a whole. Problem psychological readiness to the school for teachers is not new. Under the psychological readiness for school education is understood the necessary and sufficient level psychological development child to learn school curriculum under certain learning conditions. Determining the goals and principles of organizing training and education in preschool institutions is connected with the solution of this problem. At the same time, the success of the subsequent education of children in school depends on its decision. The main goal of determining the psychological readiness for schooling is the prevention of school maladaptation.

In order to successfully achieve this goal, recent times various classes are created, the task of which is to implement an individual approach in teaching in relation to children, both ready and unprepared for school, in order to avoid school maladaptation. But at different times psychologists and teachers primary school, dealt with the problem of children's readiness for school, many methods and programs have been developed (Gudkina N.N.; Ovcharova R.V.; Bezrukikh M.I. and others), diagnostics of school readiness of children and psychological assistance in the formation of components school maturity.

It is important to determine how exactly to create the conditions in a general education school necessary for the implementation of correctional and pedagogical work to overcome the shortcomings of the psychological readiness of children for school.

Hypothesis: The assumption of overcoming the psychological unpreparedness of children entering the general education school, their causes and identifying the unprepared. The solution of this problem determined the purpose of our study.

To achieve the goal of the study, it is necessary to solve the following tasks:

1) to analyze the literature on the research problem;

2) choose methods for studying the psychological readiness of children for school;

3) conduct an experimental study (diagnostics and experiment) of the psychological readiness of children for learning;

4) determine the content of correctional and pedagogical work in conditions secondary school;

5) spend quantitatively qualitative analysis the results obtained.

Object of study: a feature of the psychological readiness of children for schooling.

Subject of study: development of the main directions of correctional and pedagogical work to identify shortcomings in the psychological readiness of children to study at school.

Subject of research: children from the first to the third grade of a public school.

Research methods were chosen taking into account the specifics of the subject and object of research, corresponding to its tasks. During the course of the work, I used following methods research:

· analysis, systematization and generalization of literary data;

anamnestic method;

observation and conversation

· experiment;

Quantitative and qualitative analysis of the obtained data.

Organization of the study: The experimental study was carried out on the basis of the Teplostan Secondary School in the village of Mosrentgen, Leninsky District, Moscow Region. experimental group(EG) were children of the first grade, in the amount of 25 students.

The work was carried out from 2007-2009 and was carried out in 3 stages, for 3 years from 1st to 3rd grades:

Stage 1 (2006\07) - search and theoretical, which included the analysis of literary sources on the research problem. The purpose, object, subject, tasks of the study were determined, diagnostic methods were selected and adapted to study the psychological readiness for learning at school.

Stage 2 (2007\08) - experimental, which provided for a stating experiment in order to identify the features of preparing children for school. In the process of the formative experiment, specially developed directions were used to overcome shortcomings in the readiness of children for school.

Stage 3 (2008\09) - generalizing, at which the processing, analysis and generalization of the results of the study, the design of the thesis were carried out.

Scientific novelty and practical significance of the research: in the course of the experimental study, additional information was obtained on the specifics of overcoming the shortcomings of the psychological readiness of children to study in a general education school. The proposed content of correctional and pedagogical work can be used to diagnose first-graders of a general education school in the first half of the year in the process of educational activities.

1. ANALYSIS OF GENERAL AND SPECIAL LITERATURE

The relevance of the problem of a child's readiness for schooling is determined by the fact important point that occurs in the life of a child in connection with a change in his social status. The preschooler becomes a student. A child's readiness for schooling depends equally on the physical, social and mental development child. Readiness is the state of health of the future first-grader, his performance and motivation, the ability to interact with the teacher, follow school rules, and the success of mastering program knowledge. At present, there are many different approaches to the study of this complex problem in science. Despite the fact that in psychology there is no single point of view on the nature of readiness, its structure, it can be argued that all researchers agree that readiness for schooling does not come down to the child having a system of some initial knowledge, skills and abilities, for example, literacy , problem solving, accounts. Despite their undoubted importance, they cannot be considered mandatory and decisive. The generally accepted point of view is that readiness for schooling involves the diversified development of the child's personality. This is a whole complex of properties and characteristics that describe the most significant achievements in the child's development in the preschool period. Psychological readiness for school is also an individual characteristic. With the same physiological age of children entering school, the interval of individual variants of psychological development can be quite wide.

Psychological readiness for school is formed gradually in communication with adults and peers, in the game, in preschool education, in feasible work, i.e. is prepared throughout the life of the child. But the main goal of studying readiness is not limited to assessing the success of a child's development in preschool age. The study readiness is an attempt to predict the possibilities, characteristics of the child in the next age period- junior school age. Thus, readiness for learning is not only and not so much the result preschool development, how much is the initial level of development of the younger student. Such an understanding of the essence of psychological readiness for learning dictates special requirements for its diagnosis and formation. The main transformations in the psyche of the younger schoolchild occur in the structure of the leading activity of this period - educational activity. Therefore, readiness for learning should be considered as the formation of prerequisites for mastering learning activities. This allows us to consider the structure of readiness by analogy with the structure of educational activity in the unity of motivational, operational and regulatory components.

The study of motivational readiness involves identifying the reasons that encourage the child to learn. The range of motives is quite wide: from an obvious unwillingness to study or an orientation towards the external paraphernalia of school life (a beautiful school, a bell, etc.) to a conscious desire to take a new social position (become a schoolboy) and interest in new knowledge. Cognitive motives have yet to be formed in joint learning activities with the teacher. At the level of readiness for learning, the prerequisites for the formation of cognitive motivation can be represented, such as general curiosity and cognitive activity in a situation of intellectual difficulty: the desire to learn something new, solve a problem, understand something. An important indicator is the orientation of the child to achieve success. As opposed to the fear of making a mistake.

The basis of readiness is the operational component. Its study involves identifying the child's ability to accept and retain a learning task and mastering the system of cognitive means that allow solving this task. Individual differences can range from the inability of the child to accept the learning task in full and keep it until the end of the task without additional help from an adult, the inability to find and correct mistakes to the complete acceptance and retention of the learning task. Even more tangible differences are seen in the development of cognitive means. The lower limit of the norm of age development is characterized by the predominance of involuntary forms of attention and perception; unformed actions of analysis, comparison, classification, even when relying on perception; imperfect ways of remembering and a limited supply of memory representations. Children with a high level of development of cognitive means demonstrate stable voluntary attention, while perception becomes an activity, i.e. regulated by conscious purpose; have a fairly wide range of memory representations; consciously understand the mindset to “remember”, and memorization itself becomes semantic. They can single out features without relying on perception, analyze them, compare them, highlight an essential feature and make simple generalizations.

Importance in learning has a regulatory component, which implies the child's ability to obey a conscious goal, a system of requirements. The interval of individual differences in this area extends from the predominance of impulsive behavior, involuntary activities, inability to obey given rules, including role-playing (being a schoolchild), to voluntary activity and behavior based on awareness of the goals of the activity and conscious acceptance of the role. But the picture of readiness for learning will not be complete if one does not touch upon one more area of child development, namely the sphere of social action. Learning activities are social in nature. It proceeds in the form of cooperation of a child with an adult and a peer. The teacher is the first adult for the child, relations with which are mediated by a certain content and role positions (teacher-student). These relationships are not limited to direct-personal ones. Therefore, it is extremely important that the child, perceiving the teacher as a carrier of social knowledge and social assessments, understands the conditional nature of his questions and actively accepts and uses his help. The child's attempts to replace contextual communication (about the content) with personal ones, the wrong reaction to the teacher's remarks (for example, touchiness), the inability to use teaching assistance - all these are indicators of the lack of formation of the necessary social actions, which can be a serious brake on learning.

The second significant partner in learning activities is a peer. It is known that in the early stages of learning, the child perceives the content exclusively through the teacher. He does not hear his peer, does not perceive his actions as a possible model for building his own activity. So, at the request of the teacher to complete a friend, the children can repeat his answer almost verbatim. Often, children ask the teacher the same question one after another: what the teacher answers to one child is not perceived as addressed to the whole class. All this, of course, reduces the effectiveness of training and requires special attention. Communication with a peer in the classroom requires a fundamentally different attitude towards him. Now a peer will act not as a partner in the game, personal communication, but as an employee in a situation of a joint educational task. But not all children entering school can enter into cooperation with a peer, which implies an understanding of the educational task as a common one, joint planning of upcoming activities, distribution of roles, mutual control. Most children enter into partnerships with peers sporadically, and in some cases even emotional communication with a peer unfolds only with the support of an adult.

Thus, the individual differences of children entering school, within the norm, can be quite significant. These differences affect all spheres of the child's personality and are manifested in all components of the psychological readiness for learning. There can be an infinite number of combinations of various combinations of different indicators of readiness - there are not and cannot be two children who are absolutely equally ready for school. However, when the teacher faces the problem of adapting the curriculum to the characteristics of the children's group in order to increase the developmental effect of teaching, it becomes necessary to reduce all individual options for child development to a certain typology. For this combination, three conditional generalized levels of psychological readiness for learning can be distinguished, each of which is characterized by a special combination of indicators.

Low level. Lack of desire to learn or positive, but meaningless motivation at the level of experiences. The student accepts the learning task only partially, may not keep it in the accepted volume until the end of the lesson. Makes mistakes not due to inattention, but because he did not remember the rules. Mistakes do not notice and do not correct either during the lesson or at the end. Involuntary attention and perception predominate. Poor stock of memory representations. The actions of analysis and comparison are not formed; it can highlight signs only when relying on perception. Behavior is difficult volitional regulation. With pleasure enters into emotional communication with an adult, business contacts are fully organized by an adult. Does not enter into contextual communication with peers, as there are no appropriate social actions. Emotional communication with a peer proceeds with the support of an adult.

Average level. The motivation for teaching is positive, conscious. The focus on the formal-external aspects of learning and social motives prevails. Accepts the learning task completely, but may not hold it in full until the end. In the course of work, he makes a few mistakes that he does not notice, but when pointed out, he can correct himself. Elements of voluntary attention and perception appear. Well-developed figurative memory. The child accepts the installation for memorization, but the methods of memorization are imperfect. Selects, compares features based on representations, can be combined based on the selected feature. Elements of volitional regulation of behavior appear. Business communication with an adult alternates with emotional. Adult help is accepted when focusing on business contacts. Occasionally the child improves business conversation with an adult on their own initiative. He enters into partnership with a peer only with the help of an adult, preference is given to emotional contacts.

High level. The child owns a detailed system of motives, there are elements of cognitive motives. The motivation to achieve success is expressed. The student accepts and retains the learning task completely without additional presentation. No or minor errors in execution. Evaluates the results of work based on comparison with the learning task. Voluntary attention and perception predominates. An observation appears. Visual-figurative thinking: the child can single out, analyze, compare signs, highlight an essential sign, make a simple generalization on the material corresponding to experience. There is a semantic memory. The child correctly understands the position of the "new adult" - the teacher, carefully listens to the task, makes contact, accepts the help of an adult with high own activity. Enters into partnerships with a peer: the learning task is perceived as a common one, activities are planned jointly and roles are distributed. Mutual control is combined with self-control.

All these readiness levels are generally accepted and conditional. But their selection allows not only to determine the initial capabilities of the child, but also to predict, plan the direction of his individual advancement in preparation for schooling.

There are enough shortcomings in preparing children for school. The relevance of the topic "Studying the psychological readiness for schooling of students elementary school»consists in the fact that it is necessary to pay attention to the formation of all mental processes.

The main reasons for unpreparedness.

Preparing children for school is a complex task, covering all spheres of a child's life. Psychologists distinguish three aspects of school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception, including concentration of attention, analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization; the ability to reproduce the pattern, as well as the development of fine hand movements and sensory coordination. Emotional maturity is mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time. Social maturity includes the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as the ability to play the role of a student in a school situation.

The works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school, which has its roots in the works of Vygodsky L.S.; Bozhovich L.I.; Elkonina D.B. and etc.

Bozhovich L.I. (1968) identifies several parameters of the child's psychological development that most significantly affect the success of schooling. Among them is a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere.

Psychological readiness for schooling is a multi-complex phenomenon; when children enter school, insufficient formation of any one component of psychological readiness is often revealed. This leads to difficulty in learning and disruption of the child's adaptation to school.

a) Adaptation to school.

In recent years, two problems have been actively discussed in the psychological and pedagogical community: preparing children for school and adapting a first grader to schooling.

Traditionally, the preparation of children for school is spoken exclusively from the point of view of the child. As a rule, educators and parents are concerned about the following: what should a child know, what should he know, what should he be like, so that his adaptation goes smoothly, and his education is successful in the future? In response to these questions, a positive trend has already emerged: adults pay attention not only to the intellectual readiness of the child, but also to teaching him to read, count, and write before school. simple words, but other aspects of the child's readiness for school gradually become a priority, such as psycho-physiological readiness (good health, good working capacity, a high level of development of school-significant functions); personal readiness: motivational and emotional-volitional (desire to learn, acquire new knowledge, positive attitude to study, age-appropriate ability to regulate one's behavior and emotions, overcome feasible difficulties); social readiness (communication skills of the child, his ability to communicate with peers, build adequate relationships with the teacher and other adults).

Even if adults comprehensively prepare a child for school, spending a lot of time, money, effort on it, sometimes at the beginning of study it becomes obvious that the desired result has not been achieved, the child experiences a lot of difficulties and cannot adapt to school in any way. One of the reasons is that preparing only the child for school is not enough. It is important that together with the child, his family, his parents are ready for school.

First of all, all teachers involved in the preparation of the child for school need to realize the role of the family in the successful solution of this problem and, along with the comprehensive preparation of the child for school, prepare his parents.

The readiness of the family to educate the child at school means an adequate parental position, the presence in the family of clear internal rules and reasonable inclusion of the family in society. Parental position is the tactics and style of education, pedagogical accents and attitudes of parents. For an optimal parental position favorable for the development of the child, the following are characteristic:

1) adequacy - the closest to an objective assessment by parents of the mental and characterological characteristics of their child, building their interaction on its basis;

2) dynamism - the ability of parents to change the forms and methods of communication and influence on the child in relation to changing situations and conditions of family life;

3) predictability - the focus of the educational efforts of parents on the future of the child, his future life.

The presence of clear internal rules in the family. This means that approximately six months before the child enters school, the family must move from the preschool stage life cycle families to school. In other words, new rules must be worked out by which the family will soon live; a daily routine has been established that meets the requirements of the school as much as possible, and ways to comply with it; the rights and obligations of each family member are distributed in a new way and time is given to practice in their implementation.

Reasonable inclusion of the family in society. Often school difficulties expect children from families that, for one reason or another, ignore society (society, social life). In some families, communication with society is broken because they are dominated by the idea of the world around them as evil, aggressive and cruel. Other families lead isolated lives for other reasons. They are so absorbed in their own hobbies and interests that they have no strength, no time, no desire to interact with society.

There are also such families, they are also called hypersocializing, which, on the contrary, seem to dissolve in society. Such families have almost no internal rules of their own, but assign social rules. Parents strive to ensure that the child meets the requirements of society (kindergarten, and then school) as much as possible. If a child from such a family has difficulties in kindergarten(I couldn’t tell a poem at the matinee, peers don’t take it into the game, the teacher regularly points out his slowness), then in his own eyes and in the eyes of his parents he turns out to be a person who dishonors the family, cannot cope with the requirement to be successful. An unsuccessful child does not receive proper support and assistance in a hypersocialized family, because they live here according to the principles: the teacher is always right; offended by peers - he is to blame. Parents do not help the child, do not give emotional support, do not inspire faith in their own strength, but only increase the burden of failure.

And then the child became a first grader. Going to school is a turning point in everyone's life. The beginning of school education radically changes the way a child lives. The carelessness and immersion in the game characteristic of preschoolers are replaced by a life filled with many restrictions: now the child must work systematically and hard, strictly observe the daily routine, obey the various norms and rules of school life, follow the teacher's requirements, do homework carefully, etc. In other words, the child must adapt to school, i.e. adapt to new conditions of existence, to a new type of activity (training), to new contacts and loads. Such a situation, requiring mental and physical stress, is stressful for first-graders. However, children are subject to school stress to varying degrees and cope with it in different ways. By the end of the first school term, first-graders can be conditionally divided into three groups.

The first group: children who practically do not experience school stress. They adapt to school life quickly, efficiently and painlessly.

The second group: first-graders who, having experienced school stress, gradually cope with it. They adapt to school life at the cost of an overstrain of physical and mental resources, but after some time some of them may again find themselves in a situation of maladaptation.

The third group: students who, having experienced school stress, do not find ways to cope with it and, as a result, do not adapt to school life.

What is the difference between adapted first-graders and their peers who are poorly adapted and not adapted to school? First of all, adequate behavior, successful contacts with the teacher and classmates, gradual mastering of the skills of learning activities, a high level of learning motivation, a positive emotional attitude towards school and emotional well-being in general, as well as good performance. The difficulties faced by unadapted first-graders are varied and individual, but their reactions to these difficulties are quite similar and can be systematized as follows:

Situational psychoprotective reactions to specific school difficulties. For example, a child burst into tears in a lesson because he could not glue the box beautifully, or, answering, he made a mistake and does not raise his hand until the end of the lesson;

Relatively stable psychoprotective reactions to typical school difficulties. For example, a student traditionally reacts with tears to the failures that befall him: it is not possible to glue the box beautifully, to draw hooks and sticks evenly, etc. or answers well from the seat, but cannot do it at the blackboard;

Stable psychoprotective reactions to the situation of schooling in general. For example, a child goes to school with tears every day, does not want to enter the classroom, refuses to perform homework, attend some classes, often get sick, his chronic illness worsens, inexplicable psychosomatic reactions occur: vomiting, abdominal pain, headache, fever.

What provoked the difficulties of school adaptation in a sufficiently large number of first-graders?

First of all, the influence of negative factors affecting the child at school and family. Among them are the stressful tactics of authoritarian pedagogy, the intensification of the educational process, the early start of preschool systemic education, the inconsistency of programs and teaching technologies with the functional and age characteristics of students, the insufficient qualifications of teachers in matters of child development and health protection, and mass illiteracy in this respect of parents. As a result, the pressure of the family is added to the pressure of the school. At the same time, it is the child-parent relationship that is of particular importance for overcoming school difficulties.

Since the beginning of the school year, most parents of first-graders have been faced with the following problems: how to treat their child's school difficulties, how to respond to the teacher's negative opinion about their child, whether to help the child study at home, etc. Their decision is often determined by the experiences and half-forgotten own experiences of the parents. After all, the school for many adults continues to be a source of fear and anxiety, and the teacher is a symbol of control. Some parents are sensitive to the evaluation statements of the teacher about their child. This is because they unconsciously refer to the assessment of the child's results as an assessment of their parental competence. It is natural that parents begin to master the skills of psychological self-defense, instead of protecting their own child and helping him. As a result, some parents further increase the requirements for the child, others increase control over him, others increase the already severe punishments, and the fourth go over to the side of the teacher and unconditionally support him. In any case, the child gradually begins to bear the burden of double responsibility: for himself and for the emotional state of his parents. Often such a burden of responsibility turns out to be unbearable for the child, he experiences real stress, and his school difficulties are aggravated.

Among the many possible reactions of parents to the school difficulties of the child, the following groups are distinguished.

First group. Parents understand and accept the difficulties of their child, they are sensitive to his experiences, strive to constructively overcome them and really achieve good results. Such parents read psychological and pedagogical literature, consult with specialists (psychologists, teachers, speech therapists). But even in this group, the motives of the behavior of parents are not the same. Some parents accept the essence and experiences of their child as a given, regardless of his school successes or failures (unconditional acceptance), the attitude of other parents towards the child is due to their expectations of his social successes and achievements (conditional acceptance). Obviously, unconditional acceptance is preferable to conditional and has a more favorable effect on the success and general mental state of the child.

Second group. Parents understand and accept the child’s school difficulties, but they react to them purely emotionally: they either fixate on their own experiences, or blame the child, or take care of him extremely, but at the same time they do not accompany their emotional reactions with specific constructive actions aimed at providing the child with the necessary assistance.

Third group. Parents who ignore their children's school difficulties. These are the so-called "non-included" parents in the educational process. Their behavior is focused on avoiding the difficulties and problematic situations that a child has at school. They prefer not to think about problems at all, step back and / or shift their decision to others, including the child himself.

Most often, this style of behavior occurs in dysfunctional families, pedagogically incompetent parents or in families where the personal characteristics of the spouses, their relationships are of particular importance, and parenthood is unconsciously perceived as an obstacle to marital happiness.

Unfortunately, most parents do not even realize how much their own behavior, their attitude towards the school and the teacher, their interaction with the first grader at the school start stage and before it affect the child's adaptation to school, his mental and physical well-being, further success.

Of course, parents are adults, and it turns out to be difficult, sometimes impossible, to try to influence pedagogically some of them, but today there is such a situation that in order to effectively prepare a child for school and for his subsequent successful adaptation to it, it is necessary to conduct psychological and pedagogical general education for parents . Parents can help parents preschool institutions, primary school teachers, child psychologists, social educators.

b) Learning motivation as an indicator of the quality of education of younger students.

In the modern school, the question of the motivation of learning can, without exaggeration, be called central, since the motive is the source of activity and performs the function of motivation and meaning formation. Primary school age is favorable in order to lay the foundation for the ability, desire to learn.

What is motivation? What does it depend on? Why does one child learn with joy and the other with indifference?

Motivation- this is an internal psychological characteristic of a person, which finds expression in external manifestations. In relation to a person to the outside world, various activities. Activity without a motive or with a weak motive is either not carried out at all, or it turns out to be extremely unstable. How the student feels in a certain situation depends on the amount of effort that he makes in his studies. Therefore, it is important that the entire learning process evokes in the child an intense and inner motivation for knowledge, intense mental work.

The development of the student will be more intensive and effective if he is included in the activity corresponding to the zone of his proximal development, if the teaching will cause positive emotions, and the pedagogical interaction of the participants in the educational process will be trusting, enhancing the role of emotions and empathy.

The doctrine has a multi-motivated character, i.e. it is not one, but a number of motives of various nature that induces the student to it. All motives can be divided into the following groups:

Educational and cognitive (interest in knowledge, cognitive need, curiosity);

Directly motivating (brightness, novelty, entertaining, fear of punishment);

Promising and motivating (sense of duty and responsibility).

Numerous studies show that in order to form a full-fledged educational motivation among schoolchildren, it is necessary to carry out purposeful work. Educational and cognitive motives, which occupy a special place among the presented groups, are formed only in the course of active development of educational activities.

Educational activity has a certain structure, which contributes to an emotionally positive perception of learning, provides the student with the opportunity to freely express emotions, makes him a true subject of educational activity.

The key to the success of teaching younger students is the presence of sustainable educational motivation and cognitive activity.

c) Development of children's intellectual readiness for schooling.

The ever-increasing flow of information requires special attention to the development of children's mental abilities based on curiosity and interest in the process of learning. In many ways, this depends on the correct understanding of the child's readiness for schooling, taking into account the maturation of all body structures, the formation of high-quality neoplasms in all areas of the personality: physical, motivational, emotional-volitional, intellectual, communicative.

In various publications, intellectual readiness for schooling is considered as a level of internal organization of the child's thinking, which ensures the transition to learning activities. This implies developed ability the child to penetrate into the essence of objects and phenomena, mastering such mental operations as analysis and synthesis, comparison and generalization, classification. In the process of educational activity, the child will have to establish causal relationships between objects and phenomena, to resolve the identified contradictions. What plays an important role in mastering the system of scientific concepts and generalized methods for solving practical problems at school.

Thinking is characterized as the highest stage in the development of a person's spiritual, theoretical activity, in which, as a result of the continuous interaction of a person with the objective world, existence is reflected in consciousness on the basis of the unity of the objective and the subjective. Human thinking functions in accordance with three basic principles: conformity to nature (the process of thinking is subject to the laws of nature); cultural conformity (behavior and social experience) and complementarity (harmony in the child's thinking).

Analyzing the nature of the schoolchild's thinking, it is necessary to dwell on the characteristics of its forms. Traditionally, the forms of thinking of school-age children are distinguished in the context of the main types of activity: visual-effective, visual-figurative, logical.

Table 1. Indicators of intellectual readiness

figurative component	Verbal component
1. The ability to perceive the diverse properties, signs of the subject.	1. the ability to list the various properties of objects, to highlight the essential ones from them.
2.Visual memory on a figurative basis.	2. Auditory memory based on speech.
3. The ability to generalize the existing ideas about the subject (phenomenon)	3. The ability to generalize sets of single concepts using familiar or self-selected terms.
4. Development of mental operations of analogy, comparison, synthesis.	4. Development of mental operations of classification, analysis.
5. Heuristic thinking	5. Critical thinking

In the process of developing the intellectual readiness of children for schooling, it is necessary to take into account the following methodological guidelines.

1. Taking into account the integrity, asymmetric harmony of all forms of thinking of preschoolers in the organization of a full-fledged process of cognition. Understanding it from the point of view of self-movement, self-development of the child. This requires the teacher's attention not only to the content of the material, but also to the process of developing concepts, methods and forms of organizing the cognitive activity of children.

2. The process of cognition of the essence (concept) has two aspects: logical-debatable, conscious, having a verbal form, as well as intuitive-irrational, with a moment of conjecture, insight, having on the basis of figurative thought processes associated with emotional experiences.

3. Taking into account the emotional attitude of the child to the material being studied, which creates a kind of dominant in thinking that supports curiosity and interest. An important manifestation of cognitive interest are the questions of children, acting driving force understanding process. In this regard, it is necessary to correctly and substantiate the formulation of questions.

4. Methods for developing intellectual readiness for schooling are based on the unity of the image, word, action in the child's activities using sign-symbolic means as a link between the figurative and verbal components of thinking. This should involve different kinds activities based on the leading activity and creativity of the child.

5. Intellectual readiness for schooling involves the development of ways of cognitive activity of the child. The sequence and stages in the development of concepts in preschoolers can be different. It depends on the content of the studied material, the individual characteristics of the child, the level of mastery of the concept.

These provisions, based on the principles of developmental education, contribute to the implementation of the continuity of preschool and primary education, which is based on the following areas of development of a child aged 3-10 years.

1. Mental neoplasms of this period: reflection as awareness of oneself and one's activity; arbitrariness, imagination, cognitive activity, understanding and operation of sign-symbolic means.

2. Social development: awareness of social rights and obligations, interaction with the outside world.

3. Activity development: the priority of leading activity based on creativity.

4. Readiness for further education, study of academic subjects.

The implementation of these areas will give the desired result only in the conditions of personality-oriented education, addressed to feelings, individually unique. inner world man, to his worldview, worldview, worldview.

G) The development of speech of younger students.

One of the indicators of the level of a person's culture is his speech. It is believed that speech is a channel for the development of intelligence. The sooner the language is mastered, the more knowledge will be acquired. The main task of the teacher is to teach children to think, speak, reason.

Speech development determines the effectiveness of the assimilation of other school disciplines, creates the prerequisites for active and meaningful participation in social life, provides the skills of speech behavior necessary in personal life, the culture of speech development.

Work on coherent speech - written essays and presentations, oral stories - requires special attention. In the program of traditional primary school education, the system of classes for the development of students' speech is not fully represented, although this section is integral part training courses "Literacy, speech development and extracurricular reading", " Literary reading(classroom and extracurricular) and speech development”, “Phonetics, vocabulary, grammar, spelling and speech development”. That is why many teachers create a speech development workbook for elementary school students. The manual allows you to organize systematic work on the development of speech and the use of such a notebook makes it possible to:

compose a text, express your thoughts, knowledge, feelings and detailed written statements;

determine the topic and main idea of the text, title it, divide it into main parts;

To acquaint with the norms of the language and it is expedient, appropriate to apply them depending on the speech situation;

· to improve and develop the speech activity of students at all levels of the language: phonetic, lexical, morphological and syntactic.

Work on the presentation begins with the restoration of the deformed text. In the process of this work, children understand that the words in sentences are related to each other in meaning and grammatically, and sentences express a complete thought and have boundaries. The peculiarity of spelling exercises is that, along with spellings known to children, they are considered not yet studied, but containing elements of entertainment. Lexical exercises allow you to enrich the vocabulary of younger students. This work is connected with the assimilation of synonyms, antonyms, homonyms, phraseological units, proverbs, sayings, riddles, games are also studied.

Motivation to perform a creative task is created by non-traditional themes of essays. For example, “Why is the watermelon striped?”, “What is the water boiling in the kettle thinking about?”, “I am an apple.” The compositions of younger schoolchildren are small plot stories, into which elements of description are gradually introduced. Preparation for an essay begins long before it is written and is carried out integratively in the lessons of reading, the Russian language and the world around.

e) First grader in communication with adults.

One of the most important means of education is communication. Communication, especially with adults, helps the child to learn certain norms and rules of behavior, the nature of relationships. With admission to school, the transition of the preschooler to a new way of life and conditions of activity occurs. To adapt a child to a new social role and new relationships with surrounding adults, it is necessary to know as much as possible about the already formed communicative behavior of the child, learn to understand and correctly build your communication with him. Communicative behavior is understood as a set of rules and traditions of communication implemented in communication of a particular linguocultural community, a group of native speakers or an individual.

I conducted a study of the characteristics of the communicative behavior of younger students. The study involved students of the 1st grade of the Teplostan secondary school in the Moscow region. An analysis of the data obtained showed that first-graders love and want to communicate (74%), although sometimes they get tired of communication (32%), they communicate more often with children (68%) than with adults (20%). The majority of first-graders (62%) lack communication with adults, especially with close relatives, and especially with their mother (56%), grandmother (35%), father (27%). Most of all, children like to communicate with a kind (40%), funny (22%), beautiful (11%), young (7%), adult, interesting storyteller (6%). Children in communication with adults are attracted by affectionate speech (28%), a smile (23%), a trusting attitude towards them (22%), questions about them and their affairs (15%). They most of all want to be like their mother (35%), the hero of the film (25%), their older brother (15%), their father (15%), because their mother is kind (26%), understands everything (15%), good friend (15%). They most often share their secrets with her (40%), they tell her about their successes (56%).

When children are offended, 40% of them complain about the offender to their mother. Mom most often reassures them (15%), says comforting words (24%), strokes their heads (26%), buys some kind of toy (24%), tells funny stories(16%). Children want to be like the hero of the film, older brother, dad because he is strong (25%), handsome (11%). 15% of respondents like to communicate with a teacher, because she is kind, cheerful, tells everything, can answer almost all questions.

When communicating with adults, first graders do not like loud (26%) and fast speech (7%), when they ask a lot of questions (31%) or scold (35%), speak rudely (22%), laugh at them (10%), do not smile (12%), talk about their affairs (9%), make a lot of remarks (8%). order (3%) or scold him (7%).

80% of the children surveyed have a negative attitude towards adult quarrels (I'm not pleased, I'm upset). If parents quarrel, then 52% of children try to reconcile them.

The most significant for a first-grader is study and play. This determines the content of their communication with others. Observations show that first graders most often talk with adults about topics related to school life (70%). With peers, the younger student most often talks about games and toys (58%). At the same time, more and more children are becoming interested in the world of human relationships and finding their place in it. They think about how to congratulate their grandmother on her birthday, make peace with a friend, etc. Only understanding by adults of the importance of answers to these questions for children ensures their cooperation. Unfortunately, it happens that adults find these questions ridiculous. So one mother said, not realizing that it is precisely around these issues that it is necessary to build relationships with the child.

First-graders do not like to talk with adults about bad grades and unfulfilled lessons (53%), about the affairs of adults (15%), because it is not interesting.

In a conversation with parents, it turned out that most parents find it difficult to answer the question: “What do you usually talk about with your child? How are you raising your child? This indicates a lack of regular communication with the child and emotional contact with him.

The results of the study show that younger students have many questions, but they do not ask them to adults. different reasons: they are shy (30% of children are shy of the teacher, 10% - mom and dad), obviously know that they will not receive an answer to them. It is in the questions: “Why am I studying poorly?”, “What needs to be done to be obedient?”, “Why is mom angry?”, “Why do dad and mom quarrel?”, “Why do they love the younger ones more?”, “Mom, You do not love me?" reflects the desire of children to learn the norms of behavior, the expectation of a positive assessment of adults, the lack of emotional contact between adults and children. Most adults do not consider it necessary to discuss such issues. From adults, a verbally expressed assessment, benevolence, sympathy is required, which the child expects, but does not receive. As a result of such communication with an adult, a student develops a feeling of comfort, trouble, which undoubtedly further affects his relationships with people and the development of his personality as a whole.

When adults communicate with children, negative assessments significantly dominate over positive ones: in general, students are evaluated for their failures, and their successful actions are often ignored. According to 70% of the children surveyed, adults rarely praise them, and 8% of the children answered. That they are not praised at all. Children want to hear more often words of approval, praise, especially diminutive, figurative, emotional appeals. 81% of first-graders believe that adults often scold them, and they find a variety of words for a negative assessment: dunce, lazy, shameless, slut and corporal punishment. This attitude can cause a child to feel resentment, fear, even hatred.

It is known that at the age of 6-7 years, an opinion about oneself is formed as a result of the assessment of adults. If a negative assessment prevails, then a negative self-assessment may form. Children come to terms with negative characteristics, stop reacting to them, behave in such a way as to correspond to the statements of an adult. They become aggressive, they have difficulty in communicating with others. But 70% of children forgive adults insults and grief. Younger students are characterized by benevolence, openness, spontaneity, a joyful attitude and worldview. A positive worldview is mainly manifested in a child under the age of 11-12 years, i.e. The age of 6-9 years is the most sensitive for the formation of a child's positive attitude towards himself and the world around him. If adults do not take this into account when communicating with a child and do not support such a worldview, then students will develop a negative self-esteem; the authoritarian style of adult relationships will become dominant for them in communicating with others. The results of the study show that teaching the norms of behavior and communication, the formation of adequate communicative behavior in children will be more successful if:

Communication will take place taking into account the interests and needs of children of this age;

· the method of conducting classes will include diagnostics of the level of development of communicative skills of first-graders;

communicative behavior of adults will be a model for the child;

When using a negative assessment, adults will evaluate not the personal qualities of the child, as this offends the children, but the actions performed by the child;

positive assessment will prevail over negative, and it will be more diverse and not only verbally expressed, but also non-verbal (hug, kiss, pat on the head).

Knowledge of the characteristics of the communicative behavior of younger students allows adults to correctly understand students, adequately build an educational impact, optimally satisfy their communicative needs, avoid mistakes in communication, effectively develop and improve the communication skills of children, contributing to the improvement of their general culture.

...

Methods of preparing children for school

Any methodology should be comprehensive, teach not only specific skills, but involve general development. Of course, now there are many ways to carry out preschool preparation for school. You can select the most popular.

Zaitsev's technique

This method is approved by many teachers. He has proven himself well, both in group classes and individual, including at home with his mother. The materials necessary for full-fledged classes are available to everyone. The methodology offers an original way of teaching writing, reading, which is an important aspect of preparing for school.

But along with this, it is worth noting that information in the primary grades will be presented in a completely different form and, perhaps, it will be more difficult for the student to adapt to the educational process.

Now it is very popular and widely used in kindergartens, early development centers, as well as at home. It is aimed at the self-development of the child, that is, parents create a learning environment and simply watch the games, sometimes helping and guiding. Exercises include the development of motor skills and sensations. But the methodology does not imply a special discipline that is needed in school lessons. And this can affect the child's attitude to learning.

It involves active physical and creative development, children learn independence, and parents follow and unobtrusively suggest, motivate. The important thing is that according to this method a lot of information is freely available, any mother can read and understand everything herself.

Psychological preparation for school

Admission to first grade is associated with changes in a child's life and this, in turn, is stressful for him. Often parents, when they say “getting ready for school,” mean intellectual preparation, losing sight of the fact that the learning process is also an interaction with other children and adults. To help the baby to more easily endure the adaptation period, you need to take care of the psychological preparation of the first grader for school. After all, if a student does not understand how to behave correctly in the classroom, what awaits him in the learning process, then he is unlikely to become an excellent student and he will have good relations with classmates.

Here are the main points that you need to pay attention to:

Preparation for school in grade 1 can be done at home on your own, relying on one technique or combining them. Much attention is paid to this issue in kindergartens. But ideally, about a year before school, you should talk to a child psychologist who will give objective professional advice. Even if something goes wrong, there will be enough time to pay attention to it.

Alina Evdokimova
Diagnostic methods for preparing a child for school

Diagnostic methods for preparing a child for school

Methodology"House"

Methodology"House" (N. I. Gutkina) is a task to draw a picture of a house, individual parts which consist of elements of capital letters. Methodology designed for children aged 5-10 years and can be used to determine the child's readiness for school.

Purpose of the study: to determine the child's ability to copy a complex pattern.

The task allows you to identify the child's ability to navigate according to the model, accurately copy it, determine the features of the development of involuntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hands.

materials: sample drawing, sheet of paper, pencil.

Methodology"Ladder" (Shchur V. G.)

Target: identify features of self-esteem child(as a general attitude towards yourself) and submissions child about how other people evaluate it.

Materials and equipment: Draw a ladder of 10 steps on a piece of paper.

Instruction: Show child ladder and say that the worst boys and girls are on the lowest rung. On the second - a little better, but on the top step are the nicest, kindest and smartest boys and girls. What step would you place yourself on? Draw yourself on this step. You can draw 0 if to kid it's hard to draw a human. And what will your mother, teacher put you on?

Methodology"Graphic Dictation". D. B. Elkonin.

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

Application area: determination of readiness for learning, the formation of spatial representations and the level of self-regulation, the development of recommendations.

Description methods. Before methods the board is drawn into cells so that instructions given to children can be illustrated on it. You need to have the text of the instruction in front of you so that it can be reproduced verbatim. After the children are given pencils and sheets of paper, where the last name, first name of the child and the date of the examination are signed, the psychologist gives preliminary explanations, after which they proceed to drawing a training pattern. While drawing the training pattern, you need to pause long enough 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. While drawing the training pattern, the psychologist walks through the rows and corrects mistakes, helping the children to follow the instructions exactly. When drawing subsequent patterns, this control is removed. If necessary, the psychologist approves of timid children, but does not give any specific instructions.

Methodology"Selection by Analogy". Polivanova N. I., Rivina I. V. 1993.

Methodology is aimed at identifying the child's ability to identify the regularity of the relationship between the elements within the system and transfer it to another system by analogy with the first. Reveals the analytical component in the structure of systems thinking.

Application area: study of visual-spatial representations and features of thinking, development of recommendations.

Description methods. Methodology includes 6 increasingly difficult tasks, in each of which the elements are correlated according to the following parameters: the size (exercise 1); color (task 2); position - posture (task 3); amount (task 4); nature of operations with geometric elements (tasks 5-6).

"HAND TEST" (L. A. Wagner)

Allows you to explore the thinking and perception of children.

Conducting a test. Before child 8 geometric patterns are laid out in a row figures:

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

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

The level of task completion is determined by the number of features that are oriented child when choosing"the most unlike" figures and which he named.

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

The middle level is 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.

Sequential Pictures

Methodology aimed at the study of verbal-logical thinking. To kid a series of pictures is offered (5-8, which tells about some event. Sequential pictures of the test D. Veksler: Sonya, Fire, Picnic. Conducting a test. Before child pictures are arranged in random order. 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.

Child must arrange not only in a logical, but also in a "worldly" sequence. For example, child can put a card on which the mother gives the girl medicine in front of the picture on which the doctor examines her, citing the fact that the mother always treats baby herself, and the doctor is called 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 may ask child is he sure that this picture (showing which one) lies in its place. If a child cannot put it correctly, the examination ends, but if he corrects the mistake, the task is repeated with another set of pictures.

Related publications:

Diagnostic maps for the project on familiarization with the culture of the peoples of Mordovia Diagnostic map of children's skills and abilities second junior group on the formation of ideas about the culture and life of the peoples of the Republic of Mordovia.

Child's readiness for school advice for parents "Preparing for school: preparing a child, preparing ourselves" Our children have already matured, and in a year they will move on to the next one.

Using games with rules to prepare children for school Relevance. Playing with the rules is the leading type of game in the senior preschool age. In the game, the most important changes in the psyche of children take place.

Consultation for parents "The problem of preparing children for schooling"“The sources of children's abilities and talents are at their fingertips. From the fingers, figuratively speaking, there are the thinnest streams that feed.

Consultation "Methods for organizing complex work in preparing children with disabilities for schooling" With the organization of comprehensive work to prepare children with disabilities for school education, a teacher - a speech therapist is possible.