Diagnosis of the level of psychological readiness for school. Test of psychological readiness for school - "Ten words"

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.

The most unlike

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.

Sequential Pictures

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.

Graphic dictation.

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 right hand? Stretch your right arm out 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 stretch out the 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.

School motivation tests

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 a school uniform and use school supplies at home, but you are not allowed to go to school, will that 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?

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.

Pictogram

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

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 the average level - 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).
Intermediate level - adequate drawings for simple words and failure or literal, concrete reflection of compound words (e.g. development).
High level - drawings 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 practically the same type, little connected with 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.

The most unlike

L.A. Wagner

Allows you to explore the thinking and perception of children.

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

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 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.
Middle 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.

Sequential Pictures

The technique is aimed at studying the 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.

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.
Middle 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.

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.

Processing of results.

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).

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

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.

No. 1 - I want to go to school.

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

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

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

No. 5 - I ask myself to be read to me.

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

No. 11 - I want to be a student.

No. 12 - Let the lesson be longer.

Ladder test

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 one 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 the elder preschool age are able to analyze their activities and correlate their opinions, feelings and actions with the opinions and assessments of others, therefore self-esteem of 6-7 years 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 of the individual.

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. IS 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

Elena Kosolapova
Diagnosis of the readiness of children 6-7 years old for schooling

INTRODUCTION

One of the many activities practical psychologist is selection children to school, and in particular diagnostics of the readiness of children 6-7 years old for schooling. Despite the availability of the most diverse material on this issue, the main drawback of most of these manuals is an incomplete description of the examination procedure and processing of results. In addition to this, in diagnostics not always taken into account all the components of the psychological readiness.

Traditionally, there are three aspects school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception, including the selection of a figure from the background; 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 sensorimotor coordination. Emotional maturity is mainly understood as a decrease in impulsive reactions and the ability to long time do a very unattractive task. 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 situation. schooling.

Based on the selected parameters, tests are created to determine school maturity. In this regard, this publication contains not just methods, but entire programs that allow you to conduct a full-fledged diagnosing a child's readiness for school and receive information about the formation of each component school maturity.

The paper outlines 5 programs (including specially selected methods, 5 methods for determining the leading motives of learning and a research methodology learnability, which is very popular because of its practical significance, which can be used both independently and in addition to programs.

Materials for each diagnostic methods are presented in the following okay:

The purpose of the study using this technique;

Necessary diagnostic material;

Features of the presentation of instructions;

Features of the study;

Evaluation of results;

Data interpretation.

Diagnostic program 1

Psychological school readiness includes four spheres: 1) affective-need; 2) arbitrary; 3) intellectual; 4) speech.

Study of the affective-need sphere.

a) a technique for determining the dominant motive in a child

Equipment: Toys are placed on the table in advance.

The child is invited into the room, the toys are shown, which he examines for one minute. Then the experimenter calls the child to him and offers to listen to an interesting tale (but not very long). Actually interesting place the reading of the tale is interrupted and given question: What do you want now? more: listen to a fairy tale or go play with toys?

Children with a developed cognitive interest ask to finish reading a fairy tale, with a weak one - they go to play (but the game, as a rule, is manipulative in nature - they grab one toy, then another).

b) Experimental conversation to identify the internal position schoolboy

The conversation should contain questions that would indirectly make it possible to determine the presence of cognitive or learning needs.

Questions can be like this:

What do you know about school?

What do you think will be interesting there?

You play with your friends school?

Who do you like more be: teacher or student?

Do you like cartoons or movies about school?

Why do you think children should go to school?

What do you think is better to study: in school with the teacher or at home with mom?

Who do you want to be? And what is needed for this?

Number of positive responses 6 or more testifies about the presence of cognitive or educational needs.

a) Methodology "House".

Target: To reveal in a child the ability to focus on a sample in work, the ability to accurately copy it, the level of development arbitrary memory, attention, sensorimotor coordination and fine motor skills of the hand.

Instruction: “In front of you is a sheet of paper and a pencil. Draw on this piece of paper exactly the same picture as you see here. (put a sample with a house in front of the child). Take your time, be careful, try to make your drawing exactly the same as on the sample. If you draw something wrong, then you can’t erase it with an elastic band or a finger, but you need to over the wrong (or nearby) draw correctly. Do you understand the task?

The drawing looks like this way:

While the child draws Mark:

Leading hand;

How does it work with a sample;

Draws lines quickly or slowly;

Distractibility during work;

Does he compare his drawing with the sample at the end of the work;

Does it fix errors.

Errors are considered:

The absence of any detail in the figure;

Enlargement of individual details by more than 2 times while maintaining the overall dimensions of the picture;

Incorrect representation of details in the drawing space;

Deviation of straight lines by more than 30° from the given direction;

Line breaks where they should be connected;

Laying lines on top of each other.

One point is awarded for each mistake.

Table 1 Outcome evaluation levels for children 6 and 7 years old

For children 6 years old: For children 7 years old:

1-2 points - high level;

3-5 points - average level;

> 5 points - low level. score - high level;

Points - average level;

> 3 points - low level.

b) Methodology "Yes and no"

Instruction: “Let's play a game with you in which you can’t say words "Yes" and "No". Repeat, what words can not be spoken? (Child repeats these words). Now be careful, I will ask you questions, answering which it will be impossible to speak words "Yes" and "No". Understandably?"

After the child confirms that he understands the rule of the game, the experimenter begins to ask him questions that provoke answers. "Yes" and "No".

Only words are considered errors. "Yes" and "No". The words "yeah", "nope" and the like are not considered errors. Also, a meaningless answer is not considered an error if it satisfies the formal rule of the game. It is acceptable if the child answers with an affirmative or negative nod of the head instead of a verbal answer.

Grade:

Medium level - 1 mistake;

Research of the intellectual sphere.

a) Research methodology learnability A. Ivanova (appendices A, B).

b) Story pictures

The technique is designed to study the development of logical thinking, speech and the ability to generalize.

Material: 3-4 plot pictures presented in the wrong sequence.

Instruction: “Look, there are pictures in front of you, on which some event is drawn. The order of the pictures is mixed up, and you have to guess how to swap them so that it becomes clear what the artist has drawn. Think, rearrange the pictures as you see fit, and then tell a story about the event that is depicted here from them.

Grade:

High level - if the child did everything correctly or, with the wrong layout of the pictures, composed a logical version of the story.

Average level - if the pictures are laid out correctly, but the child was able to compose a story only with the help of leading questions.

Low level - if the child did not cope with the task.

It is considered that the child did not cope with the task in the event that if:

Couldn't post the sequence of pictures and dropped the story;

According to the sequence of pictures laid out by him, he made up an illogical story;

The sequence laid out by the subjects does not correspond to the story (with the exception of those cases when the child, after a leading question from an adult, changes the sequence that does not correspond to the story);

Each picture is told separately, on its own, not connected with the others - as a result of the story, it does not work out;

Each figure simply lists the individual items.

If the phenomena described in paragraphs 4 and 5 are observed, an additional check of the child's intellectual abilities is required, since such violations are typical for children with mental retardation.

This technique allows you to determine the level of development of speech child: how he builds phrases, is he fluent in the language, what is his vocabulary etc. But no less important is the ability to distinguish various sounds in a word by ear, that is, the development of phonemic hearing.

Research of the speech sphere

Methodology "Sound Hide and Seek".

Designed to test phonemic hearing.

The experimenter tells the child that all words are made up of sounds that we utter, and therefore people can hear and pronounce words. For example, several vowels and consonants are pronounced. Then the child is invited to play hide and seek with sounds. The rules of the game are as follows - ing: each time they agree on what sound to look for, after which the experimenter calls different words to the subject, and he must say whether or not the sound he is looking for is in the word.

Instruction: “Let's play hide and seek with sounds. You and I will make some sound that we will have to look for. Then I will call you the words, and you will tell me whether they have the sound that we are looking for or not. disassemble example: "at"- fur coat.

Suggested 4 words for each sound:

"about"- cat, sea, point, bath;

"a"- mother, school desk, table, porridge;

"sh"- puck, handle, school, land;

"with"- soup, pussy, puddle, light.

Grade:

High level - no errors;

Medium level - 1 mistake;

Low level - more than 1 error.

If the child answers all the words in a row that the sound he is looking for is there, or that the sound he is looking for is nowhere, then the correct answers should be considered as random.

General results: child's readiness for school is determined by the predominance of high and medium levels for each of the four surveyed areas. The presence of a low level in one or two areas indicates an insufficient development of the relevant abilities. In this regard, parents are given appropriate recommendations on the development of lagging abilities, and at the end of August, a second test is carried out.

The form of the protocol filled out during the examination is presented below.

Survey Protocol

FI child

Age Date of examination

Research of the affective-need sphere

1. Dominant motive: a) cognitive

b) gaming

Inner Position Conversation schoolboy

1 2 3 4 5 6 7 8 9 10

Study of an arbitrary sphere

a) Methodology "House"

high medium low

b) Methodology "Yes" and "Not"

high medium low

Research of the intellectual sphere

a) Research methodology learnability A. Ivanova

b) Methodology "Story Pictures"

high medium low

IV. Research of the speech sphere

Methodology "Sound Hide and Seek"

high medium low

Diagnostic program 2

This program is quite time-consuming, but it gives the most complete picture of the formation of the most necessary for successful schooling mental and physical functions.

Description diagnostic procedures and evaluation of their implementation

General outlook (points "a" and "b" from protocol):

From the beginning of the examination, to establish contact with the child, a conversation is held, which is also diagnostic in nature. It includes 11 questions, of which the first eight are aimed at identifying the general stock of knowledge of the child, and 9-11 questions reveal the attitude to school:

What is your name?

How old are you?

What are your parents' names?

What is the name of the city (village where you live?

What pets do you know? And the wild ones?

At what time of the year do leaves appear on trees?

What remains on earth after rain?

How is day different from night?

Do you want to go to school?

What do you think will be good, interesting in school?

Do you think it is better to study at home with your mother or in school with teacher?

In the protocol, next to the question number, we mark the correct answer with a plus, and the wrong answer with a minus.

Orientation in the environment, reserve knowledge:

We evaluate the answers to questions 1-4 according to the information of the parents, put «+» , even if the child answered in a diminutive form. We consider the answer to question five correct if at least two domestic and two wild animals are named, and they are not mixed up. The answer to question six is considered correct if the child answered "spring", "when the winter ends" etc. The seventh answer will be correct if the child said "puddles", "dirt" etc. The eighth answer is counted as correct if the answer is of the type "bright day, sun", "dark at night", "work during the day and sleep at night" etc.

answers:

High - 7-8 correct answers;

Medium - 5-6 correct answers;

Low - 4 or fewer correct answers.

Attitude to school:

The answer to the ninth question is considered correct if the child answered yes. The 10th answer will be correct if the child speaks "classes, lessons, new knowledge", but incorrect if it calls "changes, games with children, a new portfolio" etc. The correct answer to the 11th question is school is better than home.

The final level is determined by the number of correct answers:

High - 3 correct answers;

Medium - 2 correct answers;

Low - 1 correct answer or 0.

Thinking and speech (para. "in" protocol).

The level of development of thinking and speech is determined by four tasks, each of which is evaluated.

A) Understanding grammatical structures.

The child is given the following instruction: “Now I will read the sentence. Listen carefully and then answer my question. Deal?"

Offer: Petya went to the cinema after reading the book.

Question: What did Peter do before: Did you watch a movie or read a book?

If the child cannot immediately answer the question, then the sentence can be read again, and then ask the question again.

Evaluation of results:

«+» - if the child gave the correct answer

«–» - if the child gave the wrong answer

B) Performing verbal orders

Scatter pencils on the table and put a box next to them. The child is given instruction: "Gather your pencils, put them in a box and put them on the windowsill". After the child has completed the task, ask questions: where are the pencils now? Where did you get them from?

If the child does not understand the instruction and does not proceed to its implementation, then he is given a simplified exercise: "Take the pencils and put them in the box". Accordingly, it is set question: where are the pencils now?

Evaluation of results:

«+» - if the child followed the instructions correctly

«+-» - if you followed the simplified instructions

«–»

C) Changing nouns by number

The child is given instructions: “I will name one object for you, and you change it so that you get many objects. for example: if one, then a pencil, and if there are many, then pencils.

Words to Present: book, lamp, table, window, city, chair, ear, brother, flag, child.

Evaluation of results:

«+» - if the child made no more than two mistakes

«+-» - three to six errors

«–» - if the child made seven or more mistakes

D) Story by pictures

In front of the child, 4-5 pictures related to one plot are laid out randomly. The instruction is offered next: “I have pictures, but they are mixed up. You put them in order and come up with a story about them.

Evaluation of results:

«+» - if the child correctly laid out the pictures and made up a story based on them

«+-» - if the pictures are laid out correctly, but did not tell about them

«–» - if the child incorrectly laid out the pictures

The final level is determined by the results of all four assignments:

High - if four «+»

Low - if four «-» or two «-» and two «+-»

Figurative representations (item "G" protocol).

The child's ability for figurative representations is revealed with the help of two methodologies:

A) Collecting split pictures

The child is shown a cut picture (complex first) and is given instruction: “I had a picture, but it broke. Help me put it down.". If the child does not cope, then a simplified version is given.

Pictures must be at least 10*15 in size, in color, with large details. They are cut as follows. way:

Evaluation of results:

«+» - if the child completed a difficult option

«+-» - if you performed a simplified version

«–» - if the child did not complete the task at all

B) Drawing of a person

The child is given pencils and a piece of paper with words: “Draw me, please, in memory of a person. Draw the way you can."

The drawing is evaluated in three criteria: presence of major body parts (head, eyes, mouth, nose, torso, legs, arms); the presence of minor details (fingers, neck, ears, hair, hat, shoes, clothes, yes); way of depicting arms and legs (two or one dash).

Evaluation of results:

«+» - if the figure shows all seven main parts, at least 3 minor ones, arms and legs are shown with two lines

«–» - 5 or less major parts and 5 or less minor parts

«+-» - all other options

The final level is determined by the results of both assignments:

High - if two «+»

Low - if two «-» or one «-» and one «+-»

Medium - all other options

1. Sample analysis (item "d" protocol).

A figure of a man is laid out on a table of matches. To kid says: "What is it? That's right, it's a man. Let me give you matches, and you will do exactly the same. Look carefully and now do it. We cover our little man with a sheet of paper.

After the child has finished work, we remove the sheet from our figurine and offer to compare his work with the sample. Wherein talking: "That's it, are you done? Now look, your little man turned out exactly the same? If the child does not correct the mistakes made on his own, then we set suggestive questions: “Look what the little man has? Head. Does yours have a head? What's on his feet? Slippers. Where are your slippers?

The final level is determined by the way the child corrects the admitted mistakes:

High - if he corrected the mistakes himself

Low - if it doesn't fix anything

Medium - if corrects with questions

1. One-time perception of quantity (point "e" protocol).

Two piles are laid out on the table matches: around the child and around yourself.

Instruction: “You take as many matches from here as I will take. After that, we will hide the matches in a fist, and at the expense of one-two-three we will open our palms. First, one match is taken, shown to the child for several seconds, and the palm is clenched into a fist. The child does the same. The child's mistakes are not corrected. Thus, the child is presented with up to five matches randomly without repetition.

Final level:

High - if the child is able to perceive 4-5 matches at once

Medium - if the child simultaneously perceives 3 matches

Low - 1-2 matches

8. Small movements

Methodology "Riding the Tracks"

Material: 2 drawing options, pencil

Instruction: “Let's imagine that you are a driver and you need to drive up to this house (show on option B)". On option A, we draw, explaining: "You're going here So: the pencil should not come off the paper, otherwise it will turn out that the car has taken off. Try to drive carefully so that the car does not move off the road.

Final level:

High - there is no way out of the road, the pencil comes off the paper no more than 3 times;

Low - 3 or more exits outside the road or an uneven, trembling line, very weak, invisible, or vice versa, very strong pressure, tearing paper and repeatedly drawing over the same place;

Medium - all other options.

9. Major moves

The level of development is checked by the implementation of the aggregate exercises:

Walk along a line 2-3 meters long heel to toe;

Get up on left leg, right leg bent, eyes closed. You can balance with your hands. Norm 15 seconds;

A child at a distance of 3-4 meters catches a small ball and throws it back (6-7 throws).

Final level:

Inadequate: 1) uneven gait; 2) availability a large number movements that accompany the main task and interfere with its implementation; 3) violation coordination: the child cannot catch the ball, hold it or throw it back.

Sufficient - some minor violations of the instructions when performing tasks.

Protocol of individual psychological and pedagogical examination

Name Date of examination

Date of birth Did you attend kindergarten

a) Orientation in the surrounding, stock knowledge:

1 2 3 4 5 6 7 8 9 10

Final level: high medium low

b) Attitude towards school:

Final level: high medium low

c) Thinking and speech:

Final level: high medium low

d) Figurative representations:

Final level: high medium low

e) Sample analysis:

Final level: high medium low

f) One-time perception quantity:

Final level: high medium low

g) Small movements:

Final level: high medium low

h) Major Movements:

Final level: high medium low

http://www.vseodetishkax.ru/gotovnost-k-shkole

All parents face the question: is the child ready for school and is their child ripe for learning? As a rule, both parents and teachers look only at the ability of the future student to read and count. And suddenly it may turn out that a first-grader, who perfectly completed all the tasks in the preparatory courses and knows everything necessary, does not want to go to school and has problems with discipline. Parents do not understand what is happening, because they diligently prepared their child for school, sometimes the baby even attends several preparatory courses, and they did a lot of work with him in kindergarten.

As a rule, after the preparatory courses, the child knows the program of the first class, and the repetition of truths already known for a long time can only cause boredom in the child. Almost any kid of the appropriate age will have enough knowledge for teaching in the first grade, because school program should be designed for children who cannot read. Of course, it is worth doing education before school, but this should be done so that the child has an interest in knowledge. In no case should you force a child to learn and put pressure on him, you can start with learning in a playful environment.

Not every child is psychologically ready to become a first-grader. Below are the criteria by which you can determine whether your baby is mentally mature enough.

The first grader should be able to start communicating with classmates and the teacher. Even if the child attended kindergarten, the new society can still become a difficulty for him.
The student will need to do not only what he wants to do, and sometimes he will have to force himself. The kid should be able to set a goal, draw up a plan of action and achieve it. He must also understand the importance of certain things. For example, in order to learn a poem, a child will be able to abandon the game that interests him.
The child must be able to absorb information and draw logical conclusions from it. For example, by the shape of an object, he will be able to guess its purpose.

Parents can assess the level of "maturity" by observing and answering questions.

The questions were developed by psychologist Geraldine Cheney.

Evaluation of the development of cognition

Does the child have basic concepts (eg right/left, big/small, up/down, in/out, etc.)?
Does the child know how to classify, for example: name things that can roll; name a group of objects in one word (chair, table, wardrobe, bed - furniture)?
Can the kid guess the ending of a simple story?
Can the child remember and follow at least 3 instructions (put on socks, go to the bath, wash there, then bring me a towel)?
Can the child name most of the uppercase and lowercase letters of the alphabet?

Baseline Experience Assessment

Did the child have to accompany adults to the post office, to the store, to the savings bank?
Was the baby in the library?
Has the child been to the village, to the zoo, to the museum?
Did you have the opportunity to regularly read to your baby, tell him stories?
Does the child show an increased interest in something. Does he have a hobby?

Assessment of language development

Can the child name and designate the main objects around him?
Is it easy for him to answer questions from adults?
Can the child explain what various things are used for, for example, a vacuum cleaner, a brush, a refrigerator?
Can the child explain where the objects are located: on the table, under the chair, etc.?
Is the baby able to tell a story, describe some past incident with him?
Does the child pronounce words clearly?
Is his speech grammatically correct?
Is the child able to participate in a general conversation, play out any situation, participate in a home performance?

Assessment of the level of emotional development

Does the child look cheerful at home and among peers?
Has the child formed an image of himself as a person who can do a lot?
Is it easy for the baby to “switch” with changes in the daily routine, move on to new activities?
Is the child able to work (play, study) on his own, compete in completing tasks with other children?

Assessment of the ability to communicate

Does the child join in the play of other children, does he share with them?
Does he take turns when the situation calls for it?
Is the child able to listen to others without interrupting?

Assessment of physical development

Does the child hear well?
Does he see well?
Is he able to sit quietly for some time?
Does he have developed motor coordination skills (can he play ball, jump, go down and up stairs without the help of an adult, without holding on to the railing, ...)
Does the child appear alert and engaged?
Does he look healthy, full, rested (most of the day)?

visual discrimination

Can the child identify similar and dissimilar forms (find a picture that is different from the rest)?
Can the child distinguish between letters and short words(cat/year, b/n…)?

Visual memory

Can a child notice the absence of a picture if he is first shown a series of 3 pictures, and then one is removed?
Does the child know his own name and the names of objects found in his daily life?

visual perception

Can the child put the series of pictures in order?
Does he understand that they read from left to right?
Can it be on its own, without outside help put together a puzzle of 15 pieces?
Can he interpret the picture, compose a short story based on it.

Hearing ability level

Can a child rhyme words?
Does he distinguish between words that begin with different sounds, such as forest/weight?
Can he repeat a few words or numbers after an adult?
Is the child able to retell the story, retaining the main idea and sequence of actions?

Evaluation of attitude towards books

Does the child have a desire to look at books on their own?
Does he listen attentively and with pleasure when people read aloud to him?
Does he ask questions about words and their meaning?

After you have answered the above questions and analyzed the results, you can conduct a series of tests used by child psychologists in determining the readiness of the child for school.

Tests are not carried out all at once, in different time when the child good mood. It is not necessary to conduct all the proposed tests, choose a few.

1 test of readiness of the child for school - Degree of psychosocial maturity (outlook)

Test conversation proposed by S. A. Bankov.

The child must answer the following questions:

Give your last name, first name, patronymic.
Name the surname, name, patronymic of father, mother.
Are you a girl or a boy? What will you be when you grow up - an aunt or an uncle?
Do you have a brother, sister? Who is older?
How old are you? How much will it be in a year? In two years?
Is it morning or evening (afternoon or morning)?
When do you have breakfast - in the evening or in the morning? When do you have lunch - in the morning or in the afternoon?
What comes first, lunch or dinner?
Where do you live? State your home address.
What is your father's job, your mother's?
Do you like to draw? What color is this ribbon (dress, pencil)
What season is it now - winter, spring, summer or autumn? Why do you think so?
When can you go sledding - in winter or summer?
Why does it snow in winter and not in summer?
What does a postman, a doctor, a teacher do?
Why does school need a desk, a bell?
Do you want to go to school?
Show your right eye, left ear. What are eyes and ears for?
What animals do you know?
What birds do you know?
Who is bigger - a cow or a goat? Bird or bee? Who has more paws: a rooster or a dog?
Which is more: 8 or 5; 7 or 3? Count from three to six, nine to two.
What should you do if you accidentally break someone else's item?

Evaluation of responses to the school readiness test

For the correct answer to all sub-questions of one item, the child receives 1 point (with the exception of control questions). For correct, but incomplete answers to sub-questions, the child receives 0.5 points. For example, the correct answers are: “Dad works as an engineer”, “A dog has more paws than a rooster”; incomplete answers: “Mom Tanya”, “Dad works at work”.

To control tasks include questions 5, 8, 15.22. They are rated like this:

No. 5 - the child can calculate how old he is -1 point, names the year taking into account the months - 3 points.
No. 8 - for a complete home address with the name of the city - 2 points, incomplete - 1 point.
No. 15 - for each correctly indicated use of school paraphernalia - 1 point.
No. 22 - for the correct answer -2 points.
No. 16 is evaluated jointly with No. 15 and No. 22. If in No. 15 the child scored 3 points, and in No. 16 - a positive answer, then it is considered that he has a positive motivation to study at school.

Evaluation of the results: the child received 24-29 points, he is considered school-mature, 20-24 - medium-mature, 15-20 - a low level of psychosocial maturity.

2 test of readiness of the child for school - Orientation test of school maturity of Kern - Jirasika

Reveals general level mental development, the level of development of thinking, the ability to listen, to perform tasks according to the model, the arbitrariness of mental activity.

The test consists of 4 parts:

test “Drawing of a man” (male figure);
copying a phrase from written letters;
drawing points;
questionnaire.

Test “Drawing of a person”
Exercise“Here (it is shown where) draw some uncle, as you can.” While drawing, it is unacceptable to correct the child (“you forgot to draw the ears”), the adult silently observes. Evaluation
1 point: a male figure is drawn (elements menswear), there is a head, torso, limbs; the head is connected to the body by the neck, it should not be larger than the body; the head is smaller than the body; on the head - hair, a headdress, ears are possible; on the face - eyes, nose, mouth; hands have hands with five fingers; legs are bent (there is a foot or boot); the figure is drawn in a synthetic way (the contour is solid, the legs and arms seem to grow from the body, and are not attached to it.
2 points: fulfillment of all requirements, except for the synthetic method of drawing, or if there is a synthetic method, but 3 details are not drawn: neck, hair, fingers; the face is completely drawn.

3 points: the figure has a head, torso, limbs (arms and legs are drawn with two lines); may be missing: neck, ears, hair, clothes, fingers, feet.

4 points: a primitive drawing with a head and torso, arms and legs are not drawn, they can be in the form of a single line.

5 points: lack of a clear image of the torso, no limbs; scribble.
Copying a phrase from written letters
Exercise“Look, something is written here. Try to rewrite it the same way here (show below the written phrase), as best you can. ”On the sheet, write the phrase in capital letters, the first letter is capital:
He ate soup.
Evaluation 1 point: well and completely copied sample; letters may be slightly larger than the sample, but not 2 times; the first letter is capital; the phrase consists of three words, their location on the sheet is horizontal (maybe a slight deviation from the horizontal). 2 points: the sample is copied legibly; the size of the letters and the horizontal position are not taken into account (the letter may be larger, the line may go up or down).

3 points: the inscription is divided into three parts, at least 4 letters can be understood.

4 points: at least 2 letters match the pattern, a string is visible.

5 points: illegible scribbles, scratching.
Drawing pointsExercise“The dots are drawn here. Try to draw the same ones next to each other.” In the sample, 10 points are at an even distance from each other vertically and horizontally. Evaluation 1 point: exact copying of the sample, slight deviations from a line or column are allowed, a reduction in the pattern, an increase is unacceptable. 2 points: the number and location of points correspond to the sample, a deviation of up to three points is allowed for half the distance between them; dots can be replaced by circles.
3 points: the drawing as a whole corresponds to the sample, in height or width does not exceed it more than 2 times; the number of points may not match the sample, but they should not be more than 20 and less than 7; let's rotate the picture even 180 degrees.

4 points: the drawing consists of dots, but does not match the sample.

5 points: scribble, scribble.

After each task is evaluated, all points are summed up. If the child scored in total for all three tasks:
3-6 points - he has a high level of readiness for school;
7-12 points - average level;
13 -15 points - low level of readiness, the child needs an additional examination of intelligence and mental development.
QUESTIONNAIRE
It reveals the general level of thinking, outlook, development of social qualities. It is conducted in the form of a question-and-answer conversation.
Exercise might sound like this:
“Now I will ask questions, and you try to answer them.” If a child finds it difficult to answer a question right away, you can help him with a few leading questions. The answers are recorded in points, then summed up.
Let's sum up the points.
Sum + 24 and above - high verbal intelligence (outlook).
The sum from + 14 to 23 is above average.
The sum from 0 to + 13 is the average indicator of verbal intelligence.
From -1 to -10 - below average.
From - 11 and less - a low indicator.

If the indicator of verbal intelligence is low or below average, an additional examination of the neuropsychic development of the child is necessary.

3 test of the child's readiness for school - Graphic dictation, developed by D. B. Elkonin.

It reveals the ability to listen carefully, accurately follow the instructions of an adult, navigate on a sheet of paper, act independently on the instructions of an adult.

To carry out, you will need a sheet of paper in a cage (from a notebook) with four dots drawn on it, located one under the other. The distance between the points along the vertical is approximately 8 cells.

Exercise
Before the study, the adult explains: “Now we will draw patterns, we must try to make them beautiful and neat. To do this, you need to listen to me carefully and draw as I speak. I will say how many cells and in which direction you should draw a line. You draw the next line where the previous one ended. Do you remember where your right hand is? Pull her to the side where she pointed? (on the door, on the window, etc.) When I say that you need to draw a line to the right, you draw it to the door (choose any visual landmark). Where is the left hand? When I say to draw a line to the left, remember the hand (or any landmark on the left). Now let's try to draw.

The first pattern is training, it is not evaluated, it is checked how the child understood the task.

Put your pencil on the first dot. Draw without lifting the pencil from the paper: one cell down, one cell to the right, one cell up, one cell to the right, one cell down, then continue to draw the same pattern yourself.

During dictation, you need to pause so that the child has time to finish the previous task. The pattern does not need to continue across the full width of the page.

In the process of execution, you can cheer, but no additional instructions for the execution of the pattern are given.

We draw the following pattern. Find the next point, put a pencil on it. Ready? 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 cell to the right. Now continue to draw the same pattern yourself.

After 2 minutes, we begin to perform the next task from the next point.

Attention! 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 to the right. Now continue the pattern yourself.

After 2 minutes - the next task:

Put the pencil on the bottom point. Attention! Three squares to the right, one square up, one square to the left, two squares up, three squares to the right, two squares down, one square to the left, one square down, three squares to the right, one square up, one square to the left, two squares up. Now continue the pattern yourself.

You should get the following patterns:

Evaluation of results

The training pattern is not scored. In each subsequent pattern, the accuracy of the reproduction of the task and the ability of the child to independently continue the pattern are considered. The task is considered to be completed well if there is an accurate reproduction (roughness of lines, “trembling” line, “dirt” do not reduce the score). If 1-2 mistakes are made during playback - the average level. A low score if during reproduction there is only a similarity of individual elements or there is no similarity at all. If the child was able to continue the pattern on his own, without additional questions, the task was done well. The child's uncertainty, the mistakes he made while continuing the pattern - the average level. If the child refused to continue the pattern or could not draw a single correct line - a low level of performance.

Such dictations can be turned into an educational game, with their help the child develops thinking, attention, the ability to listen to instructions, logic.

4 test for diagnosing a child's readiness for school - Labyrinth

Similar tasks are often found in children's magazines, in workbooks for preschoolers. Reveals (and trains) the level of visual-schematic thinking (the ability to use diagrams, symbols), the development of attention. We offer several options for such labyrinths:

Evaluation of results

10 points (very high level) - the child named all 7 inaccuracies in less than 25 seconds.
8-9 points (high) - the time to search for all inaccuracies took 26-30 seconds.
4-7 points (average) - the search time took from 31 to 40 seconds.
2-3 points (low) - the search time was 41-45 seconds.
0-1 point (very low) - search time is more than 45 seconds.

6 School Readiness Test - Spot the Difference

Reveals the level of development of observation.

Prepare two identical pictures that differ from each other in 5-10 details (such tasks are found in children's magazines, in developing copybooks).

The child looks at the pictures for 1-2 minutes, then talks about the differences he found. A preschool child with a high level of observation must find all the differences.

7 Test of psychological readiness for school - "Ten words".

The study of voluntary memorization and auditory memory, as well as the stability of attention and the ability to concentrate.

Prepare a set of one-syllable or two-syllable words that are not related in meaning. For example: table, viburnum, chalk, hand, elephant, park, gate, window, tank, dog.

Test condition- complete silence.

At the beginning say:

Now I want to check how you can memorize words. I will say the words, and you listen carefully and try to remember them. When I'm done, repeat as many words as you can remember in any order.

In total, 5 sets of words are carried out, i.e. after the first listing and repetition by the child of the memorized words, you again say the same 10 words:

Now I will repeat the words again. You will again memorize them and repeat those that you remember. Name the words that you said last time, and new ones that you remember.

Before the fifth presentation, say:

Now I will name the words in last time and try to remember more.

In addition to instructions, you should not say anything else, you can only cheer.

A good result is when, after the first presentation, the child reproduces 5-6 words, after the fifth - 8-10 (for senior preschool age)

8 Readiness test – “What is missing?”

This is both a test task and a simple but very useful game that develops visual memory.

Toys, various objects or pictures are used.

Pictures (or toys) are laid out in front of the child - up to ten pieces. He looks at them for 1-2 minutes, then turns away, and you change something, removing or rearranging, after which the child should look and say what has changed. With good visual memory the child easily notices the disappearance of 1-3 toys, moving them to another place.

9 Test “The fourth is superfluous”

The ability to generalize, logical, imaginative thinking is revealed.

For children of older preschool age, you can use both pictures and a verbal series.
It is important not only that the child chooses the excess, but also how he explains his choice.

Prepare pictures or words, for example:
image white fungus, boletus, flower and fly agaric;
pan, cup, spoon, cupboard;
table, chair, bed, doll.

Possible verbal options:
dog, wind, tornado, hurricane;
bold, courageous, resolute, evil;
laugh, sit, frown, cry;
milk, cheese, lard, curdled milk;
chalk, pen, garden, pencil;
puppy, kitten, horse, piglet;
slippers, shoes, socks, boots, etc.

If you use this technique as a developmental one, you can start with 3-5 pictures or words, gradually complicating the logical series so that there are several correct answers, for example: cat, lion, dog - both a dog (not from the cat family) and a lion (not a pet) can be superfluous.

10 Test “Classification”

The study of logical thinking.

Prepare a set of squats that include different groups: clothes, dishes, toys, furniture, domestic and wild animals, food, etc.

The child is invited to decompose the cretins (previously mixed) into groups, then complete freedom is provided. After completion, the child must explain why he will arrange the pictures in this way (often children put together animals or an image of kitchen furniture and utensils, or clothes and shoes, in which case offer to separate these cards)

High level of task completion: the child arranged the cards correctly into groups, was able to explain why and name these groups (“pets”, clothes”, “food”, “vegetables”, etc.)

11 Test “Composing a story from pictures”

Often used by psychologists to identify the level of development of speech, logical thinking.

Pick up pictures from the series of "stories in pictures", cut them. For senior preschool age, 4-5 pictures are enough, united by one plot.

The pictures are mixed up and offered to the child: “If you arrange these pictures in order, you get a story, and in order to correctly decompose, you need to guess what was at the beginning, what was at the end, and what was in the middle.” Remind that you need to lay out from left to right, in order, side by side, in a long strip.

A high level of task completion: the child correctly folded the pictures, was able to compose a story based on them, using common sentences.

Again, we remind you that:

all the proposed methods can be used as educational games;
when a child enters school, it is not necessary to use all of the listed tests; psychologists choose the most informative and simple to perform;
it is not necessary to complete all the tasks at once, you can offer to complete them for several days;
now packages of similar methods have appeared on sale, including not only a description, but also visual material, approximate norms. When buying such a package, pay attention to the set of techniques, the quality of the drawings and the publisher.

Materials from the site solnet.ee were used.

Methods for studying psychological readiness for school.

Methodology "Graphic dictation" (developed by D.B. Elkonin).

Target : aimed at identifying the ability to listen carefully and follow instructions accuratelyadult, that is, act according to the rule, arbitrarily manage their activities.

Equipment: notebook sheet in a cage with four dots printed on it, a pencil.

Description of the performed technique : the child is sitting at the desk. By appearance It is obvious that the child is worried. After explaining the instructions, we started drawing a training pattern. The child listened attentively to the explanations, diligently drawing each pattern. He performed the following patterns more boldly, more actively, trying not to make a mistake.

Evaluation of the results: the child accurately reproduced the patterns and received “4” points for completing the dictation.

For independent continuation of the pattern - "4" points.

Conclusion:

Thus, for the performance of the dictation, the child receives 8 points, which indicates that the child is able to listen carefully, act according to the rule, arbitrarily manage his activities, accurately follow the instructions of an adult.

Orient playing test school maturity Kern - Jirasek

Subtest No. 1, Verbal thinking.

Target: determine the level of development of thinking of a child of 6-7 years old, the ability to establish cause-and-effect relationships, processes of analysis, generalization, comparison

Description of the test being performed.

The child behaves calmly, listens carefully to the questions asked. Gives complete correct answers.

Semi processing chenny x data:

Quantitative Analysis : the sum of the points obtained from the answers to the questions is calculated.

The child scored 25 points, which indicates a high level of readiness for school.

Conclusion:the child is able to generalize the material, establishcausal relationships, owns mental operations as analysis, synthesis, comparison, is able to reason on the proposed topics, justify their answers, etc.

Sat test number 2. Male drawing nevermind ry.

The child is offered a blank sheet of paper, a pencil. Instruction is given ; "Here drawsome person in the way you can, but always a man." Are being considered onlydrawings of a male figure.

While working, the child smiled, nibbled on a pencil.

Conclusion :

A drawn figure has a head, torso, and limbs. Head withthe torso are connected by the neck and it is not larger than the torso. There is hair on the head and ears, eyes, nose and mouth on the face. The hands are finished with a five-fingered hand.Legs with feet. Reproduction of clothes. This corresponds to 1 point.

Subtest No. 3. Imitation writing.

In front of the child - a sample of the written phrase. look at how it is written, and write the same on an empty space.

Conclusion :

Satisfactory imitation of the written sample. Letters don't reach double the size of the sample. letters okayconnected in three words offer is rejected horizontal line more than 30°. This corresponds to 1 point.

Subtest number 4. Sris ovv group ppy t points.

In front of the child is a sample of a group of dots. Look, there are dots. Try,draw the same

. Results processing:

The drawing is parallel to the sample. This corresponds to 1 point.

Overall test result.

This is the sum of points for all three tasks and it is equal to 3 points - a high result.

Conclusion:the child has an idea about the structure of the human figure. Proficient in working with writing instruments.

Can reproduce the spelling of letters according to the model. The child has developed hand muscles.

The child has spatial thinking.

This indicates that the child is ready for school.

The study of motivational readiness. Conversation with a child.

Target:to determine the features of the attitude of the child 6-7 lay down to school and teaching.

experimenter's question.	The answer of the child, his behavior.	Analysis of the received data.
1. Do you want to go to school?	Yes, I do. (joyful, smiling)	The child has a positive attitude towards school.
2. Why did you want to go to school?	It's interesting and fun.	The child has positive associations in relation to school, a desire to go to school.
3.Gwill you get ready for school? How are you preparing?	I'm getting ready. I do exercises, draw, learn letters. (answered proudly, raising his head)	The child is aware of the actions related to preparation for school.
4. Do you think you will like school? What will you like the most?	Like it. Computer, new friends.	The child reveals the elements of school reality that are most attractive to him.

Conclusion:The child shows interest in school. He sees school as a continuation kindergarten.. The child has ideas about the types of activities awaiting him in primary school. He has his own interests related to school life, attractive to him.

Techniquesfor studying cognitive processes of the preschooler.

Technique "Memorizing ten words".

Target: study of short-term and long-term memory, fatigue,attention activity.

Material : a series of ten monosyllabic and two-syllable words that are not related in meaning.

An example set of words: forest, bread, window, chair, water, brother, horse, mushroom, needle, honey.

Instruction:"Now I will read 10 words, you need to listen carefully. When I finish reading, immediately repeat as many words as you remember. You can repeat in any order, the order does not matter. Do you understand?".

After the first playback, the instructions continue: "Now I will read t e the same words, and you must again repeat them, and those that you have already named, and. which the first time missed; all together, in any order."

move_iss research: after repeating the words five times, the experimenter moves on to anothermethods, and at the end of the study, that is, after about 50-60 minutes again. Ask the subject for these words. The answers of the subject are recorded in the protocol.

	forest	bread	window	chair	water	brother	horse	mushroom	needle	honey
Sample 1
Sample 2
Sample 3
Sample 4
Sample 5
Delayed playback

Conclusion: throughout the study, there was a high activity of attention. Short-term memory predominates. After an hour, the child reproduces more than 50% of the words. What characterizes the ability to retain the studied material in memory for a long time. The child has low memory fatigue.

Method "Research of involuntary visual memory

Target: determination of the amount of involuntary visual memory.

Equipment: a set of 10 subject pictures (for example: a fish, a bucket, a doll, a hammer, a briefcase, a sledge, a Christmas tree, a cup, a clock, a TV set).

And nst hands tion: "I'll show you pictures, and you look at them."

About work: for each correctly reproduced name exhibited by one point.Total score = 4 words this is an indicator of the amount of involuntary visual memorization.

Methodology "Research of arbitrary visual memory".

Target : determination of the amount of arbitrary visual memory.

Equipment ane: a set of 10 subject pictures (for example: a ball, an apple, a mushroom, a carrot, a butterfly, hat, matryoshka, chicken, flower, car).

inst R action: "I will show you pictures, and you try to remember what is on them drawn."

Obra botka:One point is awarded for each correctly reproduced title.The total number of points = 8 is an indicator of the amount of arbitrary visual memory.

The child is dominated by arbitrary visual memory.

Method "Classification".

Target : study of the classification process.

Equipment: subject pictures for compiling classification groups (toys,dishes, furniture, wild animals, pets, vegetables, fruits, etc.).

And instruction: "Put into groups what goes with what. Lay out and explain whyThe pictures match one another.

Group 1 Toys. (I play them)

Group 2 Footwear. (put on feet)

Group 3 Clothes (wear on the body)

Group 4 Clock (with hands)

Group 5 Fruits (growing on a tree)

The child easily arranged subject pictures into groups, based on essential features. It was easy for the child to single out such classification groups: toys, shoes, clothes.

Method "The Fourth Extra"

Target: to study some elements of logical thinking (analysis, comparison, generalization,redundancy)

Equipment: 5 cards with the image of 4 objects, 3 of which belong to one group, and 1 does not fit this group.

1 card: tomato, cucumber, carrot, apple.

2 hag: fox, bear, wolf, dog.

3 map: coat, dress, skirt, boots.

4 map: car, bus, trolleybus, horse.

5 card: briefcase, pencil case, pen, doll.

Instruction: “Look closely at the card. On each of them one depicted objectis redundant. What is this subject? Why? How to name all objects in one word? To which groupdoes the extra item belong?

The child coped with this task easily, gave the correct answers. This suggests that the child can think logically, analyze objects, identify, compare and single out the main groups of objects. He knows how to motivate his answer, what features of the subject are leading in determining what is superfluous.

Perception of the shape of objects in preschool children.

Target:Identification of the degree of mastery of the actions of attributing the properties of objects to the given onesstandards (for children 6 years old).

Conducting research:

the child received a notebook.Instructions are given: “Look carefully at all the pictures on this page and the figure below them.Choose the pictures that are most similar to this picture and place them under thempictures of crosses. When you mark all the pictures that look like a figurine, turn the pages) and on the next page, also mark the crosses that already look like another figure, the onewhich is shown below them. So you have to mark the pictures on all four pages.

MINISTRY OF EDUCATION AND SCIENCE

RUSSIAN FEDERATION

federal state budgetary

educational institution

higher professional education

"CHELYABINSK STATE PEDAGOGICAL UNIVERSITY"

(FGBOU VPO "ChSPU")

Faculty of Correctional Pedagogy

Folder Methods of psychological diagnostics of school readiness

Performed

student of group OF-206/102-4-1,

specialty "Preschool defectology"

Kovrigina Yu.P.

Chelyabinsk, 2015

Under intellectual maturity understand differentiated perception, including: the selection of figures from the background; 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 sensorimotor coordination. Understood in this way, intellectual maturity reflects the functional maturation of brain structures.

emotional maturity mainly understood as a decrease in impulsive reactions and the ability to perform tasks that are not very attractive for a long time.

emotional maturity- this is the ability to control one's will, the ability to restrain emotions. If in early childhood the processes of excitation prevailed over the processes of inhibition, then by the school years the psyche changes, a person can do not very attractive work (homework) for a long time, that is, arbitrariness of behavior develops.

Under emotional maturity we understand the child's ability to recognize his own and other people's emotions (by facial expressions, intonation, gestures, in different situations), as well as the ability to regulate them. This parameter is so necessary to determine the readiness for learning due to the fact that at school the child will face different life situations, not always pleasant (grades, failure, some aspects of relationships with teachers and peers). Not accepting his emotions and not being able to cope with them, as well as adequately respond to the emotions of other people, it will be quite difficult for a child to perceive failure and correct his behavior in connection with it, as well as establish social contacts. To develop the emotional maturity of preschoolers in the group, there are images of gnomes experiencing different emotions (joy, calmness, sadness, anger, surprise, fear). First, children learn to pronounce the words "hello" and "goodbye" on behalf of these gnomes. In the course of classes, they “get to know” them (determining what and in what situations the gnomes feel, what facial expressions and colors they have), paint them in accordance with their wishes (correlating emotion and color) and subsequently tell stories on their behalf (finding in process various ways coping with negative emotions). That is, gnomes are a means of mastering their children. emotional state. Subsequently, children, without the help of gnomes, can recognize various emotions and regulate their behavior. A separate topic is the development of adequate ways to respond to the emotional state of other people. Finding these ways takes place in a creative form (unfinished stories and fairy tales, acting out stories, new “reading” of famous fairy tales).

towards 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 situation of schooling. the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. This personal readiness is expressed in the child's attitude to school, to learning activities, to teachers, to himself. Personal readiness also includes a certain level of development of the motivational sphere. Ready for schooling is a child whom the school attracts not from the outside (attributes school life- portfolio, textbooks, notebooks), but the opportunity to gain new knowledge, which involves the development of cognitive interests. The future student needs to arbitrarily control his behavior, cognitive activity, which becomes possible with the formed hierarchical system of motives. Thus, the child must have a developed educational motivation. Personal readiness also implies a certain level of development emotional sphere child. By the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and course of learning activities. This component of readiness assumes that the child has an outlook, a stock of specific knowledge. The child must have a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child's thinking remains figurative, based on real actions with objects, their substitutes.

Intellectual readiness for schooling. A person must be prepared for any activity. Naturally, this also applies to the child. But the specificity of educational activity lies in the fact that in this activity the child not only receives knowledge, but also learns to acquire knowledge. In this regard, readiness to study at school can be considered as the presence of certain psychological prerequisites under which educational activities will be carried out successfully.

Intellectual readiness a child to school presupposes that he has an outlook, a stock of specific knowledge. The child must have a systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child's thinking remains figurative, based on real actions with objects, their substitutes. Intellectual readiness also implies the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity. When characterizing intellectual readiness for school, following L.S. Vygotsky focuses not on the quantitative stock of the child's ideas, but on the level of development of his intellectual processes. From the point of view of L.S. Vygotsky and L.I. Bozhovich, a child is intellectually ready for school if he can generalize and differentiate objects and phenomena of the world around him.

Summarizing, we can say that the development of intellectual readiness for learning at school involves:

Differentiated perception;

Analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);

Rational approach to reality (weakening the role of fantasy);

Logical memorization;

Interest in knowledge, the process of obtaining it through additional efforts;

Mastering by ear colloquial speech and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination. Considering intellectual readiness to schooling, it must be said about the development of special knowledge, skills and abilities. Modern practice admission to the first grade of already reading, counting and writing children, in fact proclaimed the child's ability to read and write as readiness for school.

However, studies by A.M. Parishioners and V.S. Yurkevich, conducted back in the late 70s of the last century, showed that there is no connection between the formation of elementary school knowledge and skills in children, on the one hand, and their intellectual development and the formation of certain prerequisites for educational activity, on the other hand.

L.F. Obukhova writes that although a child is taught to read, write, and count at a preschool age, this does not mean that, having acquired these skills, he is ready for schooling. “Readiness is determined by the activity in which all these skills are included. The assimilation of knowledge and skills by children at preschool age is included in the game activity, and therefore this knowledge has a different structure. Hence the first requirement that must be taken into account when entering school - readiness for schooling should never be measured by the formal level of skills and abilities, such as reading, writing, counting. Owning them, the child may not yet have the appropriate mechanisms of mental activity.

Personal readiness for schooling. Personal readiness includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. It is expressed in the child's attitude to school, to learning activities, teachers, and himself.

in personal readiness includes a certain level of motivational sphere. Ready for schooling is a child who is attracted to school not by the external side (attributes of school life - a portfolio, textbooks, notebooks), but by the opportunity to gain new knowledge, which involves the development of cognitive processes. The future student needs to arbitrarily control his behavior, cognitive activity, which becomes possible with a hierarchical system of motives. Thus, the child must have a developed educational motivation.

About personal readiness a child to school is usually judged by his behavior in group classes and during a conversation with a psychologist. There are also specially developed conversation plans that reveal the position of the student (N.I. Gutkina's method), and special experimental techniques. For example, the predominance of a cognitive or play motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has examined the toys in the room for a minute, they begin to read a fairy tale to him, but they stop reading at the most interesting place. The psychologist asks what he wants more now - to listen to a fairy tale or play with toys. Obviously, with personal readiness for school, cognitive interest dominates, and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with a weak cognitive need, are more attracted to the game.

Personal readiness also implies a certain level of development of the emotional sphere of the child. By the beginning of schooling, a relatively high level of emotional stability should be achieved, against which the development and course of educational activity is possible.

In addition to the attitude to the educational process as a whole, for a child entering school, the attitude towards the teacher, peers and himself is important. Socio-psychological readiness for schooling includes the formation of qualities in children, thanks to which they could communicate with other children, the teacher. The child comes to school, a class where children are engaged in a common cause, and he needs to have ways to establish relationships with other children, he needs the ability to enter a children's society, act together with others, the ability to yield and defend himself. Thus, this component involves the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, the developing ability to cope with the role of a schoolchild in a situation of schooling.

Children who are ready in this regard for schooling understand the conventions of educational communication and adequately, obeying school rules, behave in the classroom. The class-lesson system of education presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. New form communication with peers develops at the very beginning of schooling.

Personal readiness to school includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. Determining the child's personal readiness for school, it is necessary to identify the specifics of the development of the sphere of arbitrariness. The arbitrariness of the child's behavior is manifested in the fulfillment of requirements, specific rules set by the teacher, when working according to the model. Therefore, the features of voluntary behavior can be traced not only when observing the child in individual and group classes, but also with the help of special techniques.

Thus, from the moment the idea of the school acquired the features of the desired way of life in the child's mind, we can say that his inner position received a new content - it became the inner position of the student. And this means that the child psychologically moved into a new age period of his development - primary school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need (“I want to go to school!”). The presence of the inner position of the schoolchild is revealed in the fact that the child resolutely refuses the preschool-playing, individual-direct way of existence and shows a brightly positive attitude towards school-educational activity in general and, especially, to those aspects of it that are directly related to learning.

Such a positive orientation of the child to school as educational institution- the most important prerequisite for its successful entry into the school-educational reality, i.e. acceptance by him of the relevant school requirements and full inclusion in the educational process.

Physical readiness for schooling. For successful schooling, a child needs not only mental, moral and volitional training, but also physical. Changing lifestyles, breaking old habits, increasing mental stress, establishing new relationships with the teacher and peers are factors of significant stress nervous system and other functional systems of the child's body, which affects the health of the child as a whole. It is no coincidence that in the first year of schooling, morbidity increases in many children. Some six-year-olds do not adapt to the school regime even throughout the year, which indicates insufficient attention to their physical condition during the preschool period of life.

Sufficient physical training implies a high level of hardening and general physical development, a vigorous and active state of the body. A variety of movements, motor qualities and labor skills formed according to age should be accompanied by appropriate fitness of various functional systems, high performance of the nervous system, etc.

Good hardening helps not only to resist various adverse factors that arise in new school conditions, but also to work in the classroom without much difficulty, with interest, to acquire knowledge, skills and abilities in a timely and solid manner.

All tasks for the physical training of a kindergarten graduate can be successfully solved if the work is carried out systematically and in stages in each age period.

By the end of the sixth year of life, the indicators of the physical development of the child on average reach: body length - 116 cm, body weight - 22 kg, circumference chest 57-58 cm. The main movements become more complex: the running speed, the length and height of the step increase; in jumping, it is already possible to draw the child's attention to the correctness of the take-off, grouping and landing; six-year-olds already dribble, toss and catch the ball with one hand. Children get acquainted with the technical elements of various sports - skiing, skating, swimming, mastering the skills of cycling, mastering some sports games (badminton, towns, etc.). Serious requirements are placed on the development physical qualities older preschoolers (endurance, agility, speed, strength).

By the time the child enters school, the ability to endure static loads should be developed, the ability to independently and creatively use the accumulated arsenal of motor means has been formed. Motor activity should become a natural need for almost every child, regardless of the level of his individual motor activity. In this regard, a guideline can be daily rate steps - 12,000-15,000. Despite the fact that children differ greatly in types of mobility and character traits, each of them needs to form an interest in the lessons physical culture, the desire to participate in games, to be active in the classroom.

Thus, physical readiness includes the state of health of the future student: physique, posture, motor skills and qualities (especially fine motor coordination), physical performance. It should be noted that the requirements of systematic education, the new regime should not be burdensome for the child and, moreover, should not worsen his health.

Psychological readiness of preschool children.

Coming to school, the child finds himself in a new world that is not familiar to him, to which he is forced to adapt. And how a child is ready for school depends on his adaptation and success in learning. Awareness of the characteristics of children of older preschool age helps to diagnose, correct and develop the qualities of a child's personality necessary for schooling.

The path of knowledge that a child goes through from 3 to 7 years old is huge. During this time, he learns a lot about the world around him. His consciousness is not just filled with individual images, ideas, but is characterized by a certain holistic perception and comprehension of the reality surrounding him.

Psychological studies show that during preschool childhood, a child already develops self-esteem. In preschoolers, the emerging self-esteem is based on the accounting they make of the success of their actions, the assessments of others, and the approval of their parents. By the end of preschool age, the child already becomes capable of being aware of himself and the position that he currently occupies in life. Consciousness of one's social "I" and the emergence on this basis of internal positions i.e. a holistic attitude towards the environment and oneself, generates corresponding needs and aspirations, on which their new needs arise, but they already know what they want and what they strive for. As a result, the game ceases to satisfy him by the end of this period. He needs to go beyond his baby image life, take a new place available to him and carry out real, serious, socially significant activities.

The impossibility to realize this need generates a crisis of 7 years. A change in self-consciousness leads to a reassessment of values. The main thing is everything that is related to educational activities (first of all, marks). In a crisis period, changes occur in terms of experiences. Conscious experiences form stable affective complexes. In the future, these affective formations change as other experiences accumulate. Experiences acquire a new meaning for the child, connections are established between them, the struggle of experiences becomes possible.

features of attention. To be attentive, you need to have well-developed properties of attention - concentration, stability, volume, distribution and switching.

Concentration- this is the degree of concentration on the same subject, the object of activity.

Sustainability is a measure of attention over time. It is determined by the duration of maintaining attention on the same object or the same task.

attention span- this is the number of objects that a person is able to perceive, cover at a single presentation. By the age of 6-7, a child can perceive up to 3 objects at the same time with sufficient detail.

Distribution - this is a property of attention that manifests itself in the process of activity that requires the performance of not one, but several actions at the same time, for example, listening to the teacher and at the same time fixing some fragments of the explanation in writing.

Switching attention- this is the speed of moving the focus of attention from one object to another, the transition from one type of activity to another. Such a transition is always associated with an effort of will. The higher the degree of concentration of attention on one activity, the more difficult it is to switch to another.

At the age of 5-7 years, the child should develop the ability to keep attention on the same object (or task) for as long as possible, as well as quickly switch attention from one object to another. In addition, in order for the baby to become more attentive, it is necessary to teach him to subordinate his attention to a consciously set goal (or to the requirements of the activity) and to notice subtle, but essential properties in objects and phenomena.

Let's take a closer look at these abilities:

1. Stability and concentration of attention.

The longer the child can keep his attention on the task, the deeper he can penetrate into its essence, and the more opportunities he has to solve it. At the age of 5, the stability and concentration of the child's attention is still very low. By the age of 6-7, it increases significantly, but still remains poorly developed. It is still difficult for children to concentrate on monotonous and unattractive activities for them, while in the process of an emotionally colored game they can remain attentive for a long time. This feature of the attention of six-year-olds is one of the reasons why classes with them cannot be based on tasks that require constant, strong-willed efforts. At the same time, the child must gradually develop the ability to make such efforts, and in particular, in the course of solving intellectual problems. The stability of attention increases significantly if the child actively interacts with the object, for example, looks at it and studies it, and not just looks. With a high concentration of attention, the child notices much more in objects and phenomena than in the normal state of consciousness. And with insufficiently concentrated attention, his consciousness, as it were, glides over objects, without dwelling on any of them for a long time. As a result, impressions are vague and indistinct.

2. Switching attention.

The ability to switch attention is important in the child's play and learning activities. The inability to quickly switch attention can lead children to difficulties when, for example, they need to move from a game to a learning task or reading a book, consistently follow certain instructions from an adult, and when solving a problem, perform various mental actions in a given sequence. In these cases, it is usually said that such children are absent-minded. They are focused or strongly engrossed in one activity and cannot quickly switch to another. This is often observed in children with an inert, phlegmatic type of temperament. However, it is possible to increase the switching performance by special training.

3. Observation.

Observation is one of the important components of human intelligence. The first distinguishing feature of observation is that it manifests itself as a result of internal mental activity, when a person tries to cognize, study an object on his own initiative, and not on instructions from outside. The second feature of observation is closely related to memory and thinking. In order to notice subtle but significant details in objects, it is necessary to remember a lot about similar objects, as well as to be able to compare and highlight their common and distinctive features. Preschoolers already notice a lot, and this helps them to learn the world. However, a higher level of observation still needs to be studied and studied. The training of this ability should be carried out in close connection with the development of memory and thinking, and also simultaneously with the formation of the cognitive needs of the child, the elementary form of manifestation of which is curiosity and inquisitiveness.

Features of sensory perception. Sensory standards in the field of color perception are the so-called chromatic colors of the spectrum (red, orange, yellow, green, cyan, indigo, violet) and achromatic colors (white, gray, black). By the age of 5, a child, as a rule, already knows the main colors of the spectrum, except for blue and violet. At 5-6 years old, you can proceed to the formation of ideas about the last two colors. The color blue is especially difficult to digest. Children often confuse it with lighter shades of blue. Therefore, before getting acquainted with the blue color, you need to give the child an idea about the shades (they are formed as a result of mixing two neighboring colors), about the location of color tones in the spectrum and their division into groups of warm and cold (warm - from red to yellow, cold from green to purple). Children of this age should distinguish 4-5 shades by lightness. At the same time, their attention should be drawn to the fact that some light shades have special names in everyday life (for example, light red is called pink).

Mastering the standards of size is somewhat more difficult than the standards of form and color. The value does not have an “absolute” value, therefore its determination is made by means of conditional measures. The assimilation of these measures is a rather difficult task, requiring a certain mathematical background, so it will be very difficult for preschoolers to master it. However, for perception, the use of such a metric system is not at all necessary. An item may be judged as “large” compared to another item, which in this case is “small”. Thus, representations of relations in magnitude between objects act as standards of magnitude. At 5-7 years old, a child should be able to compare first 2-3, and then a larger number of objects, forming a series of decreasing or increasing values. In this case, it is necessary to simultaneously teach the child how to compare iseriation. In addition, mastering the size standard at this age involves teaching the child the ability to distinguish the length, width and height of objects. Teaching children to examine the shape of an object is, first of all, teaching the ability to see the similarity between the very form of an object and some simple geometric figure. Then it is important to teach the child to verbally designate the shape of this object (for example, a TV is rectangular, a plate is round, etc.). At the age of 5-7, a child must learn to consistently examine the complex forms of an object. At all stages of teaching actions to examine the form, the technique of tracing the outline of the object and its parts by children can be used. It helps to compare the outlined form with the mastered standards.

The most difficult task for preschoolers is to evaluate the combination of colors, shapes and sizes in objects with a complex structure. The selection of elements of such structures, as well as the analysis of the relationships between these elements, is provided by analytical perception. It is not enough to be able to accurately perceive individual colors and shades. In nature and works of art, colors are found in complex and varied combinations. A child of 5-7 years old needs to be taught to examine these combinations, to catch a certain rhythm in the arrangement of individual color tones, to distinguish combinations warm colors from cold combinations.

The perception of the form of a complex structure involves the ability to visually split it into separate elements corresponding to certain geometric patterns, and to determine the ratio of these elements to each other. These actions can be taught to a child already at preschool age.

Features of thinking

Thinking - this is the process of human cognition of reality with the help of thought processes - analysis, synthesis, judgments, etc. There are three types of thinking:

- visual-effective(knowledge by manipulating objects (toys);

- visual-figurative(cognition with the help of representations of objects, phenomena);

- verbal-logical(cognition with the help of concepts, words, reasoning).

Visual-effective thinking develops especially intensively in a child from 3-4 years old. He comprehends the properties of objects, learns to operate with objects, establish relationships between them and solve a variety of practical problems.

On the basis of visual-effective thinking, a more complex form of thinking is formed - visual-figurative. It is characterized by the fact that the child can already solve problems on the basis of ideas, without the use of practical actions. This allows the child, for example, to use diagrams or mental arithmetic.

By the age of six or seven, a more intensive formation of verbal-logical thinking begins, which is associated with the use and transformation of concepts. The development of logical thinking should begin in preschool childhood. So, for example, at the age of 5-7, a child is already able to master at an elementary level such methods of logical thinking as comparison, generalization, classification, systematization and semantic correlation. At the first stages, the formation of these techniques should be based on visual, concrete material and, as it were, with the participation of visual-figurative thinking.

memory features. With the help of memory, the child acquires knowledge about the world around him and about himself, masters the norms of behavior, acquires various skills and abilities. The child usually does not set himself the goal of remembering anything; the information that comes to him is remembered as if by itself. True, not any information: it is easy to remember what attracts with its brightness, unusualness, what makes the greatest impression, what is interesting.

In memory, there are such processes as memorization, preservation, reproduction and forgetting. Depending on the purpose of the activity, memory is divided into involuntary and arbitrary. Depending on the characteristics of the material that is remembered and reproduced, there are also figurative and verbal-logical memory. According to the duration of memorization and preservation of material, memory is also divided into short-term and long-term. In addition, operative memory is also allocated, which serves the activity directly carried out by a person and uses information from both short-term and long-term memory.

It is believed that the 5th year of life is, on average, the beginning of a period of more or less satisfactory memorization, since it is from this year that childhood impressions are quite systematized and remain for life. Early childhood memories tend to be fragmentary, scattered, and few in number.

By the age of 6, an important neoplasm appears in the child's psyche - he develops arbitrary memory. Children turn to voluntary memorization and reproduction in relatively rare cases when such a need arises directly in their activity or when adults require it. At the same time, it is this type of memory that will play the most important role in the upcoming schooling, since the tasks that arise in the process of such learning, as a rule, require setting a special goal to remember. In order for them to be remembered involuntarily, he will need to make conscious volitional efforts to memorize and use certain techniques. And this can and should be learned in advance.

In a child of 5-7 years old, it is possible and necessary to develop all types of memory - figurative and verbal-logical, short-term, long-term and operational. However, the main emphasis should be placed on the development of the arbitrariness of the processes of memorization and reproduction, since the development of these processes, as well as freeform psyche in general, is one of the most important prerequisites for the readiness of children to study at school.

features of the imagination. Imagination - this is the process of building an image of a product of activity even before its occurrence, as well as creating a program of behavior in cases where a problem situation is characterized by uncertainty.

feature of the imagination is that it allows you to make a decision and find a way out in a problem situation, even in the absence of knowledge, which in such cases is necessary for thinking. Fantasy (a synonym for the concept of "imagination") allows you to "jump over" some stages of thinking and imagine the final result.

Distinguish passive and active imagination.

Passive called imagination, which arises "by itself", without setting a special goal.

Active imagination is directed towards solving certain problems. Depending on the nature of these tasks, it is divided into reproductive (or recreative) and productive (or creative).

reproductive imagination differs in that it creates images that match the description. For example, when reading literature, when studying a map of the area or historical descriptions, the imagination recreates what is displayed in these books, maps, stories. When images of objects are recreated, for which spatial characteristics are important, they also talk about spatial imagination.

Productive imagination, in contrast to recreating, involves the independent creation of new images that are realized in original and valuable products of activity. Productive imagination is an essential element of creative activity.

Psychological research shows that a child's imagination develops gradually, as he accumulates certain experience. All images of the imagination, however bizarre they may be, are based on the ideas and impressions that we receive in real life. In other words, the greater and more varied our experience, the greater the potential of our imagination. That is why the imagination of a child is poorer than that of an adult. He has more limited life experience and therefore less fantasy material. Less diverse are the combinations of images that he builds.

The imagination of a child must be developed from childhood, and the most sensitive, “sensitive” period for such development is preschool age. “Imagination,” as psychologist Dyachenko O.M. wrote, who studied this function in detail, “is like that sensitive musical instrument, the mastery of which opens up the possibility of self-expression, requires the child to find and fulfill his own plans and desires.”

Imagination can creatively transform reality, its images are flexible, mobile, and their combinations allow us to give new and unexpected results. In this regard, the development of this mental function is also the basis for improving the creative abilities of the child. Unlike the creative imagination of an adult, the child's fantasy does not participate in the creation of social products of labor. She participates in creativity “for herself”, there are no requirements for realizability and productivity. However, she has great importance for the development of the very actions of imagination, preparation for the upcoming creativity in the future.

For a child, the main activity in which his creativity is manifested is play. But the game not only creates the conditions for such a manifestation. As psychologists' research shows, it greatly contributes (stimulates) the development of the child's creative abilities. In the very nature of children's games, there are opportunities for developing flexibility and originality of thinking, the ability to concretize and develop both their own ideas and the proposals of other children.

Another extremely important advantage gaming activity is the intrinsic nature of her motivation. Children play because they enjoy the gameplay itself. And adults can only use this natural need to gradually involve children in more complex and creative forms of play activity. At the same time, it is very important to keep in mind that in the development of creative abilities in children, the process itself, experimentation, and not the desire to achieve any specific result of the game, is more important.

Features of educational activity. To learn successfully, a child needs certain skills and abilities (automated ways to perform actions). There are specific skills and abilities needed in certain lessons (addition, subtraction, reading, writing, drawing, etc.) and generalized skills that are needed in any lessons or classes. These skills are fully developed later, but their prerequisites are laid already at preschool age. Among them, the following skills are of the greatest importance for the upcoming educational activity: 1) to accept the learning task and follow the rules, 2) to control one's own actions, and 3) "manual skill", which ensures the preparation of the hand for writing.

You should strive to ensure that the child has the following five motives:

1. Cognitive motive - the desire to learn to read in order to learn a lot of new and interesting things about the world around us (for example, about animals and birds, dinosaurs, astronauts, plants, etc.).

2. A promising motive is the desire to learn to read in order to make it easy and interesting to study at school.

3. The motive for personal growth is the desire to learn to read in order to become like adults, so that mom (dad, grandmother) would be surprised and say:

4. Activity motive - the desire to learn to read, so that later you can play those games where you need to read some words, come up with various fascinating stories or fairy tales, etc.

5. The motive for communicating with peers is the desire to learn to read in order to tell their friends and acquaintances about what they have read.

The readiness or unpreparedness of a child for the beginning of schooling is determined by the level of his speech development. This is due to the fact that it is with the help of speech, oral and written, that he will have to assimilate the entire system of knowledge. If he has already mastered oral speech before school, then he has yet to master written speech. And the better the child’s oral speech is developed by the time he enters school, the easier it will be for him to master reading and writing, and the more complete the acquired written speech will be.

Your child should be tested for at least the following reasons:

Firstly, to determine how much the level of its development corresponds to the norms that are typical for children of this age.

Secondly, diagnostics is needed in order to find out the individual characteristics of the development of abilities. Some of them may be well developed, and some not so well. The presence of certain insufficiently developed intellectual abilities in a child can cause serious difficulties in the process of subsequent education at school. With the help of tests, these "weak points" can be identified in advance, and appropriate adjustments can be made to intellectual training.

Thirdly, tests can be useful in order to evaluate the effectiveness of the means and methods that you use for the mental development of the child.

And finally, fourthly, children need to be introduced to various tests so that they are thus prepared for the tests that will await them both when they enter school and at various stages of education in the future. Familiarity with typical test tasks will help them avoid excessive emotional stress or confusion during such tests, called the “surprise effect”, feel more confident and comfortable.

Knowing these tests will allow them to equalize the chances with those who, for one reason or another, already have experience in testing.

There are three main areas in which children develop psychologically - cognitive processes, personality and interpersonal relationships. All of them should be evaluated if the task is to determine the level of psychological development of the child, for all there are special methods.

The following materials and methods were selected and prepared for the research:

Methods for diagnosing intellectual readiness for learning at school

1) The general orientation of children in the outside world and the stock of everyday knowledge

The general orientation of children who are just entering school in the world around them and an assessment of the stock of everyday knowledge they have are made according to the answers to the following questions:

1. What is your name?

(Using a last name instead of a given name is not a mistake.)

2. How old are you?

3. What are your parents' names?

(The naming of abbreviations is not considered a mistake.)

4. What is the name of the city where you live?

5. What is the name of the street where you live?

6. What is your house and apartment number?

7. What animals do you know? Which are wild and which are domestic?

(The correct answer is the one that names at least two wild and at least two domestic animals.)

8. At what time of the year do the leaves appear, and at what time of the year do the leaves fall from the trees?

9. What is the name of that time of day when you wake up, give both and get ready for bed?

10. Name the items of clothing and cutlery that you use.

(The correct answer is one that lists at least three items of clothing and at least three different cutlery.)

For the correct answer to each of the proposed questions, the child receives 1 point. The maximum number of points that one child can receive according to this method for the correct answers to all questions is 10.

The child has 30 seconds to answer each question. Failure to respond within this time qualifies as an error and is scored 0 points.

The child who correctly answered all the questions is considered to be completely psychologically ready for school (according to this method). I ended up with 10 points. During the time allotted for the answer, the child can be asked additional questions that facilitate, but do not suggest the correct answer.