Pre-school testing for school readiness. Test "Is the child ready to school

When they talk about "readiness for school", they mean not separate skills and knowledge, but their specific set in which all the main components are present.
It is impossible not to recognize that training can be effective only when the first-grader has necessary and sufficient for training in qualities.

Readiness K. school learning It consists of many components:

1. Physical readiness for school is determined by the physical development of the child and its correspondence age standards, that is, the child must achieve the physical maturity necessary for the educational process.

2. Psychological readiness for school implies a certain level of formation: general awareness and social orientation; knowledge and ideas about the world around; mental operations, actions and skills; arbitrary regulation of activity and behavior; cognitive activity manifested in appropriate interest and motivation; Speech Development, involving possession of a fairly extensive dictionary, the foundations of the grammatical system of speech, a connected statement and elements of monologue speech.

3. Emotional maturity is a skill to regulate its behavior, which includes the possibility of a sufficiently long time to perform a very attractive task.

4. Socio-communicative readiness for the school develops from the abilities of the child to build relationships in the team of peers: hold a leading position, be able to work in a team and maintain a leader - and also be able to communicate with an adult interlocutor.

In addition, the child should want to go to school. And here we, adults, should be able to degrade the inner motivation of the child from the external. The preschooler must go to school because he wants to know a lot, expects it will be interesting there, and not because we will buy him for this new designer or a walking robot.

Given the fact that the child often meets with a psychologist only directly upon admission to school, it is possible to offer a special diagnostic technique for parents who, with the help of simple observations and answers to questions, will be able to determine the formation of the readiness of their child to school. However, before talking directly about the diagnostic methodology, it must be said about certain rules.
1. All tasks must be offered in a relaxed atmosphere. It should be a game or any daily activities.
2. Do not tell the child that you are going to check it. He will clict. Or will be too tense.
3. These are just observation, so it can be stretched in time. Do not rush it nor yourself.

Diagnostic Methodology - Modified Questionnaire Developed by American Psychologist J. Chaipi

1. Evaluation of the basic child experience
Did you accompany you to accompany you to the post office, in Sberkassa, to the store?
Was the baby in the library?
Was it a child to be in the village, in the zoo, in the museum?
Was you the opportunity to read the baby regularly or tell him stories?
Does the child have an increased interest in anything, does he have a hobby?

2. Evaluation of physical development
Does the child hear well?
Does he see well?
Is it capable of sitting calm for some time?
Does he have developed the coordination of motor skills, for example, can it play the ball, jump, go down and climb the stairs?
Does the child look a healthy, cheerful, rested?

3. Evaluation of emotional development
Does the child look cheerful (at home and among comrades)?
Is the child formed the image of himself as a person who can a lot?
Is the baby easily switch with changes in the usual routine of the day, go to solving a new task?
Is the child working independently, compete with other children?

4. Score speech development
Can a child name and designate the main items around him?
Is it easy to answer adult questions?
Can a child explain why various things are used: brush, vacuum cleaner, refrigerator?
Can a child explain where the items are located: on the table, under the table?
Is the baby to tell the story, describe any case that happened to him?
Is the child talking clearly?
Is the child's speech from the point of view of grammar?

5. Evaluation of the ability to communicate
Does the child in the game of other children turn on?
Does he keep a priority when this requires the situation?
Does the child are able to listen to others without interrupting?
Is the child who is able to participate in the overall conversation, play any scene in a home spectacle?

6. Evaluation of cognitive development
Can a child identify similar and inconsistent forms. For example, find a picture not like the rest?
Can a child distinguish the letters and short words b / n, the cat / year?
Is it possible to decompose the child in order (in a given sequence) a series of pictures?
Can a child independently, without help, fold the puzzle from fifteen elements?
Can a child rhyme the words?
Can a child repeat for adults a few words or numbers?
Does the child be able to retell the story while maintaining the main idea and sequence of actions?

If all your answers were affirmative, you can congratulate you. Your child is obviously ready for school learning and easily will pass all the tests and interviews.

If your answers are twenty and more percent negative, then this is a serious reason to think about: Do you rush to send your baby to school?
At the end of the article, I would like to say a few words about the overall direction of preparing the child to school.

The child's psyche develops in the game. Gradually exhausted its capabilities, the game, as a leading activity, is inferior to the training.
Not the amount of knowledge of the child is important, but the quality of knowledge. It is important not to learn to read, but to develop speech. Not to learn to write, but create conditions for the development of shallow motility hands.
Of course, it is good that the future first grader knows how to read, count. But for full-fledged development, the preschooler must communicate with peers, adults, playing educational games, listen to reading books, draw, sculpt, fantasize.
The more the child will be involved in training for school, discussing the future, the more he will know about the school, about a new life, the easier it will be personal in it.

Test for the psychological and social readiness of the child to school

Instruction : I read you a few sentences. If you agree, put + on a sheet of paper.

1. When I go to school, I will have many new friends.
2. I wonder what my lessons will be.
3. I think I will invite all my class for my birthday.
4. I want the lesson to be longer than change.
5. When I go to school, I will learn well.
6. I wonder what the school is offered for breakfast.
7. The best in school life is a vacation.
8. It seems that school is much more interesting than in the garden.
9. I want to go to school, because My friends also go to school.
10. If it were possible, I would still go to school as soon as possible.

Assessment of results:
High level- if the child put at least 8 advantages
Middle level - from 4Do 8 pluses, the child wants to school, but it attracts it with its extracurricular sides. If a larger number of the number + owls on the first 5 points, then the child dreams of new friends and games, but if the points from 6 to 10 are the idea of \u200b\u200bthe school is formed, the ratio is positive.
Low level - from 0 to 3 pluses. The reserve has no idea about school, does not seek learning.

Test on the level of development of school and significant mental and physiological functions

A brief study of the development of speech hearing

Instruction : I will pronounce a couple of words, and you raise your hand, if you hear the same words: day-shadow, stick-stick, beam-stick, beam-beam, a bowl, bowl bowl.

Instruction : I will say a pair of syllables, and you are slapped in your hands when you hear different syllables:
PA-BA, PA PA, BA-PA, BA-BA, THIS, TI-TI, Ti-You, You, Such, Su-Su, Shu-Shu, Shu-Su.

Instruction : I will say syllables, and you carefully listen to them and repeat:
PA-PU, PU-PA, PU-PA-PA, PAAN, TA-KA PA, TA-PA, TA-DAYA, TA-TA-Yes, Yes, Ba-Pa-Ba, Pa Para.

And now I will say the word, you will remember them and repeat (the word order changes several times):
House-volume
Barrel-dot-daughter-bump.

Assessment of results:
a high level of the child unmistakably distinguishes words, syllables close to sound composition, distinguishes words with similar sounds.
The average level is the child admits minor errors, during a slow repetition can fix them independently.
A low-child level does not distinguish between syllables and words similar sounds, does not notice errors in repeated repeat.

Test on the level of development of cognitive activity

Test dictionary

You are offered 5 sets of words. Choose 1 of them(or gradually on different days work with each set) And ask a childinstruction :
Imagine that you met with a foreigner, he does not understand Russian well. He asks you to explain what these words mean. How do you answer? Next, alternately offer words from your chosen set.

Word sets:
1. Bike, nail, letter, umbrella, fur, hero, swing, connect, bite, sharp.
2. Airplane, hammer, book, cloak, feathers, friend, jump, divide, beat, stupid.
3. Car, broom, notepad, boots, scales, coward, run, bind, pinch, spiny.
4. Bus, shovel, album, hat, fluff, jabed, turn, scratch, soft, run away.
5. Motorcycle, brush, notebook, shoes, skins, enemy, stumble, collect, iron, rough.

With difficulty, the child can draw this item or depict a gesture.

Assessment of results: For each correctly explained the word as possible to put 2 points (for the definition close to scientific).

1 Balloon understands the meaning of the word, but it cannot express it verbally.

1.5 points can describe the object verbally.

0 Ballets there is no understanding of the word.

For six's low-length- 0 - 6.5 points
Middle Level 7-12 points
High level - 12.5- 20 ball

Test "Combine"

evaluation of the level of development of cognitive activity

Purpose of dough : Determining the amount of information about yourself, your family, the outside world, as well as ability to analyze and judgments.

1. Call your name, surname, patronymic.
2. Name the surname, the patronymic of parents.
3. Are you a girl or boy? Who will you be when you grow up: a man or woman?
4. Do you have a brother, sister who is older?
5. How old are you? How much will it be in a year, two?
6. Now morning, evening (day or morning?)
7. When do you breakfast (in the morning or in the evening?) Do you dinner? What happens to lunch or dinner, day or night?
8. Where do you live, call your home address?
9. Who do your parents work?
10. Do you like to draw? What is the colors of this pencil (dress, book?)
11. What is the time of year now, why do you think so?
12. When can I ride on sledding - in winter or summer?
13. Why is snow in winter, not in the summer?
14. What makes the postman (doctor, teacher?)
15. Why do you need a call, a party?
16. Do you yourself want to go to school?
17. Show your right eye, left ear? Why do we need eyes, ears?
18. What animals do you know?
19. What birds do you know?
20. Who else, cow or goat?
21. What is more than 8 or 5? Calculate from 3 to 6, from 9 to 2.
22. What should I do if you break someone else's thing?

Information about yourself, family - 1,2,3,4,5,8,9,17
View of the world around - 6.7, 10.11, 12,14, 18.19
Ability to analyze, reasoning - 13, 20, 21,22
School motivation - 15.16.

Evaluation:

Each correct answer is 1 point, correct, but incomplete response of 0.5 points.

The following questions are also rated separately:
5 Question - the child calculated how much he will be - 1 point, calls the year, taking into account the months - 3 points (for example, I am 6 years old for eight months, in a year there will be 7 years and eight months)

8 question - full home address - 3 points
15 Question - Proper use of school attributes - 1 point
16 Question - Positive Reply - 1 Point
17 Question - the correct answer - 3 points
22 The question is right, adequate answer - 2 points

Assessment of results:

High level - 24-29 points
Medium level - 20-23.5 points
Low level - from 19.5 and below

Test "Draw a Man"

Ask the child to draw a man: "Take a sheet of paper and draw a little man. Decide who it will be: Boy, Girl, Uncle, Aunt."

Ideally, it should be a picture of a person's figure, which has all parts: ears, eyes, mouth, torso, neck, hands with fingers, legs, the bottom of the body is separated from the top.

The less details, the more primitive drawing.

Test "Repeat"

Write on a unnecessary piece of paper a phrase with writing letters: "She is given tea."

Instruction It may be as follows: "Look carefully how the letters are drawn here, try to write them in the same way."

The highest score can be given when you see, complete similarity of letters and sample. Of course, letters may differ from the original, but not more than twice.

As well as the child should show that he saw the capital letter, which will be higher than the rest.

Test "Circle"

Draw a circle on a plate with a circle with a diameter of about 2.5 cm.

Ask a child carefully to circle it along the contour, without taking hands.

If this task is successful, you will see the exact playback of the sample.

Watch how rude mistakes are allowed in this work.

If you see that the child is hard with difficulty, and even more so he has no desire - it is not worth it to force it. In the end, he is simply not ready.

Test for parents

1. Does your child go to school?
2. Does your child in school, what does he know a lot there and will be interested in learning?
3. Can your child be engaged in self anything that requires concentration within 30 minutes (for example, collect the designer)?
4. Will your child in the presence of unfamiliar misunderstood?
5. Does your child make stories on the picture not shorter than five sentences?
6. Can your child tell a few poems?
7. Does it change nouns by numbers?
8. Does your child read in syllables or, what's even better, whole words?
9. Does your child count up to 10 and back?
10. Does he solve simple tasks for subtraction or addition of one?
11. Will your child have a hard hand?
12. Does he paint and paint pictures?
13. Does your child use scissors and glue (for example, do applications)?
14. Will he collect a split picture of five parts in one minute?
15. Is the child names of wild and pets?
16. Does he generalize the concepts (for example, to call the tomatoes, carrots, onions in one word "vegetables"?
17. Whether your child does not care independently - draw, collect mosaic, etc.?
18. Does he understand and accurately perform verbal instructions?

Possible test results depend on the number of affirmative answers to test questions.

15-18 points - we can assume that the child is quite ready to go to school. You did not do in vain with him, and school difficulties, if arising, will be easily overcome;
10-14 points - you are on the right track, the child learned a lot, and the content of the questions you answered with the denial will tell you the point of application of further effort;
9 and less - read the special literature, try to give more time classes with a child and pay special attention to what he does not know.

Test for checking the level of readiness of the child 5-6 years to school training

1.1 Common horizon (assessment of psychosocial maturity).

1. How long are you? (Preferably with months).

2. What is your name your parents? (First and middle name).

3. Who does your mother work (dad)?

4. Where do you live, call your home address?

5. How old will you be in a year? (Two)

6. Do you have a brother or sister? Who is older?

7. Now morning, evening or day?

8. What happens before: lunch or dinner?

9. What is the time of year now: Spring, winter autumn or summer? Why do you think so?

10. What makes the postman, doctor, teacher?

11. Show your left eye and right ear? Why do you need eyes and ears?

12. What animals do you know? What birds?

13. Who more: cow or goat? Bird or bee?

14. Do you like to draw? What colour is this pencil?

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8 questions - 7-6 - high ur., 5-6 - medium ur., 4-0 - Low UR.

1.2 The ability to establish causal relationships.

Invent the end of the sentence:

1. If you bring a piece of ice into the room, then he ...

2. If you are packed, then ...

3. If you want to buy something, then ...

4. If the car broke, then ...

5. If it began to darken on the street, then ...

6. If you put a lot of sugar in tea, then

7. If it began to brighten on the street, then ...

8. If the water put on the frost, then ...

9. If you throw paper into the fire, then ...

10. If he went heavy rain, and you could not hide anywhere, then ...

1 B.-Accurate causal response, 0.5 B.- Repeating phrase, 0 B.- Invalid.

9-0 - high ur., 6-8 - medium ur., 0-5 - Nirzky ur.

2.1 Motivational readiness. Answer the questions:

1. You yourself want to go to school? Why?

2. Why are you needed in school a call, a party, a briefcase?

3. How do you think interesting will be at school?

4. How to prepare for school?

5. Do you want to stay in D. Sadu? And at home?

6.What would you like to taught you at school? Teacher? Educator? Mum?

7. Which school would you like to learn? Where do you think read, write or where they play, sing, dancing?

1 B.- Training Motive, 0.5 B.- Game, 0 B. - Do not know

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6-7 - high ur., 4-5 - media., 2-3-Low UR.

Children wishing to learn can focus on their own studies (which is the most favorable factor), others - on external attributes (beautiful shape, briefcase, fun friends and change, etc.). The unwillingness of children go to school can be associated with the fear of strict rules established in it or a critical attitude towards themselves, as well as the reluctance to part with the usual conditions, with the position of the preschooler, the fear of novelty - all this is noted in their statements.

Children with a low level of psychosocial maturity need to expand the horizons, meaningful communication with adults and peers, enriching life impressions, stimulating cognitive interest. Adaptation of such children can be complicated by conflict relationships with peers, teacher due to the preservation of the child's aspiration, the need for the game. All this requires teacher, psychologist, parents.

2.2 Prepare two tests separately for boys and girls.

The test consists of nine pictures, which depict the boy's activities (girls). Three pictures - game, three - labor, three - training (writes, reads, believes in school). Watch pictures and tell me how would you like to do with the boy? And what would you like to do? And also? (Three attempts)

________

2-3 times uch. D-th. - high UR, 1P- media. ur., 0- did not choose. d.

3.1 Development of intelligence.

Fold cut pictures (three attempts) What do you think it was for the picture? Try to fold it.

Ball or ball, or matryoshka, jug or bucket

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Tall. UR.- Mooked himself, the medium. - 1 with help, low ur.- 2 with

3.2 Touch Standard. Prepare three cards with references.

In each card, prepare five drawings, which are based on standards. 1st standard: Dog head, shoe, tractor, stroller, truck. 2nd Standard: Doll, Carrot, Iron, Acorn, Pyramid. 3D Standard: Onions, Light Bulb, Neva, Pear, Guitar, in front of the child are three cards with references, pictures are mixed and inverted.

Take a 1st card, name, what is depicted on it, and then guess which of three figures does it look like?

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14-15 B.- high ur.; 10-13 - Middle .UR, 5-9 B.- Low Ur.

3.3 The ability of children to allocate features in objects.

Prepare 2 groups of figures, red and green: large and small circles, big and small squares. Total 8 pcs. 8 figures are laid out before the child

Look, these figures of different sizes: Large and small, different forms: Circles and squares different colors. I took the biggest green square, find me the sick on him. (3 attempts)

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in - 1 attempt on 2 signs, 2 in three., C - all attempts on 2h signs., H is all attempts to 1 pr.

4.1 Level of speech development.

1. I will tell you words. You have to call them in one word.

2. The machine, a glass, bowl, fork, knife.

3.Work, pants, skirt, tights, cap.

4. Sking, shoes, slippers, boots, slippers.

5.Sup, porridge, bread, pizza, cookies.

6.Fuster, rose, chamomile, bell, forget-me-not.

7.beris, linden, spruce, pine, elm, oak.

8.stol, stool, chair, bed, sofa.

9.Vorobi, pigeons, crows, geese, tit.

10.Carasi, perch, pike, soma, herring.

11.Ezhevik, raspberry, strawberry, blueberry, lingonberry.

12. Manyak, tomato, cabbage, beet, radishes.

13.Sublocks, pears, plums, oranges, apricots, peaches.

14.Tancisters, artellerists, paratroopers, cavalrymen.

15.Sleari, joiners, drivers, carpenters, welders, electricians.

1 B.-immediately answers, 0.5 B.- thinks 0 B.- did not answer

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12-14 - high ur., 9-11- average ur., 0-8 - Low UR.

4.2 Exclude the fourth extra picture.

Prepare 6 cards with 4 drawings: School supplies - 3 pictures and toys, bird and animal, dishes and paints, furniture and ball, carpentry tools and pencils, vegetables and flowers, 1 from the card, training. What picture is superfluous and why?

1b. - understandable ur., 0.5b.- functional ur., 0- did not answer

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4-5 b - high ur., 2-3 b. - Middle of the UR., 0-2-LOW UR.

4.3 Picture Story (Speech Development)

3-4 Pictures of the story story launched in disorder in front of the child. Mark the story on the pictures and spread them in order. It is estimated correctly understood, imagery and emotionality, meaningfulness.

5.1 Development of short-term hearing memory.

4 presentations are given. Each is fixed.

House, bread, rain, car, pain, doll, picture, forest, coat, pine.

1e presentation - 5-6 words ver.

1e PRD.- 3-4 words - media. ur.

1e before. - 3 words.

5.2 Thinking and speech.

Performing the tasks of this technique to the child makes it possible to approximately identify the understanding of the multiplicity of objects, the presence of the concept of "one - a lot", as well as the concept of grammatical structures on the example of the nouns of the multiple number, the correct use of them in accordance with the situation. Diagnosis is carried out in an individual form.

Instruction. The psychologist tells the child: "I will call you a word one thing, and you change this word so that it marks many items. For example, I will say" toy ", and you have to answer -" toys ". The child can ask, understood whether He, as it should be acting, responding. Then the 11 noun is called the singular:

book lamp handle

table window city

chair Ear Brother

flag baby

If the child allows mistakes in the first 2 words, he can help him, repeating the correct sample again: "Toy - toys." The correct answers of the child must be the following (with adventure):

books Lamps Pens Tables Window Cities Chairs Ears Brothers Flags Guys

To think about a response, a child is given up to 10 seconds.

Assessment of results

3 points - the child made no more than two mistakes;

2 points - made from 3 to 6 errors;

1 score - the child made more than 7 errors.

Errors are considered as incorrect words and incorrect stress in the word.

Children who allowed more than 7 mistakes (1 point) need additional work on the development of speech (organization conversations, retelling, linguistic games). It should also be noted possible situations where peers will pay attention to errors in the speech of such a child.

5.3 DEVELOPMENT OF MOTORICS Hands. Imitation written text.

(Option of tasks from the test "School maturity" A. Kerna and I. Irashka)

The execution of the tasks of this technique requires the child to show a volitional effort in execution of not very interesting work, perform the task in the form of imitating the sample. The ability of a child to such actions is important for mastering academic activities. It is also important in the process of performing such assignments to identify the features of the fine motility brush hand, motor coordination. Due to this, it is possible not only to predict the success of mastering the skills of the letter and drawing, but also make a conclusion (approximate) about the development of a child's ability to self-regulation and managing their behavior as a whole. It is known that the level of development of fine motility, small movements is one of the important indicators. mental Development.

The diagnostic procedure consists in presenting a child in advance written on a white sheet of paper phrases: "He ate soup." The phrase must be written by the usual handwriting, large and clear. The child is offered the following instruction: "Look: something is written here on a sheet. You still do not know how to write. But try it - I could not (could you) would you write it carefully and try to write next too." For each child, a separate sheet with an inscription sample can be prepared, you can use one sample for all children, giving each child a clean sheet of paper to each child. It is desirable that the phrase copied by the child fit on one line. If so it does not work, the child may be the last word to write above or below the previous ones.

Assessment of the results of work on this technique is carried out as follows.

5 points - the phrase copied by the child can be read. It is clearly divided into three words, the sizes of the letters are no more than 2 times there may be more sample letter sizes. Recovery from the horizontal line should not exceed 30 °.

3 points - In the child's record, you can allocate at least 2 groups, to read at least 4 letters.

2 points - the letters of the sample are similar at least 2 letters. Copied image remotely reminds letters, a letter.

1 points are separate or solid "doodles", among which it is impossible to allocate something similar to the letters.

According to the results of this technique, the following conclusions can be drawn. Children who received 1 score need additional occupations, especially close attention in the initial period of study. They most likely have problems with understanding teacher's tasks, learning and writing.

Children who received 3 points are considered ready for school education, subject to control and attention to the initial period of study. It can be offered as a developing procedure. Work related to improving the fine motility - drawing patterns for sample, classes with small parts (compiling a mosaic, assembly of models, knitting, embroidery, drawing).

Children who received 1-2 points are considered mature for school education.

It should be noted that when using the results of this technique for ranking and selection, taking into account the results for other methods, reverse points are used: the most successful implementation is estimated 5 points, the most unsuccessful - 1 point, since in most other methods is followed by a proportional assessment system: Successful - the greater the scores are accrued.

5.4 Development of logical thinking.

Cucumber: Vegetable

Carnation: weed, dew, kindergarten, flower, land

Vegetable garden: carrots

Garden: Fence, Mushrooms, Apple Tree, Well, Bench

Teacher: Student

Doctor: glasses, hospital, chamber, patient, medication

Flower: Vase

Bird beak, seagull, nest, feathers, tail

Glove: Hand

Boots: stockings, sole, leather, leg, brush

Dark: light

Wet: sunny, slippery, dry, warm, cold

Watch: Time

Sigdition: Glass, Patient, Bed, Temperature, Doctor

Machine: Motor.

Boat: River, Lighthouse, Sail, Wave, Shore

Table: Tablecloth

Gender: Furniture, Carpet, Dust, Boards, Nails

Chair: wooden

Needle: acute, thin, shiny, short, steel

This technique (E.Zambaantian, L. Chuprov et al.) Allows you to investigate the ability of a child to make conclusions by analogy with the proposed sample. Setting the task requires the formation of the ability to establish logical connections and relationships between concepts. It is possible to diagnose the ability of the child to save and use the specified way of reasoning. Relationships between concepts in each task are different, and if the child is not able to allocate essential signs in the concepts, it will build a conclusion based on the previous analogy, which will lead to an erroneous answer. Thus, the success of the implementation of the tasks of the methodology allows to draw conclusions about the level of development of verbal-logical thinking in such an indicator as a logical action - "conclusion".

The survey is carried out in an individual form, the time of answers is not limited. In case of explicit difficulties, a child has a psychologist to insist on response and tactfully go to the next task. Task text printed (or written) large on a sheet of paper. The psychologist loud clearly reads the task, the child, if he is already able to read, can follow the text.

The task is performed in several stages. At the first stage, the child is reported as follows: "Now we will select words to each other. For example, the cucumber is a vegetable. We must choose to the word" carnation "that suitable as the word" vegetable "to the word" cucumber " . Words are: weed, dew, kindergarten, flower, land.

The second stage (after pause). "Let's try: cucumber - vegetable; carnation -?" After a pause, all the words are read. "What word is suitable?" - We ask the child. Additional questions and explanations should not be given.

When performing tasks, stimulating assistance is possible. If the child has uncertainty in response, you can suggest it to think also to give the right answer. Such assistance is taken into account when calculating points. The faster the child refuses to help and starts to independently perform the tasks, the higher its learningability, therefore, we can assume that it quickly remembers the problem solving algorithm and can act according to the sample.

1 point - performing a task from the first presentation; 0.5 points - the task is made with the second attempt, after the psychologist was assisted

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You can interpret quantitative results, according to L. Transfer, E. Mostyukova, L. Chuprov.

A high level of success -7 and more points, children have such a mental operation as a conclusion. "

The average level is from 5 to 7 points: the implementation of the mental operation is carried out by children in the "zone of the nearest development". In the process of learning, in the initial period, it is useful to give such children individual tasks for the development of mental operations, providing minimal assistance.

Low level - less than 5 points, children have practically no skills of mental operations, which makes special requirements for the development of logical thinking skills in educational cognitive activities.

Total Program Evaluation

The overall score of success in the program is calculated as the amount of points received by the child in all methods. There are three levels of readiness for school learning:

high level - from 39 to 47 points

middle level - from 28 to 38 points

low level - from 17 to 27 points

The distribution of results in levels is fairly approximately indicative, but allows a school psychologist to at least characterize teachers of the initial classes of future students who may have certain learning problems. The nature of the problems can be detected on the basis of the analysis of the results of diagnostics for each of the techniques. Special attention is useful to pay for children with both high and low levels of readiness: it is that they can be expected primarily to reduce learning motivation. In the first - by virtue of the ease and simplicity for them, the seconds are due to their complexity.

Additional diagnostic capabilities. The psychologist, observing the behavior of the child during the diagnostic procedure, can make a number of conclusions about the individual characteristics, which is necessary for the purpose of individualization of training.

Social maturity is manifested in understanding the child's diagnostic situation as quite important, serious. Together with this, it is important that it is not for him a super-recognition, dangerous, terrible. Social maturity is also manifested in relation to the very fact of entering school, as a significant event, which will change a lot in the child's life.

Self-consciousness, self-esteem. - This individual characteristic significantly affects the success of learning in general. The psychologist can ask the child as he assesses its results: how successful or unsuccessful. A frequent assessment of its results as successful may indicate an overestimated self-esteem, the non-worker is in their success - an indicator of underestimated self-assessment.

Anxiety. - manifests itself in general psychological tensions in the situation of communication. High-resistant children are often not decided to give an answer, fearing to be mistaken, think about it for a long time, sometimes refuse to respond, even if they know what to say. As a rule, the instructions of an adult psychologist are listening carefully, but they are not always understood because of their fear over the situation.

Emotional excitability. - For children with high emotional excitability, a quick change of emotion is characterized, a quick emotional response to the established circumstances. They easily appear both laughter and tears. Emotions are unstable, not always adequate to the reason that caused them.

Understanding the context of communication. - It is important that the child quickly turns on to solve the problem, I understood the instruction of a psychologist, felt the difference between passing comments and the speech of the psychologist in the context of the task. The psychologist may blame for the extent to which the child perceives help in the process of performing the task: as a guide to action, as a sample for execution, or does not perceive.

Tired. - It is useful to pay attention, after what time after the start of the work, the child begins to be distracted, it is difficult for him to listen to a psychologist, focus on the instructions.

Thus, the observation of these and a number of other individual manifestations (such as independence, friendliness, sociability, aggressiveness, stubbornness) is possible in the process of a diagnostic procedure. These data are noted in the survey protocol.

Pedagogian psychologist Statsenko L.V.

The test is designed for six-six-to-six children.

Ask a question and wait for the child to say everything that knows or thinks about it. Do not rush it, do not suggest, but prompt that he speaks as much as possible.

1. What animal is more: a horse or a dog?

The correct answer (horse) is 0 points. Wrong - "-5".

2. In the morning we have breakfast, and at noon ...

The correct answer (we dine, eat soup, porridge) - 0. Incorrect - "-3".

3. Day light, and at night ...

The correct answer (dark) - 0 points. Wrong - "-4".

4. Blue sky, and grass ...

The correct answer (green) is 0 points. Wrong - "-4".

5. Cherries, pears, plums, apples - what is it?

The correct answer (fruit) - "+1" wrong - "-1"

6. Why before the train arrives, the barrier is lowered along the path?

The right answer (so that the train does not encounter a car so that no one fell under the train) - 0 points, wrong - "-1"

7. What is Moscow, St. Petersburg, Rostov-on-Don?

Correct answer (cities) - "+1" wrong - "-1"

8. What time is it?

The child should show a quarter-seventh-seventh paper hours, a five minutes nine, a quarter of the twelfth, five minutes of the twelfth.

All correctly - "+4", shows only a quarter, a whole hour, a quarter and an hour - "+3", does not know how to determine the time by the hour - 0.

9. Little cow - this is a calf, a small dog- it's a little lamb- this is...

The correct answer (puppy, lamb) - "+4". One correct answer is 0 points. Wrong -

10. The dog looks more like a chicken or on a cat? Than? What do they have the same?

The correct answer to bringing one or more signs of similarity is "+ 1" without bringing signs of similarity - 0. Incorrect answer - "-3".

11. Why do all cars have brakes? Two reasons -

One reason - 0. Incorrect answer - "- 1"

12. What are like a hammer and ax like each other? Two any sign - "+3".

One sign is "+2". Wrong answer - "- 1"

13. What are the squirrel and cat like each other? The definition is given that it is mammals, or

two private features are given - "+3". One likeness is given - "+2". Incorrect answer - 0.

14. What is the difference between a nail from the screw? How would you recognize them if they lay next to the table?

Under the cutting screw - "+3".

The screw is screwed down, and the nail is driven, or the screw nut - "+2".

Incorrect answer - 0.

15. Football, jumping in height, swimming - this is...Sport, Physical Culture - "+3"

Games, Exercises, Competitions - "+2". Incorrect answer - 0.

16. Why do people play sports? Two reasons are named - "+4".

One reason is "+2". Incorrect answer - 0.

17. What vehicles do you know?

Three terrestrial 4- plane, ship - "+4". The same, but only after the explanation that the vehicle is what we go on, moving - "+2".

Incorrect answer - 0.

18. What is the difference between the old man from the young, what is the difference between them?

Three signs (gray hair or lisin, wrinkles cannot work, he sees badly and hears, more often sick, will die earlier than the young) - "+4".

One or two differences - "+2".

Incorrect answer - 0.

19. Why is bad when someone does not want to work?

The rest should work for it, that is, someone suffers from him - "+4".

He is lazy, earns little and can not buy anything - "+2".

Incorrect answer - 0.

20. Why should I stick brands on the letter? So pay for the carriage of the letter - "+5". Incorrect answer - 0.

Result

All points are summed up in accordance with mathematical rules.

24 points and above - a very good result;

14-23 points - the norm, the normal level of school maturity;

0-13 points - below average;

We bring to your attention an excerpt from the book "is your child ready for school? Test book. " Gavrina S. E., Kutyavina N. L., Toporkova I. G., Shcherbinina S. V. - M.: Rosman-Edition LLC. - 2001

The book is a collection of tests that are often used when testing children before entering school. With these tests, parents will be able to check whether their child is becoming mastered by writing, whether it reads whether it is well developed with mathematical performances, memory, attention, thinking, speech and imagination. The book will also help parents to determine the amount of knowledge of the child about the world and breadth of the general erudition of the preschooler.

Sometimes parents think that if the child in front of the school can read, write and count, then success is provided to him. However, the practice shows that often reading, writing and considering a child, with ease of touching his studies, suddenly, completely unexpected for parents, begins to reduce his successes. Why? It is very important that by the time of admission to school in the child were developed and such cognitive processesHow attention, memory, thinking, imagination, thin motoric.

Answers to these questions should know every child.

1. Name Naza full name Both the surname.

2. How old are you?

3. Name the date of your birth.

4. Base the name and patronymic of your mom.

5. Where and by whom does it work?

6. Name the name and patronymic of your dad.

7. Where and who does it work?

8. Do you have a brother or sister? How old are they? Older they are you or younger?

9. Call your home address.

10. In which city do you live?

11. What is the name of the country in which you live?

12. Do you like to do? Do you want to go to school? Why?

Attention

School learning makes high demands on the child's attention. He not only needs to focus on the teacher's explanations and the fulfillment of tasks, but also to keep his attention during the entire lesson, and this is a lot! The baby also should not be distracted by outsiders - and sometimes I want to talk to a neighbor or make a new felt-tip pen!

Good attention is the most important condition for successful school learning. This section provides 10 tests with which you can evaluate how your child has been developed. Many of these tests are associated with the execution of tasks for the time, so you will need a clock with a second hand. Remember that when testing at school, tests are often used.

Memory

The successes of your baby in school largely depend on his memory.

Small children remember a lot of different information. It is enough to read the baby poem several times, and he himself tells him by heart. However, the memory of a small child is involuntary, that is, he remembers what I remember, because it was interesting. The child does not put a task: I need to remember this poem.

The time of arbitrary memory comes to school. In school, the child will have to memorize large amounts of information. He must remember not what is interesting, but what is needed, yes as much as you need.

With the help of the tests below you can evaluate your baby's memory. Do not be discouraged if the result is not brilliant. Memory can be developed, and for this you have time! To improve your child's memory work with him on the workbook "Develop Memory".

Thinking

How is the time machine? - Alash asks (5 years old, 8 months).

I do not know. No one else invented her, "adult answers him.

I grow up, then I will think up ... Oh, I know! It is necessary to take hours and put in the engine. And the time machine will turn out.

As we rejoice, when you hear funny and at the same time smart reasoning of our children. The child will know the world and learn to think. He learns to analyze and generalize, establish causal relationships.

In school testing, it is very often used precisely tests for thinking. A child may encounter difficulties in performing these tasks. In this case, explain to him the principle of fulfilling tasks, and then offer it a similar exercise.

Mathematics

By the time of arrival in school, the baby should be formed elementary mathematical representations. Children must have the skills of a quantitative and ordinal account within the first dozen; comparing the numbers of the first ten among themselves; compare items in height, width and length; distinguish between the forms of objects; Focus in space and on a sheet of paper.

Thin motor skills and coordination

Is your child's hand ready for writing? This can be determined by assessing its thin motoric and coordinate the movements of the child's hand. This will help you tests of this section.

Thin motor skills are a variety of movements in which the small muscles of the hand brush are involved. Only with good development brush, the child will write beautifully and easily. Thin motility in children can and need to develop. This is facilitated by classes with mosaic, modeling, drawing.

It is best to work out with him first on the working notebook "Cooking your hand to the letter", and then, when the tasks in this notebook are completed, go to the working notebook "Learning to write".

Reading

Requirements for the knowledge of children entering school are constantly growing. Today it is important that the child has the initial reading skills. So, he should be able to determine the sound of the sound in the word, find words with certain sounds, divide the words to syllables and sentences for words.

Well, if a child knows how to record simple words, read small texts and understand their content.

From the formation of the reading skill significantly depends on the subsequent performance of other subjects, since the school very soon, children go to work with textbooks that they should be able to read and understand the read.

Detergery

By 6-7 years, the child's speech must be connected and logical, with rich wimples. Kid must correctly hear sounds and correctly pronounce all the sounds. native language, and not only isolated, but also in connected speech.

Development oral speech - the basic condition for successful mastering with writing and reading. Speech tests of this section will allow you to evaluate the development of speech from your child.

If the speech of the baby is not well developed, with a small vocabulary reserve, then you can improve it, engaged in the child additionally. Talk more with the child, ask him to retell the cartoons that he looks, the books that read. Offer your baby to draw up stories by pictures.

If your child experiences difficulties when pronouncing individual sounds or poorly distinguishes sounds on rumor (for example, the words "mountain - bark" or "barrel - point" are perceived by him as the same), then you should seek help to the speech therapist.

Imagination

Many parents believe that the key to success in learning is the ability to read, write and count, but often it turns out not enough.

The imagination plays a big role in the assimilation of school knowledge. Listening to the teacher's explanations, the child must submit the situations with which he did not come across his life, to represent images that do not actually. Therefore, for successful study at school, it is necessary that the child has a well-developed imagination.

Try to evaluate how your child's imagination is developed. When evaluating, you will have to navigate to a large extent to your own idea of \u200b\u200bthe development of imagination, because the objective criteria in this case are extremely difficult to compile. Offer your baby to draw up stories by pictures; Discuss with him a variety of "fantastic" situations, etc.

The world

By 6-7 years, the child must have a certain stock of knowledge and ideas about the world around. Well, if a child has elementary knowledge of plants and animals, the properties of objects and phenomena, knowledge in the field of geography and astronomy, the idea of \u200b\u200btime.

Your child reads, thinks and writes. But psychologists for some reason they say that it is early to give to school. What should a child be able to consider it prepared for school? And can the parents prepare it themselves? What methods are psychologists use to identify the level of child's intelligence? And what are there methods for the correction of certain development delays?

Answers to these and many other issues related to psychological preparing a child to school, you will find in this book.

Annotation to the book "How to prepare a child to school" Chivikova N. Yu.: The book is addressed to parents and teachers preparatory Groups and classes, pre-school departments of UVK, as well as primary school teachers.

The book contains a variety of tasks and games aimed at developing a child, on psychological training His school. It tells how to form a child's interest in studying, adapt it to school conditionsHow to build a day of the day of the future first grader. Gaming tasks will help you without difficulty teach a child to be attentive, independent, to keep a brush or pencil in your hands; Coordinate the actions of the eyes and hands, develop a speech and thinking of the child.

Dear Parents! The book contains simple tests, with the help of which you can determine the level of formation of a child's ideas about the world around the world, its mathematical abilities, attention, memory and thinking. Tests take into account the age characteristics of the child. Interesting tasks and funny pictures will definitely like the baby.

Introduction ...... 9.

Chapter 1. The world around ........ 11

Test for determining the level of knowledge of the child about yourself .... 11

Processing results ...... 13

Test for determining the level of knowledge of the child about inanimate nature ....... 16

Processing results ......... 20

Test for determining the level of knowledge of the child about the wildlife ....... 23

Processing results ...... 24

Test for determining the level of knowledge of the child about the world of items ......... 26

Processing results ........ 30

Chapter 2. Mathematical Presentations ........ 33

Test for determining the level of the ideas of the child about the number and score ..... 33

Processing results ....... 34

The test for determining the level of ideas of a child about the orientation in space ...... 36

Processing results ........ 38

Test for determining the level of the idea of \u200b\u200bthe child about the orientation in time ..... 40

Processing results ......... 43

Test for determining the level of the ideas of the child about shape and color ....... 45

Processing results ....... 49

R test results ....... 50

Test for determining the level of ideas of the child about numbers and numbers ...... 52

Processing results ...... 53

Test for the definition of the child of the level of addition skills and subtraction ..... 56

Processing results ....... 59

Chapter 3. Oral speech ....... 62

Test for determining the level of development of the child of phonderatic hearing and pronunciation .... 62

Processing results ........ 64

Test for determining the level of development by the child of the vocabulary ......... 67

Processing results ........ 69

The test for determining the level of development of the child of the grammatical system of speech ......... 72

Processing results .......... 75

Chapter 4. Mr. ........ 78

Test for determining the level of knowledge of the child about sounds and letters ......... 78

Processing results ........ 79

Test for determining the level of knowledge of the child about the syllables and words ........ 81

Processing results .......... 83

Test for determining the level of knowledge of the child about proposals and texts ..... 86

Processing results ............ 87

Chapter 5. Intellect ........... 90

Test on determining the level of attention of the child's attention ........... 90

Processing results .......... 92

The test for determining the level of memory of the memory of the child ...... 96

Processing results ........................................ 99

Test for determining the level of development of logical thinking at the child ..... 104

Processing results ........... 106

Test results ............... 107

Chapter 6. Training Motivation ............ 110

Test for the definition of learning motivation by the child ........ 110

Processing results ............ 111

Test results ................ 112

Chapter 7. Small Motorik .................. 114

Test for determining the level of development of the child with small motors ............ 114

Processing results ................ 116

Right answers and notes .......................... 120

Chapter 1. The world around ................... 120

Test for determining the level of knowledge of the child about inanimate nature ....... 120

Test for determining the level of knowledge of the child about the wildlife .......... 120

Test for determining the level of knowledge of the child about the world of items .......... 121

Chapter 2. Mathematical Presentations .............. 122

Test for determining the level of the ideas of the child about the number and account ........... 122

Test on determining the level of the idea of \u200b\u200bthe child about the orientation in space ...... 122

Test for determining the level of the idea of \u200b\u200bthe child about the orientation in time ............. 122

The test for determining the level of the ideas of the child about shape and color .............................. 123

Test for determining the level of ideas of a child about numbers and numbers ........................... 123

Test for determining the child of the level of the skills of addition and subtraction .................. 124

Chapter 3. Oral speech ................... 124

Test for determining the level of development of the child of the phonderatic hearing and pronunciation ....... 124

Test for determining the level of development by the child of the vocabulary stock ........... 124

Test for determining the level of development of the child of the grammatical system of speech ....... 125

Chapter 4. Mr. .............................................. ....... 125.

Test for determining the level of knowledge of the child about sounds and letters ........ 125

Test for determining the level of knowledge of the child about the syllables and words ........... 126

Test for determining the level of knowledge of the child about proposals and texts ...... 126

Chapter 5. Intellect .............................. 126

Test for determining the level of development of the child ............ 126

Test for determining the level of development of logical thinking at the child ............... 126

- model of the formation of the preparedness of senior preschoolers for school training (www.school2100.ru) magazine "Primary school plus before and after" 2011, № 08

The article is devoted to the process of forming the readiness of children of senior preschool age for school training. The model developed by the author in the aggregate of its elements and the corresponding experimental data are presented.

Preparation of children for successful school education is a priority task, which in a modern situation becomes particularly relevant. This is due to a significant deterioration in the state of children's health, a decrease in their functionality and at the same time with the complication of the study requirements for school due to increased complexity educational materials and informational saturation. School preparation is often considered as an earlier study of the program of the 1st class and comes down to the formation of narrow-consumable knowledge and skills. In educational practice there are attempts to the forced preparation of the child to school, the "wiking" of the content of the training of children of preschool age to the content of primary school learning.

Formation of readiness for school has a pronounced cognitive orientation. It is not enough to pay attention to personal, psychophysiological readiness, the emotional and social readiness is overlooked.

N.V. Nizhegorodtseva, V.D. Shadrikova believes that the readiness for school learning is determined by the level of physical, mental and social Development Baby.

A.V. Keneman, M.Yu. Kistyakovskaya, T.I. Osokina et al. They argue that, how physically developed, the child is well developed, its success in school depends. Unfortunately, the physical education of preschool children is considered isolated from questions of their readiness for training in school.

Studies have shown that the group of "immature" to study at school children is 32%. In the learning process, two trends are trained: some of the children, without cope with the training load, forms the ranks of the lagging and reagents, and the other part performs all the requirements of the school, but the cost of their own health.

N.V. Zaitseva proved that properly organized physical education contributes to the mental development of children, as the necessary conditions are created for the normal activity of the nervous system.

An American explorer Doman shows the relationship of intellectual and human physical abilities. He claims that highly developed intelligence takes its beginning in human mobility and activities. According to the author, every child from birth has a high mental potential, which includes physical functioning and starting with it.

L.A. Wenger and A.L. Wenger notes that readiness for school learning is multicomponent education. However, in the scientific literature, the psychologists of children's readiness for school are more often paid to the psychology, regardless of the physiological development of the child and represents a combination of individual psychological qualities and properties.

It is known that only a minor part of students finishing school is healthy. Graduates have a number of violations: a slowdown in physical and mental development, an increase in the number of persons with disharmonary development. It is not surprising that among first-graders 50% have various psychosomatic diseases. IN intellectual Development From the average level, 13% of schoolchildren is lagging behind, it is difficult to study 25% of children who cannot fully master the secondary school program.

Preschool educational institution (DOU) is designed not so much to give a certain amount of knowledge and skills, how much to ensure the readiness of the child to school, which is associated with all the faces of his personality - mental, moral, physical, etc. The pre-school of children has always been set to training At school, and they have a unique opportunity to solve this task, but not always and not everywhere she is given due attention. Therefore, the teachers of the DOU and the primary school teachers should organize the activities of the child in such a way that he can be able to take a new status of a schoolboy without painful.

An analysis of the theoretical and practical aspects of this problem has made it possible to determine the need for a comprehensive approach to the formation of the readiness of children of senior preschool age for school training and the inclusion of psychological, physical, social and intellectual components in this process. To do this, it is necessary to develop and implement the appropriate model and create pedagogical conditions for its implementation.

The experimental examination base of the study was delivered to Dow No. 80, 95, 105, 108 of Murmansk. The experiment involved 103 children of senior preschool age.

The following elements of the models developed by us can be distinguished: pedagogical goal, challenges, pedagogical conditions, participants in the pedagogical process, the components of readiness, principles, funds, methods of organizing activities, where the system-forming factor is supported by DOW, family and school. The relationship and interdependence of these social institutions of social institutions is proved (see the scheme below).

Pedagogical goal is to form the preparedness of preschoolers for school training. Tasks of our study: increasing the level of this readiness and strengthening the health of preschoolers. To solve the tasks of the tasks, traditional physical education classes were supplemented with innovative components: elements of the corrective gymnastics for the prevention of disorders of the support apparatus, the elements of the hatha yoga, relaxation, finger and rhythmic gymnastics, step-erobics, contrasting WHO Harding Spirit, Eye Gym, Eye Gym, Exercises for Prevention of flatfoot, complex "School of the ball".

The necessary element of the model are pedagogical conditions: diagnostics and evaluation of preparedness of preschoolers; implementation according to this data of an individually differentiated approach; Ensuring the interaction of pedagogical, psychological and pre-school medical services educational institution; recognition of exercise on physical education a significant part of the comprehensive preparedness process; Organization of the interaction of all Dow services with parents; Implementation of continuity in the work of the DOA and School.

Diagnostics includes following all components of a comprehensive concept of preparing children to school. Overall readiness implies physical and psychological readiness, special - social and intellectual. We have developed a diagnostic toolkit to identify the level of each readiness component, individual and group diagnostic cards. This approach allows you to determine the initial level of readiness of each child, to determine the lagging component, make adjustments to the pedagogical process, give individual recommendations, tasks and thereby increase the overall level of readiness.

To solve the problem of the continuity of kindergarten and school, work is organized by three areas: information-proof activities (joint pedagogical councils on readiness issues, seminary projects for discussing children's training programs to school); Methodical activities (familiarization with methods and forms of educational work in children's garden and school through mutual education teachers lessons and classes with their further discussion, joint pedagogical tips on the exchange of advanced experience; Practical activities (pre-acquaintance of teachers with their future students in the process of joint classes, supervising the educators of their former pupils in the process of their learning in 1m class).

To improve cooperation with the family, the topics of parental meetings, "round tables", aimed at improving parental knowledge about various causes of diseases of the supporting apparatus, the effects of motor activity on the health of the child and his readiness for school training. The "corner for parents" is decorated, where preparation problems are discussed. Joint exhibitions of family drawings "My Motherland" are organized, consultations are held "Bear health by Spring", "Rules for parents", "Why is it difficult for a child to learn", "color and character".

Developed topics of homework, for example: to choose and place photos of the beloved month in the city; Make a New Year's toy or decoration; Talk about the warrior in the family. Senior preschoolers participate in the day of the city's day, decorate the Christmas tree in the music hall, visit the puppet theater, school, local lore museum. These events brief confidence in children, sense of citizenship, patriotism, interest and respect for people, the ability to analyze their actions, develop cognitive interests and the desire for transforming activities.

The effectiveness of this model is faithful during the experiment.

The results of the diagnosis indicate a good level of work on training in school in all groups. However, the data obtained on the MI Distribution of children on readiness levels in experimental groups prove that the work carried out with them was more efficient: 13% of children found a high level of readiness for school training, 80% are ready for learning, 7% are conditionally ready, 49% of children Improved readiness levels. In the control group of children with high readiness no, 70% are ready for learning, 26% are conditionally ready, 4% are not ready, 15% of children have improved the level of readiness, 30% of children are in the risk group.

It should be noted that the number of children with a high level of readiness for school in experimental groups increased by 12%, and in the control group there were no changes in this level. In the experimental groups, the number of children who are ready for school training increased by 38%, while in the control - by 28%.

These results confirm the effectiveness of the model and system developed by us. pedagogical conditions For the formation of the readiness of children for school training.

Literature

1. Aliyeva, T. Preschool Institution and Primary School: The problem of continuity / T. Aliyev, A. Arushanova, L. Paramonov // Pre-school education. - 1998. - № 4. - P. 97-104.

2. Bogin, T. Preserving and strengthening the health of the child: the continuity of education and education in the preschool institution and primary school / T. Bogin, M. Runova // Before school education. - 1999. - № 6. - P. 58-61.

3. / A.L. Wenger, L.A. Wenger. - M.: Knowledge, 1994.

4. Doman, G. How to develop the intellect of the child / Doman; per. from English - M.: Aquarium, 1998.

5. Zaitseva, N.V. The relationship of mental and physical education of children in preschool institutions: Author. ... Dr. Ped. Science / N.V. Zaitseva. - M., 2004.

6. Keneman, A.V. Physical preparation of children 5-6 years to schools in school / A.V. Keneman, M.Yu. Kistyakovskaya, T.I. Osokina. - M.: Enlightenment, 1980.

7. Nizhegorodtseva, N.V. Psychological and pedagogical readiness of a child to school: pos. For practicing psychologists, teachers and parents / N.V. Nizhegorodtseva, V.D. Shadrikova. - M.: Vlados, 2001. - (Preparation of children to school).

8. Runova, M.A. Muscular activity of the child in kindergarten: pos. For teachers dosyk. institutions, teachers and studies. pedavuses and colleges / M.A. Runova. - M.: Mosaicasintez, 2000.

How to find out on your own, without the help of a specialist, is the child ready to school and if not ready, how to prepare it? What tests and techniques are usually used by psychologists, the admission committee when entering school?

Parents can estimate the level of "maturity" through observation and answers to questions. Questions are developed by the psychologist Geraldine Cheney.

Evaluation of the development of knowledge
Will the child owns basic concepts (for example: right / left, large / small, top / bottom, in / out, etc.)?
Whether the child can classify, for example: to call things that can roll; Name in a word group of items (chair, table, wardrobe, bed - furniture)?
Can the kid guess the ending of an uncomplicated story?
Can a child keep in memory and fulfill at least 3 instructions (put socks, go to the bath, there is a mustache, then bring me a towel)?
Can a child name most of the title and lower case letters of the alphabet?

Assessment of basic experience
Did the child accompany adults to the mail, to the store, in Sberkass?
Was the baby in the library?
Have a child in the village, in a zoo, in the museum?
Was the opportunity to read the baby regularly, tell him stories?
Whether the child has increased interest in anything. Does he have a hobby?

Evaluation of language development
Can a child name and designate the main items around him?
Is it easy for him to answer adult questions?
Can a child explain why there are various things, for example, vacuum cleaner, brush, refrigerator?
Can a child explain where the items are located: on the table, under the chair, etc.?
Is the baby to tell the story of a story, describe some of the case that has passed with him?
Is the child talking clearly?
Is his speech right in terms of grammar?
Is the child who is able to participate in the overall conversation, play any situation, participate in a home spectacle?

Evaluation of the level of emotional development
Does the child look cheerful at home and among the peers?
Did the child have an image as a person who can a lot?
Is the baby "switch" if there are changes in the routine of the day, go to new activities?
Is the child who is able to work (play, engage) independently, compete in performing the task with other children?

Evaluation of the ability to communicate
Does the child turn on in the game of other children if it shall with them?
Does he keep a priority when this requires the situation?
Does the child are able to listen to others without interrupting?

Evaluation of physical development
Does the child hear well?
Does he see well?
Is it capable of sitting calm for some time?
Is it developed by coordination of motor skills (can it play the ball, jump, go down and climb the stairs without the help of an adult, without holding the railing, ...)
Does the child look cheerful and passionate?
Does he look like a healthy, full, rested (bulk of the day)?

Spectatic distinction
Can a child identify similar and inconsistent forms (find a picture, unlike the rest)?
Can a child distinguish letters and short words (cat / year, b / p ...)?

Visual memory
Can a child notice the lack of pictures if he first show a series of 3 pictures, and then remove one?
Does the child know his name and names of items found in his daily life?

Spectacular perception
Will the child decompose in order a series of pictures?
Does he understand that they read from left to right?
Can it independently make a puzzle from 15 elements without help?
Can I interpret the picture, make a small story on it.

Hearing levels
Can a child rhyme the words?
Does words begin with different sounds, for example, forest / weight?
Can a few words or numbers be repeated for adults?
Does the child be able to retell the story while maintaining the main idea and sequence of actions?

Relationship attitude to books
Does the child arise a desire to see the books on their own?
Does it be careful and with pleasure whether he listens when he is read aloud?
Does questions ask about the words about their meaning?

After you answered the above questions, analyzed the results, you can hold a number of tests used by children's psychologists when entering school.

Tests are not held all at once, at different times when the child has a good mood. It is not necessary to carry out all the proposed tests, select Several.

1. The degree of psychosocial maturity (horizon) -
Test conversation proposed by S. A. Bankov.
The child must answer the following questions:
Call your last name, name, patronymic.
Name the surname, name, patronymic of Pope, Mom.
Are you a girl or a boy? Who will you be when you grow up - aunt or uncle?
Do you have a brother, sister? Who is older?
How old are you? And how much will it be in a year? In two years?
Now morning or evening (day or morning)?
When do you breakfast - in the evening or in the morning? When do you dine - in the morning or day?
What happens before - lunch or dinner?
Where do you live? Name your home address.
Who does your dad work, your mom?
Do you like to draw? What color is this tape (dress, pencil)
What is the time of year - Winter, Spring, Summer or Autumn? Why do you think so?
When can I ride on sledding - in winter or in summer?
Why is snow in winter, not in summer?
What makes the postman, doctor, teacher?
Why do you need a party in school, call?
Do you want to go to school?
Show your right eye, left ear. Why do you need eyes, ears?
What animals do you know?
What birds do you know?
Who else is a cow or goat? Bird or bee? Who has more paws: in a rooster or a dog?
What is more: 8 or 5; 7 or 3? Calculate from three to six, from nine to two.
What needs to be done if you are inappropriate to break someone else's thing?

Estimation of answers
For the correct response to all posts of one point, the child receives 1 score (with the exception of the control). On the right, but incomplete responses to the slide, the child receives 0.5 points. For example, the correct answers: "Dad works as an engineer", "the dog's dog is larger than the rooster"; Incomplete answers: "Mom Tanya", "Dad works at work."
Control tasks include questions 5, 8, 15.22. They are estimated:
№5 - The child can calculate how much he is -1 points, calls the year, taking into account the months - 3 points.
№8 - for the full home address with the title of the city - 2 points, incomplete - 1 point.
No. 15 - for each correctly specified application of school attributes - 1 point.
No. 22 - for the correct answer -2 point.
No. 16 is estimated in conjunction with No. 15 and No. 22. If in No. 15, the child scored 3 points, and in №16 - a positive answer, it is believed that he has a positive motivation for school training.
Rating results: the child received 24-29 points, it is considered to be school-mature,
20-24 - medium-mature, 15-20 - low level of psychosocial maturity.

2. Curney School Maturity Orientation Test - Jirac
Reuses the overall level of mental development, the level of thinking, the ability to listen, perform the tasks for the sample, the arbitraryness of mental activity.
The test consists of 4 parts:
Test "Figure man" (male figure);
Copying the phrase from written letters;
sinking points;
questionnaire.

Test "Picture of Man"

"Here (it is shown where) I draw any uncle how you can". During the drawing, it is unacceptable to correct the child ("you forgot to draw ears"), adult silently observes.

Evaluation

1 point: a male figure is drawn (elements of men's clothing), there is a head, torso, limb; The head with the torso is connected by the neck, it should not be more torso; The head is less to the body; on the head - hair, a headdress, ears are possible; on face - eyes, nose, mouth; Hands have a brush with five fingers; legs bent (there is a foot or shoe); The figure is drawn by a synthetic way (the contour is solid, legs and hands as it were growing from the torso, and not attached to it.

2 points: fulfillment of all requirements, except for a synthetic drawing method, or if there is a synthetic method, but 3 parts are not drawn: neck, hair, fingers; The face is fully drawn.

3 points: the figure has a head, torso, limb (hands and legs are drawn by two lines); There may be no: neck, ears, hair, clothes, fingers on their hands, feet on the legs.

4 points: Primitive drawing with head and torso, hands and legs are not drawn, can be in the form of one line.

5 points: no clear image of the body, no limbs; scribble.

Copying the phrase from written letters

"Look, something is written here. Try to rewrite the same here (show the written phrase below), as you can. "

On the sheet, write the phrase with capital letters, the first letter - the title:
He ate soup.

Evaluation

1 point: well and completely copied sample; letters can be a slightly more sample, but not 2 times; The first letter is capital; The phrase consists of three words, their location on the sheet is horizontally (maybe a small deviation from the horizontal).

2 points: the sample is copied parsing; The size of the letters and horizontal position is not taken into account (the letter can be greater, the line can go up or down).

3 points: the inscription is broken into three parts, you can understand at least 4 letters.

4 points: With a sample, at least 2 letters are coincided, a string is visible.

5 points: illegible doodle, chirkage.

Sourcing points

"Drawing points here. Try to draw next to the same. "

In the sample 10 points are on an even distance from each other vertically and horizontally.

Evaluation

1 point: accurate copying of the sample, small deviations from the lines or column are allowed, the decrease in the pattern is unacceptable.

2 points: the amount and location of the points correspond to the sample, it is allowed to deviate up to three points half a distance between them; Points can be replaced with circles.

3 points: the drawing as a whole corresponds to the sample, in height or width does not exceed it greater than 2 times; The number of points may not correspond to the sample, but there should be no more than 20 and less than 7; Suppose the figure is even 180 degrees.

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

5 points: doodle, chirkage.

After evaluating each task, all points are summed up. If the child scored in sum over all three jobs:
3-6 points - he has a high level of readiness for school;
7-12 points - the average level;
13 -15 points - low level of readiness, the child needs an additional examination of intelligence and mental development.

QUESTIONNAIRE

Reuses the overall level of thinking, the horizon, the development of social qualities.

It is conducted as a conversation "Question-Answer". The task may sound like this: "Now I will ask questions, and you will try to answer them." If the child is difficult to immediately answer the question, you can help him with several leading issues. Answers are fixed in points, then summed up.
What animal is more - a horse or a dog?
(horse \u003d 0 points;
Incorrect answer \u003d -5 points)
In the morning we have breakfast, and during the day ...
(dinner, eat soup, meat \u003d 0;
dinner, sleep and other wrong answers \u003d -3 points)
Day light, and at night ...
(dark \u003d 0;
Incorrect answer \u003d -4)
Blue sky, and grass ...
(green \u003d 0;
Incorrect answer \u003d -4)
Cherries, pears, plums, apples - what is it?
(fruit \u003d 1;
Incorrect answer \u003d -1)
Why before the train will pass, the barrier is lowered?
(so that the train does not encounter a car; so that no one is injured, etc. \u003d 0;
Incorrect answer \u003d -1)
What is Moscow, Odessa, St. Petersburg? (Name any cities)
(cities \u003d 1; stations \u003d 0;
Incorrect answer \u003d -1)
What time is it now? (show on clock, real or toy)
(properly shown \u003d 4;
It is shown only an hour or a quarter of an hour \u003d 3;
Does not know hours \u003d 0)
A little cow is a calf, a small dog - this ..., Little Sheep is ...?
(puppy, lamb \u003d 4;
Only one correct answer \u003d 0;
Incorrect answer \u003d -1)
Does the dog look like a chicken or a cat? Than? What do they have in common?
(on the cat, because they have 4 legs, wool, tail, claws (just one likeness) \u003d 0;
on the cat without explanation \u003d -1
on chicken \u003d -3)
Why in all brake cars?
(Two reasons are indicated: to slow down from the mountain, stop, avoid collision and so on \u003d 1;
one reason \u003d 0;
Incorrect answer \u003d -1)
What are like a hammer and ax like each other?
(Two common features: they are from wood and iron, these are tools, they can clog nails, they have handles, etc. \u003d 3;
one like \u003d 2;
Incorrect answer \u003d 0)
What are like a cat and squirrel like each other?
(determining that these are animals or bringing two common signs: they have 4 paws, tails, wool, they can climb trees, etc. \u003d 3;
one like \u003d 2;
Incorrect answer \u003d 0)
What is the difference between a nail and screw? How would you recognize them if they lay in front of you on the table?
(in the cutting screw (thread, such a twisted line around) \u003d 3;
The screw is screwed down, and the nail is clogged or the screw is nut \u003d 2;
Incorrect answer \u003d 0)
Football, jumping in height, tennis, swimming is ...
(Sport (Physical Culture) \u003d 3;
games (exercises, gymnastics, contests) \u003d 2;
Incorrect answer \u003d 0)
What kind of vehicles do you know?
(three ground vehicles + airplane or ship \u003d 4;
Only three terrestrial vehicles or a complete list with a plane, a ship, but only after explanation that vehicles are what you can move \u003d 2;
Incorrect answer \u003d 0)
What is the difference between the old man from the young? What is the difference between them?
(three signs (gray hair, lack of hair, wrinkles, poorly sees, often sick, etc.) \u003d 4;
one or two differences \u003d 2;
Incorrect answer (he has a stick, he smokes ...) \u003d 0
Why do people play sports?
(for two reasons (to be healthy, hardened so that they are not thick, etc.) \u003d 4;
one reason \u003d 2;
Incorrect answer (in order to be able to make money, etc.) \u003d 0)
Why is it bad when someone deviates from work?
(the rest should work for it (or another expression that someone carries the damage due to this) \u003d 4;
He is lazy, earns little, can not buy anything \u003d 2;
Incorrect answer \u003d 0)
Why do you need to stick a mark on the letter?
(so pay for the shipment of this letter \u003d 5;
Another one who will receive should pay fine \u003d 2;
Incorrect answer \u003d 0)

We summarize the scores.
The amount + 24 and higher is a high verbal intelligence (horizon).
Amount from + 14 to 23 - above average.
The amount of 0 to + 13 is the average verbal intelligence.
From -1 to - 10 - below average.
From - 11 and less - low indicator.

If the rate of verbal intelligence is low or below average, an additional survey of the child's neuropsychic development is necessary

3. Graphic dictation developed by D. B. Elkonin.
Reveal the ability to listen carefully, to accurately perform the instructions of an adult, orient on a sheet of paper, to act on the assignment of an adult.

To carry out a sheet of paper into a cell (from a notebook) with four dots drawn on it, located one to another. The distance between the vertical points is approximately 8 cells.

The task
Before studying an adult explains: "Now we will draw patterns, you need to try to get beautiful and neat. To do this, you need to listen carefully and draw the way I will talk. I will talk at how many cells and in which direction you have to spend the line. Draw the next line where the previous one ended. Do you remember where you have a right hand? Extend her aside where she pointed? (On the door, on the window, etc.) When I say that you need to spend the right line, you spend it to the door (choose any visual guideline). Where is the left hand? When I say that you need to spend the line left, remember about the hand (or any landmark on the left). Now try to draw.

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

"Put a pencil on the first point. Draw, without leaning a pencil from paper: one cell down, one cell right, one cell up, one cell right, one cell down, continue to draw the same pattern itself. " During dictation, you need to pauses so that the child can finish the previous task. The pattern is not necessary to continue on the entire width of the page.

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

"We draw the following pattern. Find the next point, put a pencil on it. Ready? One cage up, one cell right, one cell is up, one cell right, one cell down, one cell right, one cell down, one cell right. And now the continue to draw the same pattern. "

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

"Attention! Three cells up, one cage to the right, two cells down, one cell right, two cells up, one cell right, three cells down, one cell right, two cells up, one cell right, two cells down, one cell right. Now keep the pattern yourself. "

After 2 minutes - the following task: "Put a pencil to the bottom point. Attention! Three cells to the right, one cell up, one cell left, two cells up, three cells to the right, two cells down, one cell left, one cell down, three cells to the right, one cell up, one cell left, two cells up. Now I will continue the pattern. " The following patterns should be obtained:

Assessment of results
The training pattern is not estimated. In each subsequent pattern, the accuracy of playing the task and the ability of the child to continue the pattern on their own. The task is considered to be well, if there is accurate reproduction (irregularity of lines, "trembling" line, "dirt" do not reduce the rating). If 1-2 errors are allowed when playing - medium level. Low evaluation if there is only a similarity of individual elements during playback or there is no similarity. If the child could independently continue the pattern, without additional questions - the task is well done. The child's insecurity made by them errors in the continuation of the pattern is the average level. If the child refused to continue the pattern or could not draw a single correct line - a low level of execution.

Such dictates can be turned into a developing game, with their help the child develops thinking, attention, the ability to listen to instructions, logic.

4. Labyrinth

Such tasks are often found in children's magazines, in working notebooks for preschool. Receives (and trains) the level of visual-schematic thinking (the ability to use schemes, symbols), the development of attention. Several options for such labyrinths we offer:

5. The test "What is missing?", Designed by R. S. Nemov.

The child is offered 7 drawings, each of which lacks some kind of important detail, or something is painted incorrectly.

Conducting diagnostics records the time spent on the performance of the task using the stopwatch.

Assessment of results

10 points (very high level) - the child called all 7 inaccuracies in less than 25 seconds.

8-9 points (high) - the search for all inaccuracies took 26-30 seconds.

4-7 points (medium) - the search time occupied from 31 to 40 seconds.

2-3 points (low) - search time amounted to 41-45 seconds.

0-1 score (very low) - search time for more than 45 seconds.

6. Test "Find Differences".

Resets the level of development of observation.

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

The child considers pictures of 1-2 minutes, then talks about the differences found them. The child of preschool age with a high level of observation must find all the differences.

7. Test "Ten Words".

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

Prepare a set of single-window or double words that are not interconnected in meaning. For example: table, viburnum, chalk, hand, elephant, park, wicket, window, tank, dog.

The test condition is complete silence.

At the beginning, tell me: "Now I want to check how you can remember the words. I will speak words, and you listen carefully and try to remember them. When I finish, you will repeat as many words as I remember in any order. "

A total of 5 presentations of words, i.e. After the first listing and the repetition by the child of remembered words, you again pronounce the same 10 words: "Now I will repeat the words again. You will remember them again and repeat those who remembered. Call both words that last time, and new what you remember. "

Before the fifth presentation, tell me: "Now I will call the words for the last time, and you will try to remember more."

In addition to the instructions, you should no longer say anything, you can only encourage.

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

8. Test "What is missing?"

This is a test task, and a simple, but very useful game, developing visual memory.

Toys are used, various objects or pictures.

The child is laid out pictures (or toys) - up to ten pieces. He looks at them for 1-2 minutes, then turns away, and you change something, removing or rearring, after 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 "Fourth - extra".

The ability to summarize, logical, figurative thinking is detected.

For children of senior preschool age, you can use pictures and verbal row.
It is important not only that the child will choose too much, but and how he will explain his choice.

Prepare pictures or words, for example:
An image of a white mushroom, a boletus, flower and ammoman;
Pan, cup, spoon, wardrobe;
Table, chair, bed, doll.

Possible verbal options:
dog, wind, tornado, hurricane;
brave, brave, decisive, angry;
laugh, sit, frown, cry;
milk, cheese, fat, prostrochash;
chalk, handle, garden, pencil;
puppy, kitten, horse, piglet;
Slippers, shoes, socks, shoes, etc.

If you use this technique as a developing, you can start with 3-5 pictures or words, gradually complicating a lyrical row so that there are several correct answers, for example: a cat, a dog, a dog - an extra dog (not from the Feline family), and Lion (not a pet).

10. Test "Classification".

Study of logical thinking.

Prepare a squatting set, including various groups: clothes, dishes, toys, furniture, homemade and wild animals, food, etc.

The child is invited to decompose the cantics (pre-mixed) by groups, then full freedom is provided. After executing the child should explain why he will define pictures that way (often children fold together animals or image of kitchen furniture and dishes, or clothes and shoes, in this case, offer to divide these cards)

High level of task: the child decomposed the cards correctly in groups, managed to explain why and call these groups ("Pets", clothes "," food "," Vegetables "etc.)

11. Test "Drawing up a story on pictures."

It is often used by psychologists to identify the level of development of speech, logical thinking.

Pick pictures from a series of "stories in pictures", cut them out. For senior preschool age, 4-5 pictures combined with one plot.

The pictures are mixed and offered to the child: "If you arrange these pictures in order, it will be a story, but in order to properly decompose, you need to guess what was at the beginning that at the end, and what is in the middle." Remind that it is necessary to lay out from left to right, in order, near, in a long strip.

High level of completion of the task: the child correctly folded the pictures, he was able to make a story on them using a common sentences.
* * *

I remember once again that:
All proposed techniques can be used as educational games;
When a child arrives at school, it is not necessary to use all these tests, psychologists choose the most informative and easy to perform;
It is not necessary to fulfill all tasks at once, you can offer them to perform them within a few days;
Now the packages of such techniques have appeared on sale, including not only the description, but also visual material, approximate norms. When buying such a package, pay attention to the method of methods, the quality of drawings and the publisher.

Olga Anisimovich, teacher-psychologist